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Dr Seifallah Andayesh, Dr Zahra Kianrad,
Volume 12, Issue 2 (9-2025)
Volume 12, Issue 2 (9-2025)
Abstract
Introduction
This study examines the relationship between artificial intelligence (AI) utilization and organizational creativity, with knowledge sharing as a mediating variable, among librarians working in medical sciences university libraries in Tehran. AI, as a transformative technology of the Fourth Industrial Revolution, plays a growing role in enhancing organizational performance through automation, decision support, and improved information management. Literature indicates that AI positively influences creativity and that knowledge sharing reinforces this effect by facilitating exchange, collaboration, and innovative behaviors. Despite increasing global attention to AI capabilities, research in knowledge-intensive environments such as academic libraries remains limited. Addressing this gap, the present study uses a structural equation modeling approach to explore how AI adoption contributes to creativity and how knowledge sharing fully mediates this relationship within library settings.
Methods and Materoal
This applied and quantitative study examines the relationship between artificial intelligence and organizational creativity, considering the mediating role of knowledge sharing among librarians in medical sciences universities in Tehran. Using a census sampling approach, data were collected from 214 librarians between October and December 2024. Validated instruments were employed to assess AI utilization, organizational creativity, and knowledge sharing. Reliability and validity were confirmed through Cronbach’s alpha and convergent/discriminant validity analyses. Structural equation modeling (SEM) using SmartPLS was applied to test the conceptual model and hypotheses, enabling simultaneous evaluation of latent variables, path coefficients, and model fit indices.
Resultss and Discussion
Based on the statistical evidence, the Z-value exceeded the threshold of 1.96, confirming with 95% confidence that knowledge sharing plays a significant mediating role between artificial intelligence (AI) and organizational creativity (P ≤ 0.05). The Variance Accounted For (VAF) index, used to assess the strength of the mediation effect, was calculated as 0.894, indicating full mediation. Structural Equation Modeling (SEM) results further demonstrated that AI has a positive and significant effect on organizational creativity (β = 0.501, t = 11.909, P ≤ 0.05), meaning that a one-unit increase in AI utilization results in an average increase of 0.501 standard deviations in creativity. Additionally, AI positively influences knowledge sharing (β = 0.537, t = 9.672, P ≤ 0.05), implying that higher AI adoption leads to improved knowledge sharing. Finally, knowledge sharing itself positively and significantly impacts organizational creativity (β = 0.618, t = 9.853, P ≤ 0.05), suggesting that a one-unit increase in knowledge sharing contributes to a 0.618 standard deviation growth in creativity.
Conclusion
The study highlights the strategic role of artificial intelligence (AI) in enhancing organizational creativity through the mediating effect of knowledge sharing among librarians in medical sciences university libraries. The findings indicate that AI capabilities positively influence both knowledge sharing and organizational creativity, reinforcing previous research and demonstrating that AI functions not only as a technological tool but also as a cognitive and cultural infrastructure that strengthens communication, decision-making, and innovation. Knowledge sharing also significantly promotes creativity by fostering the exchange of experiences, ideas, and expertise, thereby enabling collaborative problem-solving and the generation of novel solutions. Despite its contributions, the research is limited by its focus on a specific population, the use of self-reported data, and its cross-sectional design. The study recommends investing in AI infrastructure, cultivating a strong knowledge-sharing culture, and implementing supportive managerial practices to promote innovation, enhance learning, and achieve sustainable organizational competitiveness.
Faezeh Sadat Bahrololoumi Tabatabai, Nosrat Riahinia, Davoud Haseli, Fatemeh Pazooki,
Volume 12, Issue 2 (9-2025)
Volume 12, Issue 2 (9-2025)
Abstract
Purpose: The aim of this study was to identify health information services for older adults provided in public libraries through a systematic literature review.
Methods: This research employed a systematic review approach based on the framework proposed by Kitchenham and Charters (2007). Relevant documents were retrieved from three citation databases—PubMed, Scopus, and Web of Science—covering the period from 2010 to 2024. Appropriate keywords were used, and references and citations of the retrieved documents were examined to ensure maximum coverage. Inclusion criteria comprised research studies addressing health information services for older adults within the context of public libraries. Ultimately, 54 English-language documents were selected and analyzed. Data were qualitatively coded and categorized.
