Information literacy and problem-solving ability in Chinese college students: The chain mediating effects of learning engagement and critical thinking

Problem-solving ability is widely regarded as a pivotal component of higher-order cognition essential for university students' success. This study examined the influence of information literacy on problem-solving ability within the Chinese higher education context, specifically investigating the underlying psychological mechanisms. Utilizing a serial mediation framework, the research explored how learning engagement and critical thinking mediate this relationship. A sample of 1,031 college students completed standardized measures assessing information literacy, problem-solving competence, learning engagement, and critical thinking. Data analysis using SPSS and PROCESS revealed that information literacy was significantly and positively correlated with all study variables. Crucially, the mediation analysis demonstrated that information literacy acts as a robust predictor of problem-solving ability through both a direct pathway and three indirect pathways: via the independent mediating effects of learning engagement and critical thinking, respectively, and through a serial mediation chain where information literacy is positively associated with engagement, which subsequently relates to critical thinking, contributing to better problem-solving outcomes. These findings suggest that higher education institutions should cultivate students’ problem-solving competence by integrating information literacy training with pedagogical strategies that simultaneously foster active learning engagement and critical thinking.