دانشگاه فردوسی مشهدپژوهشنامه کتابداری و اطلاع رسانی2251-634416220260823Design and Elaboration of the Conceptual System of Theory: Rethinking the Concept of Theory in the Humanities and Social Sciencesطراحی و تبیین سامانۀ مفهومی نظریه: بازاندیشی در مفهوم نظریه در علوم انسانی و اجتماعی7374869310.22067/infosci.2026.99105.1282FAغلامرضاحیدریدانشیار، گروه علم اطلاعات و دانششناسی، دانشگاه رازی، کرمانشاه، ایران0000-0003-2991-0713Journal Article20260602AbstractIntroductionTheory is a foundational concept for organizing, explaining, interpreting, critiquing, and advancing scientific knowledge. Nevertheless, its meaning remains characterized by considerable conceptual plurality and sustained debate. This situation can be attributed, in part, to the persistence of a traditional model of definition rooted in essentialist reasoning, whereby concepts are defined in terms of necessary features and relatively fixed boundaries. This model has also been reinforced in modern scholarship by approaches derived from the natural and empirical sciences. However, such an approach does not always adequately capture complex and plural phenomena, particularly those encountered in the humanities and social sciences, and has contributed to dichotomies such as theory/practice, product/process, and abstract/applied. In contrast, developments in the humanities and social sciences have fostered alternative modes of conceptualization that, rather than reducing phenomena to a fixed essence, emphasize multidimensionality, contextuality, gradation, dynamism, and the interrelationships among their constituent dimensions. From this perspective, the problem addressed by the present study is not merely the absence of a universally accepted definition of theory or the plurality of existing definitions, but rather the need to reconsider the underlying logic through which theory is defined and conceptualized. Accordingly, this study seeks to develop a new understanding of theory and, on this basis, to construct a Conceptual System of Theory (CST) grounded in this emerging logic.MethodologyThe study employed a conceptual analysis approach combined with theoretical synthesis. Relevant literature on the concept of theory in the philosophy of science, research methodology, and the humanities and social sciences was systematically examined. Definitions, components, functions, and modes of conceptualizing theory were identified, extracted, and comparatively analyzed. The analysis indicated that a substantial part of the conceptual debate surrounding theory derives from positioning it within relatively closed dichotomies. To address this limitation, the study adopted a “third perspective” that moves beyond selecting one pole over another and instead conceptualizes their coexistence and continuity within a spectral, multilayered, contextual, and dynamic framework. On this basis, the concept of theory was formulated at three semantic levels. The specific level refers to the narrower and more determinate meaning of theory; the general level refers to systematic knowledge aimed at understanding, interpreting, explaining, or critiquing phenomena; and the broad level encompasses the wider domain of theoretical knowledge, together with its conceptual and paradigmatic foundations. These three levels were subsequently examined through seven analytical approaches: lexical-conceptual, subject-heading-oriented, spectral, disciplinary, methodological, typological, and question-based. Finally, the findings generated through these analytical approaches were integrated through a process of conceptual synthesis, resulting in the design and elaboration of the Conceptual System of Theory (CST).Findings The findings indicate that theory cannot be adequately represented by a fixed, essentialist definition and that its understanding requires recognition of its multiple levels, dimensions, and forms. The third perspective facilitates a move beyond reductive dichotomies, enabling theory to be understood simultaneously as both product and process, as both abstract and contextual, and as encompassing explanatory, interpretive, critical, and normative functions. This perspective provided the conceptual basis for reformulating theory across the three semantic levels.At the subsequent stage, the seven analytical approaches enabled a systematic elaboration of these three semantic levels. The lexical-conceptual approach focuses on the meaning and connotations of theory; the subject-heading-oriented approach identifies its constituent components and conceptual boundaries; the spectral approach reveals varying degrees of abstraction and generalization; the disciplinary approach incorporates differences in disciplinary requirements into the conceptualization of theory; the methodological approach examines how theories are formulated, developed, evaluated, and revised; the typological approach distinguishes among the diverse forms and functions of theory; and the question-based approach organizes theory in relation to fundamental problems and questions. The synthesis of the three semantic levels and seven analytical approaches resulted in the formulation of seven interconnected dimensions that constitute the architecture of the CST: Meaning, Scope, Level, Context, Process, Type, and Coherence. Meaning specifies the conceptual identity of theory; Scope delineates its boundaries and extent; Level indicates its degree of abstraction and generalization; Context encompasses the historical, disciplinary, epistemic, and problem-related conditions within which theory emerges and operates; Process addresses its formation, transformation, revision, and evaluation; Type captures its diverse forms and functions; and Coherence represents the internal continuity and integration of its constituent components. These dimensions should not be understood as discrete categories but as interrelated elements of a unified conceptual system.Discussion and ConclusionThe findings indicate that the problem of theory cannot be resolved simply by adding another definition, because the underlying logic of definition itself has evolved in response to the increasing complexity of phenomena. Within this emerging logic, definition does not necessarily entail determining the fixed essence and closed boundaries of a phenomenon; rather, it may involve the coherent formulation of a set of major dimensions through which a phenomenon can be represented within a reasonable, multilayered, and context-sensitive scope. From this perspective, the three semantic levels and seven analytical approaches make it possible to examine and conceptualize theory across its multiple dimensions without reducing it to a single definitional model. The seven dimensions emerging from their synthesis provide the foundation for a system through which theory can be described, compared, analyzed, evaluated, and further developed. Accordingly, the CST can be understood as a systematic formulation of a new logic for conceptualizing theory—one that is better aligned with the complexity, plurality, and contextual variability of theory in the humanities and social sciences.Originality The originality of the study lies in shifting the problem of theory from “finding the correct definition” to “rethinking the logic of definition and conceptualization.” Within this framework, the “third perspective” provides a way to move beyond reductive dichotomies; the three semantic levels reveal the different scopes of the concept of theory; the seven analytical approaches elaborate these levels from complementary perspectives; and their synthesis leads to seven dimensions and ultimately to the architecture of the CST. The principal innovation therefore lies not in any one of these elements separately, but in the systematic relationship among them and the transformation of this relationship into an integrated conceptual system. The CST provides an open and expandable framework for analyzing, comparing, evaluating, teaching, and developing theories, and exemplifies an approach to definition that emphasizes multidimensionality, contextuality, spectrality, and coherence rather than essentialist boundary-setting.مقدمه و هدف: تعریفهای سنتی و تجربهگرایانه از نظریه (مبتنی بر اثباتپذیری و پیشبینی کمّی) برای علوم انسانی و اجتماعی ناکافی بوده و باعث ابهام مفهومی شدهاند. هدف این پژوهش، بازاندیشی در مفهوم نظریه و تدوین «سامانۀ مفهومی نظریه» به عنوان چهارچوبی منسجم برای سازماندهی ابعاد، سطوح و رویکردهای مختلف آن است.روشها: این پژوهش با رویکرد تحلیلی-مفهومی و روش سنتز نظری روی منابع معتبر فلسفۀ علم، روششناسی، علوم انسانی و علم اطلاعات انجام شد. دادهها طی چهار گام تحلیل شدند: ۱) بررسی متون و استخراج تعاریف؛ ۲) صورتبندی سه سطح معنایی (اخص، اعم و گسترده)؛ ۳) تحلیل هفت رویکرد عمده به نظریه؛ ۴) طراحی سامانۀ مفهومی نظریه.یافتهها: فهم جامع نظریه مستلزم عبور از نگاههای تکبُعدی و حرکت به سوی دیدگاهی شبکهای است. نظریه در سه سطح معنایی (اخص، اعم و گسترده) دستهبندی شد. همچنین ترکیب هفت رویکرد تحلیلی به طراحی «سامانۀ مفهومی نظریه» انجامید که شامل هفت بُعد بههمپیوسته است: معنا، قلمرو، سطح، زمینه، فرایند، گونه و انسجام.بحث و نتیجهگیری: فهم نظریه نیازمند عبور از تقلیلگرایی و دوگانههای کاذب (مانند نظر/عمل و محصول/فرایند) است. نوآوری پژوهش در گذار از تعاریف خطی به «سامانۀ مفهومی» است که نظریه را از موضوعی «تعریفپذیر» به موضوعی «سامانهپذیر» تبدیل میکند. این چهارچوب باز میتواند مبنای مطالعات فرانظری و سیاستگذاری علمی قرار گیرد.اصالت: این مقاله با ارائه چهارچوبی چندبُعدی (سه سطح معنایی، هفت رویکرد و هفت بُعد بههمپیوسته)، مدلی نوین و توسعهپذیر برای تحلیل و ارزیابی نظریهها در علوم انسانی و اجتماعی فراهم میسازد.https://infosci.um.ac.ir/article_48693_3f43b741e9c8523c43e3370be32f2c0a.pdfدانشگاه فردوسی مشهدپژوهشنامه کتابداری و اطلاع رسانی2251-634416220260823Librarians' Perspectives on Artificial Intelligence Technology and Its Applications in Academic Librariesدیدگاه کتابداران در مورد فناوری هوش مصنوعی و کاربردهای آن در کتابخانههای دانشگاهی38584866510.22067/infosci.2026.98877.1281FAالهههژبرزاده تربتیکارشناسی ارشد علم اطلاعات و دانش شناسی، دانشگاه فردوسی مشهد، مشهد، ایران0009-0002-2191-2757معصومهتجعفریدانشیار، گروه علم اطلاعات و دانش شناسی، دانشگاه فردوسی مشهد، مشهد، ایران0000-0001-6008-4427شعلهارسطوپوردانشیار، گروه علم اطلاعات و دانش شناسی، دانشگاه فردوسی مشهد، مشهد، ایران0000-0001-7569-1107Journal Article20260522Introduction: Academic libraries need to adopt artificial intelligence (AI) technologies to expand and enhance their services in response to an evolving technological and information environment. AI has the potential to transform both the operational processes of academic libraries and the ways in which services are delivered to users. As the primary actors responsible for implementing and integrating AI-based tools within these institutions, librarians play a critical role in determining the effectiveness and sustainability of AI adoption. Understanding librarians’ perspectives on AI and its applications can therefore contribute to the more effective implementation of these technologies, facilitate service innovation, and enhance the overall user experience. Accordingly, the present study aimed to examine librarians’ perspectives on artificial intelligence and its applications in academic libraries in Mashhad.Methods: The present study is applied in terms of its purpose and descriptive-survey in terms of its research methodology. The statistical population comprised all librarians working at Ferdowsi University of Mashhad and Mashhad University of Medical Sciences. Based on Cochran’s sample size formula, a sample of 65 librarians was determined. Participants were selected using simple random sampling. The researcher-made questionnaire was distributed electronically among librarians at the libraries of the two universities, and following repeated follow-ups, 65 completed questionnaires were collected and included in the analysis. The data collection instrument was a researcher-made questionnaire comprising two main sections. The questionnaire was administered after its validity and reliability had been established. The first section collected demographic information, while the second addressed librarians’ awareness and use of AI applications in library services, as well as their perceptions of the benefits and challenges associated with AI adoption. Specifically, this section included 27 items measuring awareness, 27 items measuring use, 21 items assessing perceived benefits, and 41 items addressing challenges. All items were rated on a five-point Likert