Findings: The results revealed that health information services for older adults in public libraries can be classified into three major categories: 1) Health information functions, including individual health information services, public health information services, and digital resources; 2) Health education and informational empowerment functions, encompassing digital and health literacy training, library-based learning and skill development, and support for lifelong learning and empowerment; and 3) Social and cultural support functions, including cultural and social participation services, strengthening communication and reducing isolation, and ensuring physical and service accessibility.
Conclusion: The public libraries can play a significant role in improving the health and quality of life of older adults by providing accessible and reliable resources, promoting health and digital literacy, fostering social support, and facilitating referrals to health services. Achieving this role requires adequate library infrastructure, enhanced professional skills among librarians, and collaboration with health institutions. Overall, this study offers an evidence-based framework for developing health education services in public libraries and highlights their role in addressing the needs of aging communities.
Mis Shahla Bouazzar, Dr Alireza Ghorbani, Dr Nazmohammad Ounagh,
Volume 12, Issue 2 (9-2025)
Volume 12, Issue 2 (9-2025)
Abstract
Introduction
In the 21st century, digital media has evolved into a fundamental and constitutive element of modern social existence, permeating all spheres of human activity, including social relations, political discourse, economic transactions, educational processes, and cultural consumption (Moradi, 2015). The current cohort of digital natives, having been socialized within hyper-connected media ecologies since birth, demonstrates a pronounced dependence on digital platforms for the acquisition of cultural schemas, value systems, and normative behavioral patterns (Wang, 2017). Empirical evidence indicates that social networking platforms have achieved near-universal penetration across demographic groups, fundamentally restructuring patterns of human interaction and information consumption (Bennett, 2015).
This paradigmatic shift in communicative practices has precipitated significant transformations in social behavior, manifesting in both constructive and problematic outcomes. The present investigation employs Bourdieu's capital theory to examine the tripartite relationship between virtual social network engagement, cultural capital accumulation, and social capital formation among adolescent populations in Ahvaz, Iran. The study addresses the primary research question: To what extent does a statistically significant correlation exist between virtual social network usage patterns, cultural capital assets, and social capital reserves among secondary education students in this regional context?
Methods and Materials
This study employs a quantitative, descriptive research design utilizing a cross-sectional survey approach. As an applied research project, it aims to generate practical insights for educational policy and the development of digital literacy. The target population consists of all high school students (N = 42,507) enrolled in Ahvaz public schools during the 2022-2023 academic year, as documented by the Ahvaz Education Department. A representative sample of 320 participants was determined using Morgan's sampling table, with proportional sampling techniques employed to ensure demographic representation.
Measurement Instruments: Three standardized instruments were administered: the Social Capital Assessment Scale (Jafari, 2021). 18-item Likert-type scale (1-5 range). Measures five dimensions. Cultural Capital Inventory (Sharepour et al., 2019). 18-item Likert-scale measure.Digital Network Engagement Index (Lee, 2005). 21-item psychometric tool.
Results and Discussion
The first hypothesis of the study showed that there is a significant relationship between the use of virtual social networks and cultural capital with social capital in high school students in Ahvaz. The results are consistent with the findings of Soleimani et al. (2012), Adlipour et al. (2015), Tavasli and Amoli-Kalarijani (2012), Rekuro et al. (2019), Ansari et al. (2016), McEwan et al. (2015), and Arampatzi et al. (2018), confirming the effect of using virtual social networks on social capital. It is also consistent with the findings of the study by Kalkohi-Moghaddam et al. (2012), Kohi et al. (2015), and McEwan et al. (2015), confirming the role of virtual social networks in the cultural capital of individuals.
