The EF-IPS Model of External Factors Influencing the Teaching of Information Problem Solving in Higher Education

The EF-IPS Model (External Factors Influencing Information Problem Solving) synthesizes practitioner perspectives on conditions shaping the teaching of Information Problem Solving (IPS) in higher education. Drawing on survey and focus group data from 63 academic librarians, the model identifies six interrelated factors: student, faculty, and librarian characteristics; librarian–faculty cooperation; librarian–student cooperation; and the broader learning environment. These external factors influence the ease of implementing seven evidence-based IPS design principles as identified by Boetje et al. (2025). Findings highlight that embedded instruction and authentic task design depend heavily on faculty collaboration and curricular integration, while learning environment constraints such as time, group size, and disciplinary domain further shape feasibility. The EF-IPS Model provides a framework for analyzing contextual influences and guiding the effective adoption of IPS instruction.