scale. To establish the face and content validity of the questionnaire, the initial version was reviewed by six faculty members in the Department of Knowledge and Information Science. The questionnaire was finalized after their comments and recommendations were incorporated. Reliability was assessed using Cronbach’s alpha based on a pilot study involving 20 librarians. The normality of the variables was subsequently examined using the Kolmogorov–Smirnov test, with the results indicating that the variables followed a normal distribution. Data were analyzed using confidence intervals for the mean, the one-sample t-test, one-way analysis of variance (ANOVA), and the Friedman test.Findings: The findings revealed that librarians at Ferdowsi University of Mashhad and Mashhad University of Medical Sciences had relatively limited awareness and use of artificial intelligence (AI) technologies in library services. Nevertheless, they reported above-average agreement regarding the benefits of AI applications, indicating a generally positive perception of their potential despite limited awareness and use. The analysis further showed that age and gender had no statistically significant effect on AI use in library services. Regarding the challenges of AI implementation, a statistically significant difference was observed in librarians’ prioritization of the identified challenges. Financial challenges ranked as the highest-priority concern at both universities. In contrast, social challenges received the lowest priority at Ferdowsi University of Mashhad, whereas individual challenges were ranked lowest at Mashhad University of Medical Sciences.Discussion and Conclusion: The findings revealed that librarians are not yet fully familiar with the practical applications of AI, and its use remains limited. This may be attributed to the novelty of these technologies and their limited availability in the libraries of Ferdowsi University of Mashhad and Mashhad University of Medical Sciences. Another possible factor is the lack of adequate AI-related training in Knowledge and Information Science curricula and the absence of in-service training programs for librarians, which may have limited their understanding of AI capabilities and applications in library services. Nevertheless, librarians’ relatively high level of agreement regarding the benefits of AI indicates a positive attitude toward its potential to improve the accuracy, speed, efficiency, and quality of library services. Providing training, access to AI tools, and opportunities for practical application could enhance their understanding of these benefits. Given that neither age nor gender significantly affected AI usage, formal and informal training programs should be offered to all librarians regardless of demographic characteristics. Financial constraints were identified as the most significant barrier to effective AI implementation, which is understandable given the costs associated with acquiring, developing, maintaining, and supporting emerging technologies. Library administrators and policymakers should therefore develop strategies to address these financial constraints. Overall, the findings underscore the need for a systematic and long-term approach by the authorities and policymakers of the two universities to leveraging AI for library service development. Establishing the necessary organizational, professional, and technological infrastructures while addressing existing challenges is essential.Originality: This study is among the relatively few investigations of artificial intelligence (AI) in Iranian academic libraries. By examining librarians’ awareness and use of AI, as well as its perceived benefits and implementation challenges, the study provides an empirical basis for future research and may inform decision-making on the development and adoption of AI technologies in academic library services.مقدمه و هدف: کتابخانههای دانشگاهی برای تحول خدمات خود نیازمند هوش مصنوعی هستند و کتابداران نقش کلیدی در بهکارگیری موفق آن دارند. این پژوهش با هدف شناسایی دیدگاه کتابداران دانشگاه فردوسی و علوم پزشکی مشهد درباره هوش مصنوعی و کاربردهای آن انجام شد.روشها: این پژوهش پیمایشی-کاربردی روی ۶۵ کتابدار (انتخابشده به روش تصادفی ساده بر اساس فرمول کوکران) انجام شد. ابزار گردآوری دادهها پرسشنامهای محققساخته شامل بخشهای جمعیتشناختی، آگاهی، میزان استفاده، مزایا و چالشها با طیف ۵ ارزشی لیکرت بود. روایی پرسشنامه توسط ۶ متخصص و پایایی آن با آلفای کرونباخ تأیید شد. دادهها با آزمونهای کولموگروف-اسمیرنوف، تی یکنمونهای، آنوا و فریدمن تحلیل شدند.یافتهها: آگاهی و استفاده کتابداران از هوش مصنوعی محدود بود، اما موافقت آنها با مزایای آن در حد بالاتر از متوسط قرار داشت. سن و جنسیت تأثیر معناداری بر میزان استفاده نداشتند. همچنین «چالشهای مالی» در اولویت اول چالشها قرار گرفت، در حالی که کماهمیتترین چالش در دانشگاه فردوسی «اجتماعی» و در علوم پزشکی «فردی» بود.بحث و نتیجهگیری: استفاده محدود کتابداران ناشی از نوپا بودن فناوری و نقص در آموزشهای آکادمیک و ضمن خدمت است؛ با این حال نگرش کلی آنها به هوش مصنوعی مثبت است. با توجه به اولویت چالشهای مالی، مسئولان باید منابع مالی و بسترهای سازمانی، حرفهای و آموزشی یکسانی را بدون توجه به متغیرهای جمعیتشناختی فراهم کنند.اصالت: این پژوهش از نخستین مطالعات هوش مصنوعی در کتابخانههای ایران است که مبنایی برای پژوهشهای آتی و توسعه عملیاتی این فناوری فراهم میسازد.https://infosci.um.ac.ir/article_48665_73ce6453f3ee02be67e4bb2282b6d545.pdfدانشگاه فردوسی مشهدپژوهشنامه کتابداری و اطلاع رسانی2251-634416220260823Application of Artificial Intelligence Tools in the Educational and Research Activities of Graduate Students: A Case Study of the University of Tabrizبهکارگیری ابزارهای هوش مصنوعی در فعالیتهای آموزشی و پژوهشی دانشجویان تحصیلات تکمیلی: مطالعه موردی دانشگاه تبریز59814870410.22067/infosci.2026.97076.1271FAفائقهمحمدیاستادیار، گروه علم اطلاعات و دانش شناسی، دانشگاه تبریز، تبریز، ایران.0000-0001-8725-5636زهراسرحدی جشاریدانشجوی دکترا علم اطلاعات و دانش شناسی، دانشگاه تبریز، تبریز، ایرانرحیمپوریمدرس دانشگاه، جامعه شناس و پژوهشگر اجتماعی، عضو بنیاد ملی نخبگان ایران، تهران، ایران0000-0002-4016-6828Journal Article20260130Introduction: In recent years, artificial intelligence (AI) has emerged as a transformative force in higher education, reshaping established approaches to learning, research, and knowledge production. Graduate students, as active contributors to scholarly knowledge production, are increasingly incorporating AI-based tools into their educational and research activities. Applications such as ChatGPT, Copilot, Gemini, DeepSeek, and other intelligent assistants have expanded opportunities for academic writing, information retrieval, data analysis, idea generation, programming, and learning. However, the rapid advancement and widespread adoption of generative AI have also raised concerns regarding scientific accuracy, the generation of fabricated or unreliable references, research ethics, academic authenticity, and the credibility and reliability of AI-generated content. Given the growing integration of these technologies into academic practices, understanding how graduate students use AI tools, the benefits they perceive, and the challenges they encounter is essential for informed educational planning and evidence-based policy development. Accordingly, this study aimed to investigate patterns of AI tool use in the educational and research activities of graduate students at the University of Tabriz and to identify the opportunities and challenges associated with such use.Methodology: This qualitative phenomenological study involved 18 graduate students from diverse academic disciplines who were recruited through purposive snowball sampling until theoretical saturation was achieved. Data were collected using semi-structured interviews and analyzed through open, axial, and selective coding based on the approach developed by Glaser and Strauss. Data collection and analysis were conducted concurrently to facilitate the refinement of emerging categories and enhance the trustworthiness of the findings.Findings: The findings indicated that AI tools have become increasingly integrated into the academic activities of graduate students, although the frequency and nature of their use varied according to disciplinary background and the stage of the academic or research process. Participants reported using AI across a broad range of tasks, including academic writing, research proposal development, literature reviews, preparation of educational content and learning materials, data analysis, manuscript preparation, programming, idea generation, and reference-related activities. Research-related activities constituted the most prominent area of AI use, particularly for academic writing and data analysis. In educational contexts, students reported using AI to facilitate learning, clarify complex concepts, prepare and organize instructional materials, and support self-directed learning. Participants identified several significant benefits associated with the use of AI tools. These tools were perceived as reducing the time required to complete academic tasks, facilitating academic writing and data analysis, helping students overcome certain skill-related limitations, enhancing motivation for research, and supporting independent learning. Some participants also viewed AI as a valuable resource for generating ideas and fostering critical thinking, particularly when its outputs were evaluated critically rather than accepted uncritically. Overall, these findings suggest that AI can serve as a complementary academic resource that enhances students’ capabilities and extends their capacity to engage with academic tasks, rather than merely automating discrete activities.However, participants also identified several substantial challenges associated with the use of AI tools. Concerns regarding the accuracy, reliability, and scientific validity of AI-generated information were particularly prominent. Students reported encountering scientific errors, inaccurate or misleading information, fabricated references, and unreliable sources. Consequently, most participants emphasized that AI should be regarded as a “research assistant” rather than as a substitute for the researcher. They described verifying AI-generated information against authoritative and multiple sources, comparing AI outputs with their prior knowledge and experience, critically evaluating the results, and conducting independent assessments before incorporating them into their academic work.The findings also revealed significant access and infrastructure-related barriers. Internet filtering and other restrictions affecting access to certain AI services, sanctions, the high cost of advanced subscriptions, and limitations of free versions were identified as factors that could constrain effective and sustained use. Disciplinary differences were also evident. Students in humanities-oriented fields tended to use AI more extensively for academic writing and language-related tasks, whereas students in technical and quantitative disciplines reported greater use for data analysis, programming, and coding. Overall, the findings indicate a pattern of conditional and critical adoption, whereby students recognize the practical value of AI while remaining aware of its limitations and the continued need for human judgment, critical evaluation, and verification.Discussion and Conclusion: The study concludes that AI is no longer merely an emerging technology but is increasingly becoming integrated into the everyday educational and research practices of graduate students. Its contributions are particularly evident in enhancing the speed and efficiency of academic tasks, reducing certain skill-related barriers, facilitating learning and academic writing, strengthening research motivation, and supporting analytical and technical activities. Nevertheless, the effective use of AI depends largely on students’ ability to critically evaluate AI-generated content and integrate useful outputs with credible and authoritative scholarly sources. Two major categories of challenges—access and infrastructure constraints, and concerns regarding accuracy and authenticity—may undermine the quality and reliability of AI-supported academic activities. Accordingly, universities should facilitate equitable access to appropriate AI tools, promote the development of academic AI literacy, and establish mechanisms for verifying AI-generated information, sources, and references. Educational and training programs should place particular emphasis on critical evaluation of AI outputs, detection of misinformation and fabricated content, responsible and ethical use of AI, and transparent disclosure of AI assistance in scholarly work. Overall, the findings provide a basis for universities to develop evidence-based policies and educational strategies aimed at the responsible, effective, and sustainable integration of AI into graduate education and research.