The second hypothesis of the study showed that there is a significant relationship between the use of virtual social networks and cultural capital in high school students in Ahvaz. This finding is consistent with the results of the study by Kalkohi Moghadam et al. (1401), which confirmed the relationship between network relationships and lifestyle and cultural capital in Iran. It is also consistent with the findings of the study by Kohi et al. (1400) confirming the role of cyberspace in individuals' cultural capital. The results of this study also confirm and are consistent with the findings of McEwan et al. (2015), who found that social and virtual media have a significant impact on the transfer of cultural capital.Examining the third hypothesis of the study showed that there is a significant relationship between the use of virtual social networks and social capital in high school students in Ahvaz. This finding is consistent with the results of the study by Soleimani et al. (1401), which confirms the effect of social networks on social capital. It is also consistent with the findings of Adlipour et al. (2015), and Tavasli and Amoli-Klarijani (2012), who showed that the quality and quantity of using virtual space had a significant effect on social capital. This result confirms and is consistent with the findings of McEwan et al. (2015), Rekuro et al. (2019), and Arampatzi et al. (2018), who found that virtual networks have a significant effect on the transfer of social capital.The fourth hypothesis of the study showed that the use of virtual social networks and cultural capital can predict the amount of social capital in high school students in Ahvaz. The results are consistent with the findings of Kalkohi-Moghaddam et al. (1401), Kohi et al. (1400), McEwan et al. (2015) confirming the role of virtual social networks in the cultural capital of individuals, as well as the findings of the studies of Soleimani et al. (1401), Adlipour et al. (2015), Tavassoli and Amoli-Kalarijani (2012), Rekuro et al. (2019), Ansari et al. (2016), McEwan et al. (2015), and Arampatzi et al. (2018) confirming the effect of using virtual social networks on social capital. In explaining the results of this study, it can be stated that virtual social networks can provide a basis for learning many behaviors by providing informal educational experiences. On the other hand, these social networks themselves are effective in changing subcultures and dominating dominant cultures, and their manifestation can be observed in the behaviors of individuals imitating famous people. Cultural capital also increases people's understanding of life and increases their level of activism in various activities, making them superior and prominent. In addition, when a person is active in virtual networks, they have more connections and cooperation between this person and other people who are members of virtual networks and their participation in virtual programs and campaigns leads to the expansion of mutual support relationships, and along with the association with the values and norms belonging to these groups, it leads to further strengthening of social capital. Also, the longer a person is a member of social networks, the more relationships, familiarity, and mutual acceptance between him and the people he is in contact with are strengthened, and this in itself can lead to strengthening of social capital among people with a long history of membership in social networks. Thus, the conclusion of the present study regarding the significance of the relationship between the use of virtual social networks and cultural capital with social capital seems logical.
Conclusion
Virtual social networks can serve as effective tools for enhancing students' social capital through the reinforcement of their cultural capital. It is recommended that these networks be targeted for application within educational environments.
In the 21st century, digital media has evolved into a fundamental and constitutive element of modern social existence, permeating all spheres of human activity, including social relations, political discourse, economic transactions, educational processes, and cultural consumption (Moradi, 2015). The current cohort of digital natives, having been socialized within hyper-connected media ecologies since birth, demonstrates a pronounced dependence on digital platforms for the acquisition of cultural schemas, value systems, and normative behavioral patterns (Wang, 2017). Empirical evidence indicates that social networking platforms have achieved near-universal penetration across demographic groups, fundamentally restructuring patterns of human interaction and information consumption (Bennett, 2015).
This paradigmatic shift in communicative practices has precipitated significant transformations in social behavior, manifesting in both constructive and problematic outcomes. The present investigation employs Bourdieu's capital theory to examine the tripartite relationship between virtual social network engagement, cultural capital accumulation, and social capital formation among adolescent populations in Ahvaz, Iran. The study addresses the primary research question: To what extent does a statistically significant correlation exist between virtual social network usage patterns, cultural capital assets, and social capital reserves among secondary education students in this regional context?
Methods and Materials
This study employs a quantitative, descriptive research design utilizing a cross-sectional survey approach. As an applied research project, it aims to generate practical insights for educational policy and the development of digital literacy. The target population consists of all high school students (N = 42,507) enrolled in Ahvaz public schools during the 2022-2023 academic year, as documented by the Ahvaz Education Department. A representative sample of 320 participants was determined using Morgan's sampling table, with proportional sampling techniques employed to ensure demographic representation.
