Information Problem Solving (IPS) competence is vital for academic success. However, higher education students often struggle to use digital information effectively, underscoring the need for instructional interventions. Evidence-based design principles for teaching and learning IPS can guide such instructional design. Yet, it remains unclear whether academic librarians, who frequently teach IPS, find such principles useful and feasible to implement. This study validates seven design principles identified in a prior literature review. The study uses mixed-methods data from focus groups and surveys with 61 academic librarians at Dutch universities. Findings show that librarians perceive the principles as highly useful, yet practical adoption depends on ease of use, which was rated substantially lower. Ease of use was influenced by multiple external factors, including characteristics of librarians, faculty, and students, as well as their interactions within the learning environment. Among these, librarian-faculty collaboration proved critical for implementing key principles such as repeated instruction embedded in the curriculum and authentic learning tasks. These served as foundations for applying additional principles such as practice, support, and feedback. Despite barriers, librarians creatively adapted principles to local contexts. The study highlights the need for systemic support and collaboration to integrate IPS instruction effectively into higher education curricula.
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