مقدمه و هدف: با گسترش هوش مصنوعی در پژوهشهای دانشگاهی، دانشجویان تحصیلات تکمیلی بیش از پیش به ابزارهایی مانند چتجیپیتی، کوپایلوت، جمینی و دیپسیک اتکا میکنند. با این حال، چالشهایی مانند صحت علمی و اخلاق پژوهش نیز پدید آمده است. هدف این پژوهش، بررسی الگوهای استفاده، فرصتها و چالشهای بهکارگیری هوش مصنوعی در فعالیتهای آموزشی و پژوهشی دانشجویان تحصیلات تکمیلی دانشگاه تبریز است.روشها: این پژوهش با رویکرد پدیدارشناسی انجام شد. نمونه پژوهش شامل ۱۸ دانشجو بود که به روش هدفمند-گلولهبرفی انتخاب شدند و مورد مصاحبه نیمهساختاریافته قرار گرفتند. دادهها از طریق کدگذاری باز، محوری و انتخابی (چهارچوب گلاسر و استراوس) و با رویکرد جمعآوری و تحلیل همزمان (مورس و همکاران) تحلیل شدند که در نهایت به استخراج شش مقوله اصلی انجامید.یافتهها: دانشجویان از هوش مصنوعی در نگارش علمی، تحلیل دادهها، ایدهپردازی، کدنویسی و آموزش استفاده میکنند که بیشترین کاربرد آن در مقالهنویسی و تحلیل داده است. صرفهجویی در زمان، تسهیل نگارش و تقویت تفکر انتقادی از مزایا، و نگرانی از دقت اطلاعات، منابع جعلی و ضعف زیرساختها از چالشهای اصلی بودند. مشارکتکنندگان از هوش مصنوعی صرفاً به عنوان «دستیار پژوهشی» بهره میبرند و خروجیها را راستیآزمایی میکنند.بحث و نتیجهگیری: هوش مصنوعی نقش خود را به عنوان ابزار مکمل پژوهش تثبیت کرده است (کاربرد در علوم انسانی بیشتر در نگارش و زبان، و در علوم فنی در تحلیل داده و کدنویسی). استفاده آگاهانه و انتقادی از آن موجب ارتقای کیفیت پژوهش میشود.اصالت: این پژوهش مبنایی کاربردی برای طراحی دورههای آموزش «سواد هوش مصنوعی» و تدوین سیاستهای حمایتی و نظارتی در نظام آموزش عالی ایران فراهم میسازد.https://infosci.um.ac.ir/article_48704_93e27399801114c829497baae0003c28.pdfدانشگاه فردوسی مشهدپژوهشنامه کتابداری و اطلاع رسانی2251-634416220260823The Role of Information Security in Improving Human, Surveillance, and Environmental Security Componentsنقش امنیت اطلاعات در بهبود مؤلفههای امنیت انسانی، نظارتی و محیطی821024853110.22067/infosci.2026.98327.1276FAعادلسلیمانی نژاددانشیار، گروه علم اطلاعات و دانششناسی، دانشگاه شهید باهنر کرمان، کرمان، ایران0000-0002-9757-6836فریبرزدرودیاستادیار، پژوهشگاه علوم و فناوری اطلاعات ایران(ایرانداک)، تهران، ایران.0000-0003-0386-5301معصومهطهماسبیکارشناسی ارشد علم اطلاعات و دانششناسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایرانJournal Article20260418AbstractIntroduction: In today's knowledge-based economy, organizations increasingly regard knowledge and information as their most valuable strategic assets. However, these assets are highly vulnerable to a wide range of security threats. The rapid expansion of digital technologies and electronic data exchange has significantly increased the exposure of sensitive information to cyberattacks, data breaches, and unauthorized access. Business and public organizations routinely generate, collect, process, and store vast amounts of information, making effective information security management essential for protecting critical organizational assets. Information security management encompasses the policies, procedures, and controls required to safeguard the confidentiality, integrity, and availability of information against potential threats and vulnerabilities. An Information Security Management System (ISMS) provides a systematic framework for managing sensitive organizational information, minimizing security risks, and ensuring business continuity through the proactive mitigation of security incidents. Moreover, an ISMS enables organizations to identify, assess, and address security risks while demonstrating their commitment to information security and privacy. The implementation of an ISMS typically involves information security professionals, including Chief Information Security Officers, IT Operations Managers, Security Coordinators, Security Analysts, and IT administrators, who are responsible for establishing and maintaining appropriate technical and organizational controls. These controls may include security policies, procedures, governance structures, software, and hardware mechanisms designed to protect information assets. Among the internationally recognized frameworks for information security management, ISO/IEC 27002, entitled Information Security, Cybersecurity and Privacy Protection—Information Security Controls, provides comprehensive guidance on the selection, implementation, and management of information security controls. Accordingly, the present study aims to evaluate the status of information security management practices in government organizations in Kerman, Iran, based on the human security, monitoring security, and environmental security components of the ISO/IEC 27002 standard. .Methodology: This study employed a descriptive survey research design. Data were collected using a researcher-developed questionnaire based on the ISO/IEC 27002 standard for information security management. The study population comprised 176 information technology specialists, senior managers, and middle managers employed in government organizations in Kerman, Iran. The sample size was determined using Cochran’s formula, resulting in a sample of 120 participants selected from the Departments of Education, the Kerman Governorate, the Tax Affairs Organization, the Agricultural Jihad Organization, and the Department of Industry, Mine and Trade. These organizations were purposively selected to facilitate access to relevant data and information. The questionnaire was developed in accordance with the components of the ISO/IEC 27002 standard, an internationally recognized framework for information security management. It focused on six key domains encompassing 19 subcomponents related to human and environmental security: (1) information security organization (2 subcomponents), (2) human resource security management (3 subcomponents), (3) physical and environmental security management (2 subcomponents), (4) access control (7 subcomponents), (5) information security incident management (2 subcomponents), and (6) compliance management (3 subcomponents). Because the study focused on organizational personnel and security policies, these six domains were incorporated into the research instrument. All items were measured using a five-point Likert scale. The content validity of the questionnaire was confirmed by experts, yielding a content validity coefficient of 0.93. The reliability of the instrument was assessed using Cronbach’s alpha, demonstrating satisfactory internal consistency. Data were analyzed using SPSS software. Descriptive statistics were employed to summarize the data, while inferential analyses were conducted after verifying the assumptions of normality using the Kolmogorov–Smirnov test and homogeneity of variances. One-way analysis of variance (ANOVA) was used to test the research hypotheses, and the Friedman test was applied to rank the dimensions of information security management.Findings: The results of the Kolmogorov–Smirnov test confirmed that all research variables satisfied the assumption of normality. At the 95% confidence level (α = 0.05), the null hypothesis of normal distribution was not rejected, justifying the use of parametric statistical tests. Accordingly, one-sample Student’s t-tests were conducted to examine the main research hypothesis and to compare the mean scores of each dimension of information security management with the expected benchmark. The findings from the six sub-hypotheses indicated that five dimensions—human resource security management, physical and environmental security, access control, information security incident management, and compliance management—achieved mean scores that were significantly higher than the expected level (p < 0.05). In contrast, the information security organization dimension performed below the expected level, indicating a relative weakness in organizational security governance. Overall, the results support the main research hypothesis, demonstrating that the overall performance of information security management in the government organizations of Kerman, as assessed against the ISO/IEC 27002 standard, is significantly above the expected level.Discussion & Conclusion: The findings of the study indicate that information security policy management is not adequately implemented in government organizations in Kerman. Among the organizations examined, the highest level of performance in this dimension was observed in the Governorate, whereas the lowest level was reported in the Agricultural Jihad Organization. These findings suggest that the fundamental theoretical principles underlying information security policy management have not received sufficient attention within these organizations. An effective information security policy should reflect managerial commitment and clearly define the organization’s strategic approach to information security management. However, the results indicate that key elements, including the overall objectives, scope, significance, and framework of information security, have not been sufficiently established. Furthermore, information security policies are not systematically reviewed and updated at predetermined intervals, which may reduce their effectiveness in addressing evolving security challenges. Based on the findings, several recommendations are proposed. These include developing a comprehensive information security management plan aligned with environmental, access control, and human resource security requirements; providing specialized and continuous training programs for managerial and technical personnel; strengthening legal frameworks for controlling and monitoring information security activities; maintaining continuous records of security incidents; accurately defining access levels to information resources; ensuring compliance with intellectual property rights in the use of organizational information resources; and facilitating information sharing in accordance with information security management principles.مقدمه و هدف: امنیت اطلاعات با اجرای مجموعهای مناسب از نظارتها، شامل سیاستها، قوانین، فرآیندها، رویهها، ساختارهای سازمانی و عملکردهای نرمافزاری و سختافزاری حاصل میشود. ایزو/ آیایسی 27002، استاندارد امنیت اطلاعات است که توسط سازمان بینالمللی استاندارد با عنوان امنیت اطلاعات، امنیت سایبری و حفاظت از حریم خصوصی و کنترلهای امنیت اطلاعات منتشر شده است. هدف این پژوهش، ارزیابی وضعیت فعالیت مدیریت امنیت اطلاعات در سازمانهای دولتی شهر کرمان بر مبنای مؤلفههای امنیت انسانی، نظارت و محیطی استاندارد ایزو/ آیایسی 27002 است.روشها: روش پژوهش حاضر توصیفیـپیمایشی است و برای جمعآوری دادهها از پرسشنامۀ استاندارد ایزو/ آیایسی 27002، استفاده شده است. جامعۀ آماری پژوهش شامل، 176 نفر از کارشناسان فناوری اطلاعات و مدیران اصلی و میانی شاغل در سازمانهای دولتی شهر کرمان است. نمونۀ جامعه آماری با استفاده از فرمول کوکران، شامل، 120 نفر از سازمانهای آموزشوپرورش، استانداری کرمان، امور مالیاتی، جهاد کشاورزی و صنایع و معادن که با هدف دسترسی به آمار و اطلاعات انتخاب شدهاند، تعیین شد. تحلیل دادهها از طریق آمار توصیفی و استنباطی و با استفاده از نرمافزار آماری اسپیاساس صورت گرفته است.یافتهها: با توجه به نتایج بهدستآمده از فرضیۀ پژوهش، بهدلیل آنکه p- مقدار بهدستآمده از آزمون کمتر از سطح معنیداری تحقیق (05/0) است میتوان بیان کرد که میانگین نمرۀ عملکرد مدیریت امنیت اطلاعات در سازمانهای دولتی شهر کرمان بر مبنای استاندارد ایزو/ آیایسی 27002 بالاتر از حد انتظار است.بحث و نتیجهگیری: تدوین برنامۀ مدیریت امنیت اطلاعات براساس مؤلفههای مورد بررسی ازنظر مسائل محیطی، دسترسی، و نیروی انسانی؛ برگزاری دورههای آموزشی مناسب و تخصصی برای نیروی انسانی سازمانها در سطوح مدیریتی و کارشناسی؛ ملاحظات حقوقی در کنترل و نظارت بر فعالیت مدیریت امنیت اطلاعات؛ ثبت رخدادهای امنیتی بهصورت مستمر؛ تعیین سطوح دسترسی به منابع اطلاعاتی بهصورت دقیق؛ رعایت حقوق مالکیت فکری سازمانها در زمینۀ بهرهگیری از منابع اطلاعاتی؛ اشتراکگذاری اطلاعات با رعایت الزامات مدیریت امنیت اطلاعات از زمرۀ پیشنهادهای پژوهشی است.