Measurement Instruments: Three standardized instruments were administered: the Social Capital Assessment Scale (Jafari, 2021). 18-item Likert-type scale (1-5 range). Measures five dimensions. Cultural Capital Inventory (Sharepour et al., 2019). 18-item Likert-scale measure.Digital Network Engagement Index (Lee, 2005). 21-item psychometric tool.
Results and Discussion
The first hypothesis of the study showed that there is a significant relationship between the use of virtual social networks and cultural capital with social capital in high school students in Ahvaz. The results are consistent with the findings of Soleimani et al. (2012), Adlipour et al. (2015), Tavasli and Amoli-Kalarijani (2012), Rekuro et al. (2019), Ansari et al. (2016), McEwan et al. (2015), and Arampatzi et al. (2018), confirming the effect of using virtual social networks on social capital. It is also consistent with the findings of the study by Kalkohi-Moghaddam et al. (2012), Kohi et al. (2015), and McEwan et al. (2015), confirming the role of virtual social networks in the cultural capital of individuals.
The second hypothesis of the study showed that there is a significant relationship between the use of virtual social networks and cultural capital in high school students in Ahvaz. This finding is consistent with the results of the study by Kalkohi Moghadam et al. (1401), which confirmed the relationship between network relationships and lifestyle and cultural capital in Iran. It is also consistent with the findings of the study by Kohi et al. (1400) confirming the role of cyberspace in individuals' cultural capital. The results of this study also confirm and are consistent with the findings of McEwan et al. (2015), who found that social and virtual media have a significant impact on the transfer of cultural capital.Examining the third hypothesis of the study showed that there is a significant relationship between the use of virtual social networks and social capital in high school students in Ahvaz. This finding is consistent with the results of the study by Soleimani et al. (1401), which confirms the effect of social networks on social capital. It is also consistent with the findings of Adlipour et al. (2015), and Tavasli and Amoli-Klarijani (2012), who showed that the quality and quantity of using virtual space had a significant effect on social capital. This result confirms and is consistent with the findings of McEwan et al. (2015), Rekuro et al. (2019), and Arampatzi et al. (2018), who found that virtual networks have a significant effect on the transfer of social capital.The fourth hypothesis of the study showed that the use of virtual social networks and cultural capital can predict the amount of social capital in high school students in Ahvaz. The results are consistent with the findings of Kalkohi-Moghaddam et al. (1401), Kohi et al. (1400), McEwan et al. (2015) confirming the role of virtual social networks in the cultural capital of individuals, as well as the findings of the studies of Soleimani et al. (1401), Adlipour et al. (2015), Tavassoli and Amoli-Kalarijani (2012), Rekuro et al. (2019), Ansari et al. (2016), McEwan et al. (2015), and Arampatzi et al. (2018) confirming the effect of using virtual social networks on social capital. In explaining the results of this study, it can be stated that virtual social networks can provide a basis for learning many behaviors by providing informal educational experiences. On the other hand, these social networks themselves are effective in changing subcultures and dominating dominant cultures, and their manifestation can be observed in the behaviors of individuals imitating famous people. Cultural capital also increases people's understanding of life and increases their level of activism in various activities, making them superior and prominent. In addition, when a person is active in virtual networks, they have more connections and cooperation between this person and other people who are members of virtual networks and their participation in virtual programs and campaigns leads to the expansion of mutual support relationships, and along with the association with the values and norms belonging to these groups, it leads to further strengthening of social capital. Also, the longer a person is a member of social networks, the more relationships, familiarity, and mutual acceptance between him and the people he is in contact with are strengthened, and this in itself can lead to strengthening of social capital among people with a long history of membership in social networks. Thus, the conclusion of the present study regarding the significance of the relationship between the use of virtual social networks and cultural capital with social capital seems logical.
Conclusion
Virtual social networks can serve as effective tools for enhancing students' social capital through the reinforcement of their cultural capital. It is recommended that these networks be targeted for application within educational environments.
Mohammad Hossein Marzban, Rahman Sharifzadeh, ,
Volume 12, Issue 2 (9-2025)
Volume 12, Issue 2 (9-2025)
Abstract
Introduction
This study tries to find out the human and non-human things that affect how information security culture is formed. It uses the Actor-Network Theory (ANT) to look at this. Today, information is very important for businesses, and there are more cyber threats than ever. Because of this, organizations are spending a lot on security tools. But more than 90% of big security problems come from human errors. This shows that having a strong information security culture is very important, and it works well with technical tools.
