User education in academic libraries has undergone significant transformation in today's information-centric culture, presenting a complex landscape quite distinct from other types of libraries. The concept of user education varies among academic libraries, encompassing various forms such as library instruction, library orientation, information skills courses, bibliographic instruction, course-related instruction, and online instruction. Additionally, a diverse array of teaching methods and media, including audio-visual materials and library tours, have played pivotal roles in shaping the user education landscape. These methods have a longstanding history and have laid the foundation for the emergence of information literacy as we know it today. Information literacy, which has been recognized for approximately 25 years, represents a significant milestone in the evolution of library instruction. However, despite the rich history and evolution of user education practices, historical and chronological investigations into this domain are still lacking in most countries. Developed nations have taken strides in documenting and examining the history of user education, thereby advancing the fields of Information Science and Library Science. Conversely, developing or underdeveloped countries have yet to engage in substantial research in this area, primarily due to the ongoing need for systematic progress in these fields. Current information literacy instruction, in contrast to earlier instructional methods like bibliographic instruction and library orientation, is inherently more intricate. True information literacy extends beyond short sessions or workshops, reflecting its multifaceted nature. This comprehensive concept encompasses a wide array of higher education learning objectives, focusing on the development of critical thinking, research abilities, effective communication, library skills, technological proficiency, and, ultimately, lifelong learning skills among students