اصالت: نتایج حاصل از این پژوهش براساس استاندارد ایزو/ آیایسی 27002 نقش مؤثری در برنامهریزی و مدیریت سازمانهای خدماتی متعدد دارد.https://infosci.um.ac.ir/article_48531_a838fbd5ec4253887dd34b6ba8cc4450.pdfدانشگاه فردوسی مشهدپژوهشنامه کتابداری و اطلاع رسانی2251-634416220260823The Effect of Emotional Intelligence on Knowledge Sharing Behavior in Public Librariesتأثیر هوش هیجانی بر رفتار اشتراکگذاری دانش در کتابخانههای عمومی1031244705210.22067/infosci.2025.89705.1220FAعلیبیرانونددانشیار، گروه علم اطلاعات و دانششناسی. دانشگاه پیام نور، تهران، ایران.0000-0003-2316-0405کیمیاصحراییاناستادیار، گروه روانشناسی، مرکز آموزش عالی اقلید، اقلید، ایراننصرتجعفریمربی، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایرانزیبابناییدانش آموخته کارشناسی ارشد، گروه علم اطلاعات و دانش شناسی، دانشگاه پیام نور، تهران، ایران. و کارشناس کتابخانههای عمومی استان هرمزگان.Journal Article20240908Introduction: Knowledge sharing can be influenced both positively and negatively by intrinsic and extrinsic motivational factors. Emotional intelligence (EI) plays a critical role in shaping individuals’ perceptions of various situations, both in professional and personal contexts, and is recognized as a significant determinant of attitudes and behavior. As a key personality trait, emotional intelligence refers to individuals’ self-perception of a range of emotional competencies, typically assessed through self-report measures. EI enables individuals to recognize and regulate their own emotions as well as to influence the emotions of others, thereby facilitating the effective implementation of knowledge management processes. Given the importance of human capital within organizations and the role of emotional intelligence in fostering interpersonal relationships in the workplace, this study examines the impact of various dimensions of emotional intelligence on the stimulation of both implicit and explicit knowledge-sharing behaviors among public library employees.Methodology: The study is applied in nature and examines the relationship between dimensions of emotional intelligence and the sharing of tacit and explicit knowledge among employees of public libraries in the Bushehr and Hormozgan provinces during the year 1403 (2024–2025). At the time of data collection, the target population comprised 141 individuals, from which a sample of 103 participants was selected using Cochran’s formula. Data were collected using Malik’s (2021) questionnaire, which consists of two components: the Emotional Intelligence Questionnaire developed by Wang and Lau (2017), and the Knowledge Sharing Behavior Questionnaire by Reychav and Weisberg (2010). Descriptive and inferential statistical analyses were conducted using SPSS version 25 and SmartPLS software. In the descriptive statistics section, frequency indices, means, and standard deviations were employed to summarize and categorize the data. In the inferential statistics section, the Kolmogorov-Smirnov test was used to assess the assumption of normality in the data distribution. Additionally, the Partial Least Squares (PLS) method was applied using SmartPLS software, and the Goodness of Fit index was used to evaluate the adequacy of the proposed model.Findings: The findings indicate that self-evaluation of emotion influences the sharing of tacit knowledge, which reflects individuals' propensity to access the unarticulated knowledge of others. Prior research underscores the significant role of spontaneity in enhancing both tacit and explicit knowledge-sharing behaviors among employees, thereby emphasizing the importance of motivation in the emergence of such behaviors. According to this perspective, self-motivated employees are more likely to engage in social interactions to acquire the knowledge possessed by their colleagues. These individuals actively seek out diverse knowledge sources as a means of achieving their personal performance goals. In another section of the findings, it was revealed that the dimension of self-evaluating emotion does not exert a positive influence on explicit knowledge sharing. An individual's appraisal of their own emotional state does not necessarily translate into the behavioral application of those emotions. Moreover, explicit knowledge sharing is not solely driven by emotional factors; it also necessitates the presence of an external mechanism or medium for effective knowledge exchange. Additionally, the dimension of "evaluating others' emotions" was found to have no significant positive effect on the sharing of either tacit or explicit knowledge. This suggests that forming interpersonal or emotional connections does not inherently lead individuals to share their valuable knowledge with others. Similarly, the dimension of “use of emotion” was not found to have a significant positive impact on either tacit or explicit knowledge sharing. These results collectively indicate that the use of emotion does not significantly influence knowledge-sharing behaviors. Employees of public libraries do not perceive the use of emotion as an effective mechanism for knowledge sharing. The discrepancy between the findings of this study and those of previous research may be attributed to the limited emotional expression within the work environment of public libraries in Iran. However, the "emotion regulation" dimension demonstrates a positive and statistically significant impact on both tacit and explicit knowledge sharing. Notably, the influence of emotion regulation on explicit knowledge sharing is stronger than any of the other confirmed relationships. Emotion regulation also positively affects tacit knowledge sharing behavior. Individuals who are capable of regulating their emotions tend to cultivate more positive interpersonal relationships, which, in turn, facilitates the sharing of tacit knowledge. By managing negative emotions and sustaining constructive social interactions with colleagues, individuals are more likely to engage in prosocial behaviors, including tacit knowledge sharing. Conclusion Based on the findings of this study, the influence of emotional intelligence on the sharing of both implicit and explicit knowledge among public library librarians was observed only in two dimensions: "self-emotional appraisal" and "emotion regulation." The lack of a positive and significant effect of other emotional intelligence dimensions on knowledge-sharing behaviors may be attributed to additional factors, such as job satisfaction. Future research exploring potential mediating variables—particularly job satisfaction—in the relationship between emotional intelligence and knowledge sharing may yield valuable insights.مقدمه و هدف: با توجه به اهمیت سرمایه انسانی و نقش هوش هیجانی در ارتباطات کاری، این پژوهش به ارزیابی تأثیر ابعاد هوش هیجانی بر رفتار اشتراکگذاری دانش ضمنی و آشکار کارکنان کتابخانههای عمومی پرداخته است.روشها: این پژوهشِ کاربردی به روش توصیفی-پیمایشی روی ۱۰۳ نفر از کتابداران کتابخانههای عمومی استانهای بوشهر و هرمزگان در سال ۱۴۰۳ (انتخابشده با فرمول کوکران از جامعه ۱۴۱ نفری) انجام شد. ابزار گردآوری دادهها پرسشنامه استاندارد مالیک (شامل هوش هیجانی وانگ و لاو و اشتراک دانش ریچاو و ویزبرگ) بود. تحلیل دادهها در دو بخش توصیفی و استنباطی (آزمون کولموگروف-اسمیرنوف و مدلسازی معادلات ساختاری به روش حداقل مربعات جزئی) با نرمافزارهای SPSS و SmartPLS انجام گرفت.یافتهها: بعد «ارزیابی هیجان خود» بر اشتراک دانش ضمنی تأثیرگذار بود، اما بر دانش آشکار تأثیر معناداری نداشت. ابعاد «ارزیابی هیجان دیگران» و «استفاده از هیجان» بر هیچیک از انواع اشتراک دانش (ضمنی و آشکار) تأثیر مثبت و معناداری نداشتند. در مقابل، بعد «تنظیم هیجان» بر هر دو نوع اشتراک دانش (ضمنی و آشکار) تأثیر مثبت و معناداری داشت که تأثیر آن بر دانش آشکار قویتر از سایر روابط بود.بحث و نتیجهگیری: از میان ابعاد هوش هیجانی، تنها «ارزیابی هیجان خود» و «تنظیم هیجان» بر اشتراک دانش تأثیرگذار بودند. عدم تأثیر معنادار سایر ابعاد احتمالاً ریشه در عوامل سازمانی دیگری مانند رضایت شغلی دارد که بررسی آن بهعنوان متغیر میانجی پیشنهاد میشود.اصالت: این پژوهش برای نخستینبار به بررسی تأثیر هوش هیجانی بر رفتار اشتراکگذاری دانش کتابداران کتابخانههای عمومی استان پرداخته و نتایج آن میتواند راهنمای مدیران در ترویج فرهنگ اشتراک دانش باشد.https://infosci.um.ac.ir/article_47052_7b1b613a6c527942b0a70a522b46e9e5.pdfدانشگاه فردوسی مشهدپژوهشنامه کتابداری و اطلاع رسانی2251-634416220260823Identifying the Roots and Analyzing the Consequences of the Digital Divide in Underprivileged Communities: An Exploratory Study Among Rural Women in Sistanشناسایی ریشهها و تحلیل پیامدهای پدیده شکاف دیجیتالی در جوامع کمتر برخوردار؛ یک مطالعه اکتشافی در میان زنان روستایی در سیستان1251514870510.22067/infosci.2026.97130.1266FAبنیتاکیخااستادیار، گروه علم اطلاعات و دانششناسی، دانشگاه شهید بهشتی(ره)، تهران، ایران0000-0002-1149-7396Journal Article20251228IntroductionDigital literacy has become an essential prerequisite for effective participation in contemporary information societies, while the digital divide continues to constrain access to digital opportunities, particularly among rural and socioeconomically disadvantaged women. In such contexts, the digital divide cannot be understood solely in terms of technological infrastructure; rather, it is shaped by a complex interplay of social, cultural, gender-related, educational, economic, and policy inequalities. Despite growing international attention to digital justice, the application of Rawlsian theories of justice to digital literacy and digital deprivation among rural women in Iran remains relatively underexplored. Accordingly, this study aimed to identify the structural, cultural, and technological roots of the digital divide and examine its causes and consequences among rural women in Sistan, Sistan and Baluchestan Province, Iran, through the lens of Rawls’s framework of “digital justice.” Specifically, the study examined how the principles of basic liberties, the difference principle, and the distribution of primary goods can inform the interpretation of digital inequality and contribute to the development of practical strategies for promoting greater digital inclusion and justice.MethodologyThe study was developmental in purpose and qualitative in design, adopting a multidimensional exploratory approach and comprising two interconnected phases. In the first phase, Rawls’s “Digital Justice” framework was examined through qualitative content analysis using open, axial, and selective coding. The concepts and relationships identified in this phase provided the basis for developing the interview questions used in the second phase. The second phase focused on the lived experiences of rural women in the Sistan region. The study population comprised rural women residing in Zabol, Hamun, Hirmand, Zehak, and Nimruz. Participants were selected through purposive sampling until theoretical saturation was achieved. Although 21 women were initially recruited, two withdrew from the study and two were excluded because they lacked sufficient experience and knowledge of digital technologies. Consequently, the final sample consisted of 17 participants. Data were collected through in-depth, face-to-face, semi-structured interviews. The content validity of the interview guide was assessed by experts in digital literacy, while coding reliability was evaluated using Holsti’s coefficient. The interview data were coded and analyzed by integrating thematic analysis with Colaizzi’s phenomenological approach, with MAXQDA software used to support data management and analysis.FindingsThe qualitative content analysis of Rawls’s framework generated three core categories: basic liberties, the difference principle, and primary goods. These principles provide a normative framework for understanding the digital divide not merely as a technological issue but as a multidimensional structural phenomenon rooted in social justice, equitable resource distribution, and ethical policymaking. Analysis of participants’ experiences identified five major dimensions: internet access, cultural barriers to technology use, the influence of digital education on employment opportunities, infrastructural challenges, and the role of the private sector.Overall, digital deprivation among rural women was found to be a deeply rooted structural phenomenon operating across micro-, meso-, and macro-levels. At the micro level, gender inequality and family and community norms constrain women’s access to and use of digital technologies, thereby limiting their basic liberties and social agency. At the meso level, educational deprivation and inadequate opportunities to acquire basic digital skills reinforce existing inequalities. At the macro level, regional disparities, inadequate infrastructure, limited economic opportunities, and ineffective policymaking contribute to the persistence of digital inequality. Digital exclusion also has significant economic consequences by restricting access to employment