Most of the traditional ways of looking at information security culture, like the ones from Schein and Hofstede, focus mainly on people and don't consider non-human factors like technology, rules, or systems. This is a gap in the theory, so using a more complete framework like ANT helps understand how all these factors work together.
ANT looks at how humans and non-humans, such as technology, policies, and infrastructure, are treated equally in networks. It also looks at how ideas and actions change as they move through these networks. This helps understand how information security culture develops over time. The main questions this study looks at are:
What are the important human factors that help create information security culture?
What are the important non-human factors?
What role do hybrid actors—those that mix humans and technology—play in building security culture?
This research is new in theory, method, and practice. It gives a more full picture of how information security culture works by bringing together different kinds of factors.
Methods and Materoal
This study used a qualitative method based on the interpretivist viewpoint. In this approach, there isn’t one true reality—instead, reality is shaped by people’s experiences and how they see things, and it changes depending on the situation. The researcher isn’t just watching from the side; they help build understanding together with the people involved.
The research focused on the Central Bank of the Islamic Republic of Iran because it was seen as the best place to study information security culture. This is because this organisation plays a key role in setting cybersecurity rules for the banking system, faces many complex security threats, and handles highly sensitive financial information. Within this organization, the ongoing balance between strong security policies and the need for new technology created a good setting to look at how people and technology work together.
Data for this study was gathered using semi-structured interviews with 25 managers, experts, and important users. These people were chosen through purposive and snowball sampling until no new ideas were coming up. They were picked because they had at least five years of work experience and were directly involved with security matters in big projects within the organization. The interview questions were based on five main topics, looking through the idea of actor-network theory. These topics covered roles, how people interact with technology, things that influence the culture, current problems, and how policies and technology affect how employees behave.
To make the data more complete and credible, we also observed employees' actual behavior on the job and studied documents like security policies, internal reports, and guidelines. Using multiple sources of data in this way helped compare information and cut down on possible biases. The data was analyzed in six steps using the Brown and Clarke content analysis method and the MAXQDA version 2024 software. To make sure the results were accurate and reliable, we also used the participant review technique. The study followed ethical guidelines, including getting informed consent and keeping participants' information private.
Results and Discussion
This study shows that information security culture comes from the ongoing interaction between people and other factors. Among the people involved, three main groups were found: senior managers, who make important decisions, set standards, and allocate resources; regular employees, who carry out daily tasks and are the first line of defense in security, and whose responsibility and quick reporting affect how well security policies work; and technical teams, who help turn policies into action, handle security problems, and provide ongoing training to users.
Among the human challenges, there were several key issues like the mismatch between security rules and how work is done, high work pressure, people not wanting to change their habits, and the balance between user comfort and system security. Also, psychological factors such as the need for trust, being open and honest, and having a personal drive to do the right thing were important in building a security culture. These learning and culture-building efforts were supported by ongoing training, encouraging people to report problems without fear of being punished, and sharing responsibility as a team.
In the section about non-human actors, five main groups were found: policies and standards like ISO 27001 that set rules and guidelines; security tools such as SIEM, DLP, and multi-factor authentication that help watch over systems and influence how people behave; technical systems like networks and hardware; written guides and rules that explain how humans and technology work together; and organizational steps like reporting and feedback processes.
A major part of this study found that there are hybrid actors that exist between humans and non-human elements. These actors include things like multi-factor authentication systems that slowly become part of how people work; policies that use technology to control actions, like automatic limits on copying data; and processes within organizations that help learn about security, such as using attack simulation tools. These hybrid actors show that the line between people and technology in information security culture is not fixed. To improve security culture, it's important to focus on both human and technological aspects at the same time.
When we compare these findings to traditional models, we see that traditional models are mostly focused on humans and see technology as just a tool. However, the actor-network approach treats both humans and non-humans as equal parts of a network. This gives a more connected and changing view of information security culture. In this view, culture isn't something fixed—it comes from the ongoing interactions and discussions between all the different actors involved.
