Based on the ACRL Framework, this study focuses on assessing students’ self-efficacy regarding certain aspects of the "Information Creation" frame to determine their ability to evaluate the processes involved in creating information, as well as their effectiveness in meeting information needs by verifying the authenticity and quality of sources. The study included a sample of 230 Education students from the University of Granada. We implemented a quantitative methodology using an ad hoc questionnaire. Participants reported an overall self-efficacy score in content creation above 7.3 points (SD=1.36) on a Likert scale from 1 to 10. It is worth noting that 70.9% of participants admitted to using artificial intelligence (AI) to create content with ChatGPT being their preferred platform (68.3%). Additionally, 42.2% said they shared information in a restricted manner, with Instagram being the most used social network (95.7%). We observed an association between AI use and the average self-efficacy reported in information creation. In conclusion, on the one hand, there is evidence of a gap in students’ perceived self-efficacy regarding certain aspects related to information creation (formats, media, data) that are more characteristic of media and data literacy. On the other hand, there is a significant impact of AI management on students’ perceived self-efficacy in the information creation process. Both findings reinforced the need to integrate three types of literacies (information, media, and data) into a holistic framework that is essential for the education of university students in today's digital society characterized by the massive use of data.