and income-generating opportunities. Cybersecurity vulnerability appeared to be largely a consequence of digital deprivation rather than an independent primary cause. Participants’ calls for free digital-literacy training and affordable internet access, together with their emphasis on the social responsibility of private companies and telecommunications operators, underscore the need for coordinated interventions involving governmental institutions, educational organizations, and the private sector. Discussion and ConclusionThe findings confirm that the digital divide among rural women is a multilayered phenomenon that cannot be effectively addressed through isolated technological interventions. Gender-based restrictions, educational inequalities, regional disparities, infrastructural deficiencies, and policy weaknesses interact to reproduce and reinforce digital disadvantage. From a Rawlsian perspective, equitable access to digital opportunities should be understood in relation to basic liberties, the fair distribution of resources, and the prioritization of disadvantaged groups. Accordingly, reducing the digital divide requires an integrated, multilevel strategy that simultaneously addresses its structural, cultural, educational, infrastructural, and policy dimensions. Educational interventions should extend beyond the acquisition of basic technical skills toward the development of critical digital literacy, enabling women not only to use digital technologies effectively but also to understand and critically engage with the social structures that constrain their participation. Similarly, infrastructure development should be accompanied by social and institutional measures that facilitate meaningful and equitable access. Rural women should not be treated merely as passive recipients of digital services; rather, their lived experiences, local knowledge, and adaptive strategies should inform the design and implementation of digital policies and programs. Sustainable progress therefore depends on empowering women, improving communication infrastructure, providing accessible and culturally responsive digital education, ensuring a fairer distribution of digital resources, and facilitating the active participation of rural women in digital policy development and planning. OriginalityThe originality of this study lies in combining Rawls’ justice framework with qualitative analysis of the lived experiences of rural women in an underprivileged border-region context. Whereas previous studies have often emphasized technical, economic, or access-related dimensions of the digital divide, this study conceptualizes digital inequality as a structural and justice-related phenomenon operating across micro, meso, and macro levels. It also distinguishes between the availability or ownership of digital devices and effective access to and agency in using digital technologies. The study contributes by linking gender relations, regional deprivation, educational inequality, infrastructure, private-sector responsibility, and policy effectiveness within a multidimensional framework. It further advances a shift from viewing rural women as a target population toward recognizing them as strategic partners in digital development. The resulting framework can support context-sensitive interventions for rural and underserved communities and provide a basis for future empirical research combining qualitative and quantitative approaches.مقدمه و هدف: پژوهش حاضر با هدف توسعۀ سواد دیجیتالی زنان روستایی، به شناسایی ریشهها و تحلیل دلایل و پیامدهای شکاف دیجیتالی با تکیه بر نظریۀ «عدالت رالز» میپردازد.روشها: این پژوهشِ کیفی و توسعهای با رویکرد اکتشافی در دو فاز انجام شد: فاز اول شامل تحلیل محتوای کیفی نظریه عدالت رالز برای طراحی پرسشها، و فاز دوم شامل مصاحبه حضوری عمیق و نیمهساختاریافته با ۱۷ نفر از زنان روستانشین منطقه سیستان (انتخابشده با نمونهگیری هدفمند تا حد اشباع) بود. روایی ابزار با نظر متخصصان و پایایی آن با ضریب هولستی سنجیده شد. تحلیل دادهها با تلفیق تحلیل مضمون و الگوی کلایزی در نرمافزار MAXQDA صورت گرفت.یافتهها: تحلیل نظریه رالز به سه کد محوری (آزادیهای اساسی، اصل تفاوت و کالاهای اولیه) و آسیبشناسی شکاف دیجیتال به ۵ محور (میزان دسترسی، موانع فرهنگی، آموزش شغلی، مشکلات زیرساختی و نقش بخش خصوصی) انجامید. نتایج نشان داد شکاف دیجیتالی پدیدهای ساختاری است که در سه سطح خرد (نابرابری جنسیتی)، میانی (محرومیتهای منطقهای) و کلان (سیاستگذاریهای ناکارآمد) ریشه دارد.بحث و نتیجهگیری: کاهش شکاف دیجیتالی مستلزم گذار از نگاه صرفاً فنی به رویکردی یکپارچه و چندسطحی است. تحقق عدالت دیجیتالی نیازمند توانمندسازی زنان، توسعۀ زیرساختهای ارتباطی، آموزش سواد دیجیتالی انتقادی و مشارکت فعال زنان در فرایند سیاستگذاری است.اصالت: این مقاله با تحلیل جامع موانع فنی، آموزشی و فرهنگی-جنسیتی در مناطق کمبرخوردار، راهبردهای عملی مبتنی بر توانمندسازی، توسعه زیرساختی و برنامههای آموزشی ارائه میدهد که میتواند راهنمای تصمیمسازان در کاهش شکاف دیجیتالی زنان روستایی باشد.https://infosci.um.ac.ir/article_48705_34b617f3ba85a358cac22df4033b41cd.pdfدانشگاه فردوسی مشهدپژوهشنامه کتابداری و اطلاع رسانی2251-634416220260823Barriers and Facilitators of Indigenous Knowledge Management among Women Engaged in Handicrafts in Birjand County, South Khorasan Provinceعوامل بازدارنده و تسهیلکننده مدیریت دانش بومی در میان زنان فعال صنایع دستی شهرستان بیرجند، استان خراسان جنوبی1521764858910.22067/infosci.2026.98795.1280FAلیلیسیفیدانشیار، گروه علم اطلاعات و دانششناسی، دانشگاه بیرجند، بیرجند، ایرانالهامفغانیدانشآموخته کارشناسیارشد علم اطلاعات و دانش شناسی، دانشگاه بیرجند، بیرجند، ایران0009-0003-8757-9958محمد جوادهاشم زادهدانشیار، گروه علم اطلاعات و دانششناسی، دانشگاه بیرجند، بیرجند، ایران0000-0001-7171-6776Journal Article20260518Introduction: Indigenous knowledge plays a vital role in preserving cultural identity, maintaining traditional livelihoods, and sustaining the cultural heritage of rural communities. Women engaged in traditional handicrafts represent important custodians of this knowledge, contributing significantly to its preservation, transmission, and intergenerational continuity. In South Khorasan Province, Iran, handicrafts such as carpet weaving, textile production, and basketry are deeply rooted in local culture and are closely associated with women’s indigenous knowledge and traditional practices. However, the continuity and sustainability of this knowledge are increasingly challenged by modernization, rural-to-urban migration, declining interest among younger generations, and limited institutional support. Against this background, the present study investigates the barriers to and facilitators of indigenous knowledge management among women engaged in traditional handicrafts in Birjand County, South Khorasan Province, Iran.Methods: This study employed an applied qualitative research design using a case study approach and thematic analysis. A qualitative case study was considered appropriate given the tacit, experiential, and socially embedded nature of indigenous knowledge, which necessitates an in-depth examination within its authentic cultural and social context. The participants were women in Birjand County with extensive indigenous knowledge and substantial experience in traditional handicrafts. Purposive criterion-based sampling was employed to identify participants who possessed relevant knowledge and experience. The inclusion criteria were: being an Indigenous resident of the study area, having at least 15 years of experience in traditional handicrafts, being recognized by the local community as knowledgeable in the relevant craft practices, and being willing to participate in the study. Data were collected through semi-structured, in-depth interviews. The interview protocol focused on participants’ experiences and practices related to the acquisition, transmission, preservation, sharing, and development of indigenous handicraft knowledge. Sampling continued until theoretical saturation was achieved, resulting in a final sample of 15 participants whose interviews were included in the analysis. To enhance the trustworthiness of the findings, pilot interviews, member checking, verbatim transcription, and detailed field notes were employed. The interview data were analyzed using thematic analysis. To assess intercoder agreement, Cohen’s kappa coefficient was calculated, yielding a value of 0.84, which indicates a high level of agreement between the coders.Findings: The findings revealed that indigenous knowledge management among women engaged in traditional handicrafts in South Khorasan Province is shaped by a complex interplay of individual, social, cultural, economic, institutional, and technological factors. Several barriers to the preservation and transmission of indigenous knowledge were identified, including limited access to information resources, low levels of literacy and digital literacy, inadequate educational infrastructure, insufficient motivation to acquire and transmit knowledge, limited opportunities for formal training, weak documentation practices, and inadequate institutional support. The findings further indicated that the transmission of indigenous handicraft knowledge relies predominantly on oral communication, observation, and experiential learning rather than on systematic documentation and formal knowledge-management mechanisms. Social and cultural transformations were also found to undermine intergenerational knowledge transmission. Younger generations showed declining interest in traditional handicrafts, largely due to changing lifestyles, the appeal of alternative and modern occupations, and the declining economic value of handicraft production. Economic constraints—including limited access to markets, low profitability, high production costs, and insufficient governmental support—further threatened the sustainability of indigenous handicraft knowledge and practices. Weak marketing systems, inadequate infrastructure, and the increasing availability of machine-made products were additional factors contributing to the gradual decline of traditional handicrafts. Despite these challenges, the study identified several facilitating factors that can support the preservation and continuity of indigenous knowledge. Practical and intergenerational learning, family-based knowledge transmission, community participation, social networks, and collaborative learning environments were found to facilitate the continuity and dissemination of indigenous handicraft knowledge. Moreover, institutional interventions—including educational workshops, exhibitions, financial support, and market-development initiatives—were perceived as important mechanisms for strengthening the sustainability and continued transmission of this knowledge.Discussion and Conclusion: The study demonstrates that indigenous knowledge management among women engaged in traditional handicrafts extends beyond the preservation of traditional skills and constitutes a multidimensional social and cultural process shaped by broader structural, economic, institutional, and technological conditions. The findings confirm that indigenous handicraft knowledge remains predominantly tacit and experience-based, with its acquisition, transmission, and preservation largely dependent on interpersonal relationships, community networks, and local cultural contexts. Consequently, the weakening of traditional social structures, declining intergenerational engagement, and limited institutional support place this knowledge at considerable risk of erosion and discontinuity. The findings further suggest that the sustainability of indigenous knowledge requires integrated support systems that simultaneously address cultural, educational, economic, technological, and policy dimensions. Enhancing digital literacy, expanding access to educational and informational resources, strengthening local and regional markets, fostering institutional collaboration, and establishing systematic mechanisms for documenting and preserving indigenous knowledge are therefore essential. In addition, initiatives aimed at engaging younger generations in traditional handicrafts through educational programs, community-based activities, cultural events, and economically viable opportunities may contribute to strengthening intergenerational knowledge transmission and ensuring the long-term continuity of indigenous cultural heritage. Overall, this study contributes to the growing body of literature on indigenous knowledge management by providing an in-depth examination of women-centered handicraft communities in South Khorasan Province, Iran. By highlighting the barriers and facilitating factors that shape the preservation, transmission, and sustainability of indigenous handicraft knowledge, the study offers both theoretical and practical insights. The findings may inform policymakers, cultural and heritage organizations, libraries, and educational institutions in developing context-sensitive strategies for documenting, preserving, transmitting, and revitalizing indigenous knowledge. Moreover, strengthening support for women artisans may contribute not only to the preservation of intangible cultural heritage but also to their socio-economic empowerment and the sustainable development of rural communities.Originality: This study advances the literature on indigenous knowledge management by examining women-centered handicraft communities in South Khorasan, Iran. It identifies the multidimensional barriers and facilitating factors that shape the preservation, transmission, and sustainability of indigenous knowledge, while providing culturally grounded insights to inform knowledge-preservation strategies, strengthen intergenerational knowledge transfer, and support evidence-informed policy development.