In this study we examined the relationship between Information Literacy (IL) and the use of Artificial Intelligence (AI), specifically ChatGPT, in the teaching-learning processes of university students in Social Sciences, particularly in Education and Information Science. The study involved a sample of final-year undergraduate students (N = 50) from the University of Granada. We employed a qualitative-descriptive methodology, utilizing a focus group with think-aloud techniques and semi-structured interviews, complemented by a quantitative questionnaire based on a Likert scale, developed ad hoc. We compared both quantitative and qualitative results to verify the consistency of the information provided by students. The findings revealed the following. First, AI was becoming increasingly widespread in university teaching-learning processes. Second, students used ChatGPT primarily as a tool for information retrieval but often without clearly defining their questions or information needs, nor thoroughly verifying the obtained results. Third, students found ChatGPT useful for processing information, such as summarizing texts, selecting keywords, categorizing, and relating content, yet they sometimes struggled with managing references, finding it confusing and inaccurate. In conclusion, students expressed a strong need for more training in AI tools, proper use of ChatGPT, and faculty familiarization with this technology for its integration into teaching-learning processes, particularly in the development of IL competencies.