Conclusion
This study finds that information security culture is formed by the dynamic interaction of human and non-human actors.
Key Human Actors:
This study tries to find out the human and non-human things that affect how information security culture is formed. It uses the Actor-Network Theory (ANT) to look at this. Today, information is very important for businesses, and there are more cyber threats than ever. Because of this, organizations are spending a lot on security tools. But more than 90% of big security problems come from human errors. This shows that having a strong information security culture is very important, and it works well with technical tools.
Most of the traditional ways of looking at information security culture, like the ones from Schein and Hofstede, focus mainly on people and don't consider non-human factors like technology, rules, or systems. This is a gap in the theory, so using a more complete framework like ANT helps understand how all these factors work together.
ANT looks at how humans and non-humans, such as technology, policies, and infrastructure, are treated equally in networks. It also looks at how ideas and actions change as they move through these networks. This helps understand how information security culture develops over time. The main questions this study looks at are:
What are the important human factors that help create information security culture?
What are the important non-human factors?
What role do hybrid actors—those that mix humans and technology—play in building security culture?
This research is new in theory, method, and practice. It gives a more full picture of how information security culture works by bringing together different kinds of factors.
Methods and Materoal
This study used a qualitative method based on the interpretivist viewpoint. In this approach, there isn’t one true reality—instead, reality is shaped by people’s experiences and how they see things, and it changes depending on the situation. The researcher isn’t just watching from the side; they help build understanding together with the people involved.
The research focused on the Central Bank of the Islamic Republic of Iran because it was seen as the best place to study information security culture. This is because this organisation plays a key role in setting cybersecurity rules for the banking system, faces many complex security threats, and handles highly sensitive financial information. Within this organization, the ongoing balance between strong security policies and the need for new technology created a good setting to look at how people and technology work together.
Data for this study was gathered using semi-structured interviews with 25 managers, experts, and important users. These people were chosen through purposive and snowball sampling until no new ideas were coming up. They were picked because they had at least five years of work experience and were directly involved with security matters in big projects within the organization. The interview questions were based on five main topics, looking through the idea of actor-network theory. These topics covered roles, how people interact with technology, things that influence the culture, current problems, and how policies and technology affect how employees behave.
To make the data more complete and credible, we also observed employees' actual behavior on the job and studied documents like security policies, internal reports, and guidelines. Using multiple sources of data in this way helped compare information and cut down on possible biases. The data was analyzed in six steps using the Brown and Clarke content analysis method and the MAXQDA version 2024 software. To make sure the results were accurate and reliable, we also used the participant review technique. The study followed ethical guidelines, including getting informed consent and keeping participants' information private.
Results and Discussion
This study shows that information security culture comes from the ongoing interaction between people and other factors. Among the people involved, three main groups were found: senior managers, who make important decisions, set standards, and allocate resources; regular employees, who carry out daily tasks and are the first line of defense in security, and whose responsibility and quick reporting affect how well security policies work; and technical teams, who help turn policies into action, handle security problems, and provide ongoing training to users.
Among the human challenges, there were several key issues like the mismatch between security rules and how work is done, high work pressure, people not wanting to change their habits, and the balance between user comfort and system security. Also, psychological factors such as the need for trust, being open and honest, and having a personal drive to do the right thing were important in building a security culture. These learning and culture-building efforts were supported by ongoing training, encouraging people to report problems without fear of being punished, and sharing responsibility as a team.
In the section about non-human actors, five main groups were found: policies and standards like ISO 27001 that set rules and guidelines; security tools such as SIEM, DLP, and multi-factor authentication that help watch over systems and influence how people behave; technical systems like networks and hardware; written guides and rules that explain how humans and technology work together; and organizational steps like reporting and feedback processes.
A major part of this study found that there are hybrid actors that exist between humans and non-human elements. These actors include things like multi-factor authentication systems that slowly become part of how people work; policies that use technology to control actions, like automatic limits on copying data; and processes within organizations that help learn about security, such as using attack simulation tools. These hybrid actors show that the line between people and technology in information security culture is not fixed. To improve security culture, it's important to focus on both human and technological aspects at the same time.