هدف: دانش بومی در حفظ هویت فرهنگی و تداوم معیشتهای سنتی جوامع روستایی نقش مهمی دارد و زنان فعال در صنایعدستی از حافظان و انتقالدهندگان اصلی آن به شمار میروند. بااینحال، مدرنیزاسیون، مهاجرت، کاهش علاقه نسل جوان و محدودیت حمایتهای نهادی، پایداری این دانش را تهدید میکند. پژوهش حاضر با هدف شناسایی عوامل بازدارنده و تسهیلکننده مدیریت دانش بومی در میان زنان فعال صنایعدستی شهرستان بیرجند انجام شد.روشها: این پژوهش با رویکرد کیفی و روش مطالعه موردی انجام شد. مشارکتکنندگان ۱۵ زن دارای دانش بومی و حداقل ۱۵ سال سابقه فعالیت در صنایعدستی سنتی بودند که بهصورت هدفمند و مبتنی بر معیار انتخاب شدند. دادهها از طریق مصاحبههای نیمهساختاریافته گردآوری و با روش تحلیل مضمون بررسی شد. برای افزایش اعتبار یافتهها از کنترل اعضا، یادداشتهای میدانی و سایر راهکارهای اعتباربخشی استفاده شد و پایایی بین کدگذاران با ضریب کاپای ۰/۸۴ تأیید شد.یافتهها: عوامل مؤثر بر مدیریت دانش بومی در شش بعد فردی، اجتماعی، فرهنگی، اقتصادی، نهادی و فناورانه شناسایی شدند. محدودیت دسترسی به منابع اطلاعاتی، ضعف سواد عمومی و دیجیتال، کمبود زیرساختهای آموزشی، ضعف مستندسازی، حمایت نهادی محدود، کاهش علاقه نسل جوان و مشکلات بازار از مهمترین موانع بودند. در مقابل، یادگیری عملی و بیننسلی، انتقال دانش در خانواده، شبکههای اجتماعی، حمایت نهادی، کارگاهها و نمایشگاهها، توسعه بازار و استفاده از فناوریهای دیجیتال، مهمترین عوامل تسهیلکننده بودند.بحث و نتیجهگیری: مدیریت دانش بومی صنایعدستی فرایندی چندبعدی و متکی بر دانش ضمنی، تجربه و روابط اجتماعی است. تقویت آموزش و سواد دیجیتال، مستندسازی نظاممند، حمایت اقتصادی و نهادی و توسعه بازار میتواند به حفظ و انتقال این دانش و پایداری صنایعدستی کمک کند.اصالت: این پژوهش با شناسایی همزمان موانع و عوامل تسهیلکننده مدیریت دانش بومی در میان زنان فعال صنایعدستی بیرجند، ابعاد چندگانه مؤثر بر حفظ و انتقال این دانش را تبیین میکند.https://infosci.um.ac.ir/article_48589_5635bcbd8b3d14dd083032785f82ec61.pdfدانشگاه فردوسی مشهدپژوهشنامه کتابداری و اطلاع رسانی2251-634416220260823Indigenous Re-understanding of Research Justice and Development of the Concept of Consumed Intelligence in the Scientific Information Management System of Iranian Universitiesبازفهم بومی عدالت پژوهشی و تکوین مفهوم هوش توزیع شده در سامانههای مدیریت اطلاعات علمی دانشگاههای ایران1771984867210.22067/infosci.2026.97100.1265FAمژگانعروجیدکتری علم اطلاعات و دانششناسی، دانشکده ادبیات، علوم انسانی و اجتماعی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایرانJournal Article20251226IntroductionThe proliferation of research information management systems across Iranian universities and scientific institutions has increasingly foregrounded the role of data, indicators, dashboards, and evaluative algorithms in research decision-making. These systems have been developed to organize and manage researchers’ information, evaluate scientific performance, strengthen research governance, and inform science policy. However, their implementation has also raised critical questions concerning fairness in access to, representation within, processing of, and decision-making based on research data. Within this context, research justice extends beyond the equitable distribution of resources or equal technical access to information systems. It encompasses the fair representation and visibility of scholarly activities, meaningful opportunities for stakeholders to participate in the interpretation of research data, transparency and accountability in algorithmic processing, and the equitable consequences of system-generated outputs for institutional decision-making. Furthermore, the interconnectedness of information justice, data justice, and research justice suggests that inequalities embedded throughout the data lifecycle may be reproduced and amplified within the broader scientific system. By focusing on the experiences of professional users of research information management systems in Iran, this study seeks to reconceptualize research justice within a localized institutional context and to elucidate the emergence of a form of “distributed intelligence” that is constituted through the dynamic interaction of human actors, data, algorithms, and institutional structures.MethodologyIn terms of its purpose, this study is applied in nature, while its methodological approach is qualitative, employing thematic analysis based on Braun and Clarke’s six-phase framework. The study population comprised 20 participants, including researchers, mid-level research managers, research experts, and science policymakers, all of whom had direct experience with national and university-based research information management systems. Participants were recruited from among users of systems such as SAMAT, the ISC Scientometric System for Faculty Members, Pazhouheshyar, the University of Tehran Research Portal, the research information systems of Tarbiat Modares University and Iran University of Science and Technology, and the research information systems of the Universities of Medical Sciences in Tehran, Isfahan, and Mashhad. Data were collected through semi-structured interviews. The interview guide was developed based on the IRF framework of information justice, encompassing four dimensions: access, representation, processing, and impact. The IRF framework constitutes a developmental and integrative model derived from the existing literature on data justice and informed by the preliminary analysis of the empirical data. During the analytical process, 174 initial codes were identified. Following multiple rounds of review, consolidation, and refinement, these codes were reduced to 42 conceptual codes, which were subsequently organized into four overarching themes. To enhance the credibility and trustworthiness of the findings, several strategies were employed, including participant validation, the use of verbatim quotations, negative case analysis, and continued sampling until thematic saturation was achieved.FindingsThe findings indicate that justice in research information management systems is a multidimensional, interconnected, and deeply embedded phenomenon that cannot be reduced to a merely technical or managerial concern. Four overarching themes emerged from the analysis: justice in access, justice in data representation, justice in data processing and algorithmic operations, and justice in impact and institutional consequences.Regarding access, participants reported disparities in their ability to access data, dashboards, and analytical reports. While some researchers were limited to raw or relatively restricted datasets, managers and users occupying higher organizational positions often had access to more comprehensive data and advanced analytical capabilities. These disparities suggest that access to research information is shaped not only by technical availability but also by organizational roles and decision-making authority. With respect to representation, the findings indicate that research information management systems tend to represent scholarly activities associated with international publications and formal quantitative indicators more effectively. By contrast, Persian-language, locally oriented, policy-relevant, interdisciplinary, and non-article-based forms of scholarly activity are comparatively less visible within these systems. This pattern contributes to forms of data underrepresentation and exclusion, particularly in the humanities and in areas of research that are closely connected to local social and policy contexts. In the dimension of processing, participants identified algorithmic errors, author disambiguation and matching problems, dependence on identifiers such as DOIs, automated filtering, and the disproportionate weighting of quantitative indicators as major challenges. Such problems do not remain confined to the technical or data-processing level; in some cases, they propagate into inaccuracies in research rankings, performance scores, evaluations, and ultimately institutional decision-making.Regarding impact, the findings suggest that research information management systems have significant effects on researchers’ behaviors, scholarly motivations, patterns of academic competition, and institutional management and policy practices. While some participants viewed these systems as enhancing transparency and facilitating research governance, others argued that their score-driven logic encourages researchers to prioritize measurable and easily quantifiable outputs over research that is substantively meaningful, socially relevant, or responsive to real-world problems. Thus, the consequences of these systems extend beyond information management itself, shaping the norms, incentives, and behavioral patterns of the research ecosystem.Analysis of the relationships among the four themes revealed that the dimensions of justice are not discrete or independent; rather, they are dynamically interconnected and mutually reinforcing. Limited or unequal access may constrain the ability of users to identify and challenge processing errors, while incomplete representation may result from algorithmic filtering, data structures, or the prioritization of particular types of scholarly outputs. In turn, deficiencies in representation and processing may shape managerial evaluations, resource allocation, performance assessments, and even researchers’ perceptions of their scholarly identities. Thus, justice within research information management systems emerges not from any single component but from the interaction of researchers, managers, information technology experts, data, algorithms, dashboards, and institutional policies. This interconnected configuration reflects a form of “distributed intelligence,” in which decision-making capacity and evaluative authority are distributed across human and technological actors. However, the findings suggest that this intelligence is currently characterized by considerable asymmetry, limited participation, and unequal influence among stakeholders. At the same time, the presence of positive and relatively neutral experiences—including adequate access for some users, stronger system performance in certain technical and scientific disciplines, and greater transparency in specific scoring processes—indicates that these systems are not inherently unjust. Rather, their justice-related outcomes are contingent upon how data, algorithms, interfaces, organizational practices, and institutional policies are designed and governed. This finding points to the possibility of reforming and redesigning research information management systems in ways that promote greater transparency, participation, representational inclusiveness, and procedural and distributive justice.ConclusionThe present study demonstrates that research justice within Iranian research information management systems (RIMS) is not merely a technical, software-related, or administrative concern; rather, it is fundamentally shaped by the ways in which power, data, interpretation, and decision-making are distributed across the research information lifecycle. The injustices identified in this study cannot be attributed solely to isolated technical deficiencies or accidental errors. Instead, they arise from a systemic and interconnected configuration in which human actors, information systems, data structures, algorithms, and institutional arrangements collectively shape the production and consequences of research information. From this perspective, RIMS can be conceptualized as platforms through which a form of distributed intelligence emerges within the scientific system. This intelligence is produced through the interaction of human and technological actors, but its outcomes are not necessarily equitable. When the underlying structures are insufficiently participatory, transparent, and accountable, distributed intelligence may reproduce or amplify existing inequalities rather than mitigate them. The findings therefore suggest that research justice should be understood not as a fixed property of an information system but as an emergent outcome of the relationships among its technological, organizational, and human components. Accordingly, advancing research justice in RIMS requires more than the introduction of additional technical functionalities. It necessitates a fundamental reconsideration and redesign of the relationships among users, data, algorithms, and institutional decision-making structures. Establishing robust mechanisms of algorithmic and data transparency, conducting periodic data audits and reviews, involving researchers in the interpretation and validation of system-generated results, recognizing disciplinary and linguistic diversity, and establishing accessible mechanisms for contesting, correcting, and updating research data are among the measures that can contribute to more equitable and accountable data governance in the research domain. Such measures can help transform RIMS from predominantly evaluative and managerial infrastructures into more participatory and justice-oriented information environments.Originality and ValueThe originality of this study lies in its integration of the concepts of research justice, data justice, and research information management systems (RIMS) within the specific institutional and sociotechnical context of Iranian universities. Drawing on the lived experiences of professional users, the study demonstrates that inequalities within RIMS do not arise solely from technical limitations but emerge through the interaction of organizational structures, data practices and logics, and algorithmic processes. Furthermore, by developing the IRF framework and connecting it to the concept of distributed intelligence, the study provides a conceptual lens for examining how inequalities are produced, reproduced, and potentially addressed across the research information lifecycle. The framework offers a basis for analyzing justice-related challenges in RIMS and for informing more transparent, participatory, inclusive, and accountable approaches to research data governance within Iran’s scientometric and research evaluation infrastructure.مقدمه و هدف: تحول زیرساختهای علم و فناوری در دانشگاههای ایران و گسترش سامانههای مدیریت اطلاعات پژوهش، پرسشهای تازهای را دربارۀ عدالت اطلاعاتی در نظام علمسنجی و فرآیندهای تصمیمسازی پژوهشی ایجاد کرده است. این پژوهش با تمرکز بر تجربۀ کاربران حرفهای سامانههای پژوهشی ایران، تلاش میکند مفهوم عدالت پژوهشی را از دل دادههای کیفی بازفهم کند و نشان دهد چگونه در زمینۀ بومی، درک کاربران از عدالت به شکلگیری الگویی از «هوش توزیعشده» در چرخه داده منجر میشود. روشها: جامعۀ موردمطالعه مدیران و کارشناسان ارشد سامانههای سمات، ISC پژوهشیار و درگاههای پژوهشی دانشگاههای ایران ازجمله: دانشگاه تهران، دانشگاه تربیت مدرس، دانشگاه صنعتی شریف، دانشگاه علوم پزشکی تهران/ اصفهان/ مشهد است. چهارچوب دادهها با استفاده از مصاحبههای نیمه ساختاریافته گردآوری و از روش کدگذاری مورد تجزیهوتحلیل قرار گرفت. یافتهها: نشان داد چهار بعد دسترسی، بازنمایی، پردازش و تأثیر نه بهصورت مستقل، بلکه در یک شبکه کنش متقابل انسان ـ سامانه عمل میکنند. همین درهمتنیدگی، الگویی مفهومی را برجسته میکند که مشارکتکنندگان از آن بهمثابه نوعی «هوش توزیعشده» یاد میکنند. هوشمندیای که در آن تصمیم، کنترل و خطا میان کنشگران انسانی (پژوهشگران، مدیران، کارشناسان فناوری اطلاعات) و سازوکارهای ماشینی (دادهها، الگوریتمها، داشبوردها) پراکنده است. این هوش توزیعشده، در وضعیت کنونی بیشتر نامتقارن و غیرمشارکتی است و از همین رو به بازتولید نابرابریها در ارزیابی پژوهشی میانجامد. بحث و نتیجهگیری: پژوهش نشان میدهد که ارتقای عدالت پژوهشی در سامانههای مدیریت اطلاعات پژوهشی ایران بهجای تکیه بر افزودن قابلیتهای صرفاً فنی، نیازمند بازطراحی روابط میان داده، سامانه و کاربران است.اصالت: این پژوهش با تجربۀ زیسته کاربران نشان میدهد نابرابری در سامانههای مدیریت اطلاعات پژوهشی حاصل تعامل ساختارهای سازمانی، منطق دادهای و پردازش الگوریتمی است. همچنین در تلفیق عدالت پژوهشی، عدالت دادهای و سامانههای مدیریت اطلاعات پژوهش در بستر دانشگاههای ایران است.https://infosci.um.ac.ir/article_48672_1991b2c8479598ad84ed59f5446bb589.pdfدانشگاه فردوسی مشهدپژوهشنامه کتابداری و اطلاع رسانی2251-634416220260823Exploring the Role of Cognitive Flexibility in Users' Information-Seeking Behaviorواکاوی نقش انعطافپذیری شناختی بر رفتار اطلاعیابی کاربران1992224858810.22067/infosci.2026.98092.1274FAجمیلهجهانیدانشجوی دکتری علم اطلاعات و دانش شناسی، دانشگاه پیام نور، تهران، ایران.0000-0003-3410-3086مریمسلامیدانشیار، گروه علم اطلاعات و دانش شناسی، دانشگاه پیام نور، تهران، ایران0000-0002-1772-6751افشینموسوی چلکدانشیار، گروه علم اطلاعات و دانش شناسی، دانشگاه پیام نور، تهران، ایران0000-0002-5614-1334فائزهدلقندیاستادیار، علم اطلاعات و دانش شناسی، دانشگاه پیام نور، تهران، ایران0000-0001-8540-7157Journal Article20260307Introduction: With the rapid expansion of digital information environments, understanding the factors that shape users’ information-seeking behavior has become increasingly important. Among these factors, cognitive flexibility—defined as the ability to modify cognitive strategies and adapt to changing conditions and task demands—may play a critical role in managing information-search processes, making decisions, and solving information-related problems. Despite its potential importance, empirical evidence on the relationship between cognitive flexibility and information-seeking behavior and search success remains limited, particularly when users perform tasks that vary in complexity. Accordingly, the present study aimed to examine the role of different levels of cognitive flexibility in shaping the information-seeking behavior and search success of PhD students while performing simple and complex information-search tasks.Methodology: This study employed a quantitative, quasi-experimental, causal-comparative research design. The study population comprised all PhD students enrolled at Ferdowsi University of Mashhad during the 2024–2025 academic year (N = 2,822). A two-stage sampling procedure was employed to establish participant groups based on different levels of cognitive flexibility. In the first stage, a researcher-developed Cognitive Flexibility Questionnaire, adapted from the Cognitive Flexibility Inventory developed by Dennis and Vander Wal (2010), was administered to 338 doctoral students selected through stratified random sampling. The questionnaire demonstrated satisfactory psychometric properties. Its content validity was established through expert review, and its internal consistency was confirmed by a Cronbach’s alpha coefficient of 0.83. Based on the quartile distribution of questionnaire scores, 45 participants were purposively selected and allocated to three equal groups representing high, moderate, and low levels of cognitive flexibility, with 15 participants in each group. In the main phase of the study, participants’ cognitive flexibility was objectively assessed using the Wisconsin Card Sorting Test (WCST), a well-established neuropsychological measure of cognitive flexibility and executive functioning. Each participant subsequently completed two controlled information-search tasks in a simulated search environment: one simple task and one complex task. The search scenarios were developed based on expert judgments in Information Science and Knowledge Studies and were evaluated for relevance, clarity, and cognitive complexity. Throughout the search process, participants’ interactions with the search environment were automatically recorded using log-file analysis through Screen Recorder (Version 11.2.1). Three behavioral indicators were extracted and analyzed as dependent variables: (1) number of clicks, representing the extent of users’ interaction with the search system; (2) search completion time, measured in seconds; and (3) search success, operationalized as the participant’s ability to identify the correct answer to each search task. Data were analyzed using IBM SPSS Statistics. The normality of the data distribution was assessed using the Kolmogorov–Smirnov test. To examine the research hypotheses, one-way analysis of variance (ANOVA), mixed-design ANOVA, post hoc pairwise comparisons, and the chi-square test were conducted, as appropriate to the measurement level and distribution of the variables. Statistical significance was set at α = 0.05.Findings: The findings revealed significant differences in information-seeking behavior across the three levels of cognitive flexibility. These differences were observed in both simple and complex search tasks and were more pronounced under complex task conditions. Both task complexity and cognitive flexibility had significant main effects on search completion time. As expected, participants required significantly more time to complete complex search tasks than simple tasks. However, participants with high cognitive flexibility completed both types of tasks significantly faster than those with moderate or low cognitive flexibility. Furthermore, a significant interaction between task complexity and cognitive flexibility indicated that the increase in search time associated with greater task complexity was substantially smaller among participants with high cognitive flexibility. The results also demonstrated significant differences in search success across the cognitive-flexibility groups. Participants with high cognitive flexibility achieved significantly higher information-retrieval success rates than those with moderate or low cognitive flexibility in both simple and complex search tasks. In contrast, no statistically significant difference was observed between participants with moderate and low cognitive flexibility. Overall, these findings suggest that higher cognitive flexibility is associated with more efficient information seeking and greater search success, particularly when users encounter complex information-search tasks.Discussion and conclusion: The findings indicate that cognitive flexibility is an important factor associated with information-seeking behavior and information-retrieval success. Compared with participants with moderate and low levels of cognitive flexibility, those with high cognitive flexibility demonstrated more efficient search behavior, completed search tasks in less time, and achieved higher levels of search success across both simple and complex information-search tasks. Furthermore, the significant interaction between task complexity and cognitive flexibility suggests that cognitive flexibility may buffer the adverse effects of increasing task complexity on search performance. Specifically, participants with high cognitive flexibility experienced smaller increases in search completion time as task complexity increased, indicating greater adaptability to more demanding search conditions. These findings suggest that cognitive flexibility may enhance the effectiveness of information-seeking behavior by facilitating adaptive strategy selection, supporting the management of cognitive demands, and enabling users to respond more effectively to complex information environments. From a practical perspective, users’ cognitive characteristics should therefore be considered in the design of information-retrieval systems, search interfaces, and information-literacy programs. Incorporating authentic and progressively complex search scenarios, together with instructional activities that promote flexible strategy use, may further enhance users’ information-seeking performance, particularly in complex information environments.Originality: This study represents one of the relatively few empirical investigations of the role of cognitive flexibility in shaping the information-seeking behavior of postgraduate students. Its findings underscore the importance of cognitive flexibility for both information-seeking behavior and search performance. By combining an objective assessment of cognitive flexibility using the Wisconsin Card Sorting Test (WCST) with real-time search-log analysis, the study provides a more comprehensive account of the relationship between cognitive characteristics and actual search behavior. Moreover, examining the interaction between cognitive flexibility and task complexity offers empirical insight into how individual cognitive differences may influence search performance under varying levels of information-search demands. These findings contribute to the growing body of research on user-centered information retrieval and offer practical implications for the development of cognitively informed information-retrieval systems, search interfaces, and information-literacy programs.مقدمه و هدف: هدف پژوهش حاضر، واکاوی نقش سطوح مختلف انعطافپذیری شناختی بر رفتار و موفقیت اطلاعیابی دانشجویان دکتری در مواجهه با وظایف جستجوی ساده و دشوار است.روشها: این پژوهش با رویکرد کمّی و با طرح شبهآزمایشی و علی ـ مقایسهای انجام شد. جامعۀ آماری دانشجویان دکتری دانشگاه فردوسی مشهد بودند. در مرحلۀ غربالگری، پرسشنامۀ انعطافپذیری شناختی میان ۳۳۸ نفر توزیع و براساس نمرات چارکی، ۴۵ دانشجو در سه گروه (انعطافپذیری شناختی کم، متوسط و زیاد) بهصورت هدفمند انتخاب شدند. برای سنجش عینی انعطافپذیری شناختی از آزمون ویسکانسین و برای ثبت رفتار جستجو از فایل ثبت رخداد حین انجام دو وظیفۀ ساده و دشوار استفاده شد. برای تجزیهوتحلیل دادهها از آمار توصیفی و استنباطی با کمک نرمافزار اسپیاساس بهرهجویی شد.یافتهها: یافتهها نشان داد الگوی رفتار جستجو در سطوح مختلف انعطافپذیری شناختی متفاوت است. افراد با انعطافپذیری بالا در وظایف ساده کمترین کلیک و در وظایف دشوار متعادلترین عملکرد را داشتند. همچنین مشخص شد که اثر تعامل نوع وظیفه و سطح انعطافپذیری بر زمان جستجو معنادار است؛ بدین معنا که افزایش زمان ناشی از دشواری وظیفه، برای افراد با انعطافپذیری بالا بهمراتب کمتر از افراد با انعطافپذیری پایین بود. همچنین، انعطافپذیری بالا شانس موفقیت در جستجو را در هر دو نوع وظیفه بهطور معناداری افزایش داد.بحث و نتیجهگیری: اثر تعامل معنادار میان نوع وظیفه و انعطافپذیری، نقش تعدیلکنندگی این توانایی شناختی در مدیریت بار شناختی و افزایش کارایی در محیطهای اطلاعاتی پیچیده را آشکار میسازد.اصالت: این پژوهش با ترکیب سنجش عینی انعطافپذیری شناختی و تحلیل رفتار واقعی جستجو، و نیز بررسی اثر تعاملی انعطافپذیری شناختی و پیچیدگی وظیفه بر موفقیت اطلاعیابی، شواهدی تجربی برای تبیین نقش عوامل شناختی در رفتار جستجوی اطلاعات فراهم کرد.https://infosci.um.ac.ir/article_48588_7a076925b6494fc1ccf0db99d7965203.pdfدانشگاه فردوسی مشهدپژوهشنامه کتابداری و اطلاع رسانی2251-634416220260823Fuzzy Cognitive Modeling of Market Research Strategies in the Development of Knowledge‑Based Products with an Emphasis on the Role of the Research Unitمدلسازی شناختی فازی راهبردهای تحقیقات بازار در توسعه محصولات دانشبنیان با تأکید بر نقش واحد تحقیقاتی2232464871010.22067/infosci.2026.98673.1278FAآواایمانیدانشجوی کارشناسی ارشد، گروه مدیریت، دانشکده مدیریت، دانشگاه لرستان، خرم آباد، ایرانعلیشریعت نژاددانشیار، گروه مدیریت، دانشکده مدیریت، دانشگاه لرستان، خرم آباد، ایرانراضیهایمانیکارشناسی ارشد آمار زیستی، دانشکده بهداشت، دانشگاه علوم پزشکی همدان، همدان، ایرانJournal Article20260511Introduction: Knowledge-based products that are developed and launched without comprehensive market research are more likely to fail or underperform in the marketplace. Despite the recognized importance of market research in supporting successful product development, the existing literature lacks a systematic framework that clarifies the causal relationships among different market-research strategies and, more importantly, incorporates the structural and cognitive role of the internal research unit as a knowledge-management hub. Accordingly, this study aims to identify and prioritize market-research strategies for the development of knowledge-based products while explicitly modeling the role of the research unit in transforming tacit market knowledge into explicit and actionable intelligence for research and development (R&D) and marketing teams. The primary research question is: What market-research strategies are employed in the development of knowledge-based products, and how are the causal relationships among these strategies structured, particularly with respect to the role of the research unit?Methodology: This applied, exploratory study employed a mixed-methods design integrating qualitative and quantitative approaches within an inductive–deductive research paradigm. The study population comprised university professors and managers of knowledge-based companies. Using purposive sampling and the principle of theoretical adequacy, 29 experts were selected to participate in the study. In the qualitative phase, data were collected through semi-structured interviews. The validity of the qualitative findings was established through content and theoretical validity, while reliability was assessed using intra-coder and inter-coder agreement, yielding Cohen’s kappa coefficients of 0.92 and 0.85, respectively. The qualitative data were analyzed using thematic analysis with the support of MAXQDA software. In the quantitative phase, a pairwise-comparison questionnaire was administered to the same group of experts. Content validity was assessed using the content validity ratio (CVR) and content validity index (CVI). Inter-rater reliability was evaluated using the intraclass correlation coefficient (ICC = 0.87) and Kendall’s coefficient of concordance (W = 0.85, p < 0.001). Quantitative data were analyzed using fuzzy cognitive mapping (FCM). Triangular fuzzy numbers were employed to transform linguistic judgments into fuzzy values, followed by defuzzification using the fuzzy mean method. For each identified strategy, the outdegree (influence), indegree (dependence), and centrality index were calculated. The validity of the resulting model was further evaluated through leave-one-out cross-validation, which yielded a mean absolute error (MAE) of 0.041, indicating a high level of predictive accuracy. Findings: The qualitative analysis identified 20 distinct market-research strategies, ranging from competitor analysis and direct observation to AI-based sentiment analysis, big-data mining, ethnographic studies, A/B testing, and sales-funnel analysis. The quantitative fuzzy cognitive mapping (FCM) analysis identified three strategies with the highest centrality indices: (C4) conducting one-on-one interviews with customers or experts to explore their deeper needs and motivations (centrality = 19.69); (C1) analyzing competitors’ products, pricing, marketing, and distribution strategies to identify market gaps and opportunities for differentiation (centrality = 19.56); and (C11) testing products or prototypes with users to evaluate usability, performance, and user experience (centrality = 19.55). These three strategies demonstrated consistently high levels of both influence and dependence, highlighting their pivotal positions within the overall network of market-research relationships. Rather than functioning hierarchically, they appear to form a mutually reinforcing feedback loop: insights from in-depth interviews inform prototype-testing scenarios; test results reveal gaps and opportunities for competitor analysis; and competitor analysis generates new questions and directions for subsequent interviews. This cyclical interaction requires a coordinating mechanism, namely the research unit, which functions as a “Ba,” or interactive context, for knowledge conversion. Drawing on the SECI model of knowledge creation (Nonaka & Takeuchi, 2007), the research unit facilitates four interconnected processes: (1) socialization, through which tacit customer knowledge—including needs, pain points, and perceptions—is communicated to the research team through structured interactions; (2) externalization, whereby user experiences obtained through prototype testing are transformed into explicit usability reports, performance indicators, and improvement recommendations; (3) combination, through which competitor intelligence and market-trend data are integrated into structured outputs such as SWOT analyses, positioning maps, and dashboards; and (4) internalization, whereby synthesized knowledge is transferred to R&D and marketing teams and transformed into operational competencies and dynamic capabilities. Thus, the three leading strategies should not be viewed as isolated market-research techniques but as interdependent components of a continuous knowledge-conversion cycle. Within this cycle, the research unit serves as a central coordinating mechanism that connects market intelligence, organizational learning, and product-development activities.Discussion and Conclusion: The findings indicate that, for knowledge-based products, interactive and exploratory market-research methods may be more effective than purely quantitative approaches in reducing market uncertainty. The three highest-ranked strategies complement one another: in-depth interviews help uncover latent customer needs, competitor analysis supports strategic positioning, and prototype testing provides evidence regarding real-world usability and user experience. Their integrated application, coordinated by a dedicated research unit, can contribute to reducing commercialization risks and improving product–market fit. The findings also extend the existing literature by providing a detailed operational framework that incorporates methods that have received comparatively limited attention in the context of knowledge-based products, including ethnographic research, A/B testing, customer-journey mapping, and sales-funnel analysis. More importantly, the study addresses a theoretical gap by conceptualizing the research unit as an active knowledge-management actor rather than merely a data-collection function. In this role, the research unit coordinates the transformation of tacit market knowledge into explicit, actionable knowledge that can inform R&D and marketing activities. From a practical perspective, managers are advised to prioritize resources for the three core strategies while complementing them with additional techniques such as AI-driven sentiment analysis, big-data analytics, scenario simulation, and continuous customer-feedback collection. The research unit should institutionalize a continuous feedback loop linking customers, R&D, and marketing teams, while fostering a data-driven and customer-centered organizational culture and investing in specialized analytical capabilities and tools. The study has several limitations. First, its focus on the Iranian innovation ecosystem may limit the generalizability of the findings to other institutional, cultural, and industrial contexts. Second, the model relies partly on expert judgments, which may introduce an element of subjective bias. Future research could therefore validate the proposed model across different cultural and industrial settings, incorporate longitudinal performance data to examine the relationship between market-research strategies and actual product outcomes, and employ agent-based or other dynamic simulation approaches to investigate how interactions among strategies evolve over time.مقدمه و هدف: محصولات دانشبنیانی که بدون تحقیقات بازار عمیق عرضه میشوند، اغلب با شکست مواجه میگردند. هدف این پژوهش، شناسایی راهبردهای تحقیقات بازار در توسعۀ محصولات دانشبنیان، ارائۀ نقشۀ شناختی فازی از روابط علّی میان آنها و تبیین نقش واحد تحقیقاتی بهعنوان نهاد هماهنگکننده و تسهیلگر است.روشها: این پژوهشِ آمیخته (کیفی-کمی) و کاربردی بر اساس اصل کفایت نظری روی ۲۹ نفر از خبرگان (اساتید دانشگاه و مدیران شرکتهای دانشبنیان) انجام شد. گردآوری دادهها در بخش کیفی با مصاحبۀ نیمهساختاریافته و در بخش کمی با پرسشنامۀ مقایسۀ زوجی فازی انجام گرفت. روایی و پایایی هر دو بخش (ضریب کاپا و CVR/CVI) تأیید شد. تحلیل دادهها در بخش کیفی با تحلیل مضمون و در بخش کمی با روش نقشۀ شناختی فازی انجام شد.یافتهها: ۲۰ راهبرد تحقیقات بازار شناسایی گردید. در بخش کمی، سه راهبرد برتر بر اساس شاخص مرکزیت مشخص شدند: ۱) مصاحبههای عمیق یکبهیک (۱۹/۶۹)؛ ۲) تحلیل رقبا (۱۹/۵۶)؛ ۳) تست کاربردپذیری نمونه اولیه (۱۹/۵۵). مدل علّی نشان داد این سه راهبرد در چرخهای بازخوردی و همافزا عمل میکنند.بحث و نتیجهگیری: سه راهبرد برتر مکمل یکدیگرند و همگرایی آنها با مدل تبدیل دانش SECI (نوناکا و تاکوچی) قابلتبیین است؛ بهطوریکه مصاحبه عمیق (اجتماعیسازی)، تست نمونه اولیه (برونیسازی) و تحلیل رقبا (ترکیب) دانش نهفته مشتری را به دانش آشکار سازمانی تبدیل میکنند. واحد تحقیقاتی نیز نقش بستر تعامل (Ba) و متولی تبدیل دانش بازار به دانش فنی را ایفا میکند.اصالت: این پژوهش برای نخستینبار با رویکرد شناختی فازی به مدلسازی روابط علّی راهبردهای تحقیقات بازار و تبیین نقش ساختاری واحد تحقیقاتی در شرکتهای دانشبنیان پرداخته است.https://infosci.um.ac.ir/article_48710_a06bb1cd349914fe034b25f86dd7194b.pdf