When we compare these findings to traditional models, we see that traditional models are mostly focused on humans and see technology as just a tool. However, the actor-network approach treats both humans and non-humans as equal parts of a network. This gives a more connected and changing view of information security culture. In this view, culture isn't something fixed—it comes from the ongoing interactions and discussions between all the different actors involved.
Conclusion
This study finds that information security culture is formed by the dynamic interaction of human and non-human actors.
Key Human Actors:
- Senior Managers: Make decisions and allocate resources.
- Employees: The first line of defense; their responsibility and reporting are crucial.
- Technical Teams: Implement policies and provide training.
Key Non-Human Actors:
- Policies and standards (e.g., ISO 27001).
- Security tools (e.g., SIEM, DLP, multi-factor authentication).
- Technical infrastructure and written guides.
Crucial Finding: Hybrid Actors
The study highlights "hybrid actors" that blur the line between people and technology, such as:
The study highlights "hybrid actors" that blur the line between people and technology, such as:
- Multi-factor authentication becoming a routine part of work.
- Automated policies that enforce rules.
- Attack simulation tools used for training.
So, unlike traditional human-focused models, this study uses an actor-network approach, treating humans and non-humans as equal partners. In this view, security culture is not fixed but is constantly created through the interactions between all these actors. Therefore, improving it requires addressing both human and technological aspects simultaneously.
Zahra Azimi, Marjan Kian, Yousef Mahdavinesab, Magid Aliasgari,
Volume 12, Issue 2 (9-2025)
Volume 12, Issue 2 (9-2025)
Abstract
Introduction
In the digital age, Information and Communication Technology (ICT) has evolved from a supplementary tool to a fundamental element reshaping educational systems worldwide. The COVID-19 pandemic accelerated this transformation, making virtual education not just an alternative but a necessity (UNESCO, 2020). However, rather than reducing educational inequalities, this technological shift often exacerbated them — particularly in elementary education, where children’s cognitive, emotional, and social foundations are formed. The concept of the “digital divide” has thus emerged as one of the most critical challenges in contemporary curriculum design — a multidimensional phenomenon encompassing not only physical access to technology but also digital skills, cultural attitudes, and policy infrastructures (van Dijk, 2020; Helsper, 2021). This study aims to comprehensively analyze the digital divide in the elementary school curriculum of Isfahan Province, Iran, focusing on identifying its root causes, educational and social consequences, and proposing practical, evidence-based solutions.
Methods and Materoal
This research employed a mixed-methods (qualitative-quantitative) approach with a descriptive-survey design. In the qualitative phase, semi-structured interviews were conducted with nine educational experts (university professors, school principals, teachers, and ICT specialists), and data were analyzed using thematic analysis. In the quantitative phase, the statistical population included 220 individuals teachers, students, and manager from second-grade elementary schools across advantaged, semi-advantaged, and disadvantaged areas of Isfahan Province. A sample of 140 participants was selected via stratified random sampling. Data were collected using a researcher-developed 58-item questionnaire, whose content and face validity were confirmed by experts, and reliability was verified using Cronbach’s alpha (α > 0.79 for all constructs). Quantitative data were analyzed using SPSS v.26 and SmartPLS v.3, employing Structural Equation Modeling (SEM). Model fit and construct validity were assessed using indices such as SRMR, NFI, GOF, AVE, and composite reliability.
Resultss and Discussion
Qualitative analysis identified six axial codes for causes (27 sub-codes), five for consequences (16 sub-codes), and five for solutions (15 sub-codes). Quantitative SEM results revealed that individual factors — particularly “lack of awareness and knowledge” (factor loading = 0.942) and “resistance to digital systems” — were the strongest predictors of the digital divide (path coefficient = 0.889), indicating that attitudinal and skill-based barriers outweigh technological shortages. Economic factors (path coefficient = 0.928, R² = 0.861) and cultural factors (path coefficient = 0.872) followed closely, highlighting the role of household income, school budgets, and traditional mindsets. Key consequences included reduced educational quality (path coefficient = 0.813) and educational inequality (path coefficient = 0.881), directly undermining the core mission of equitable, high-quality learning. Other significant impacts were diminished critical thinking and creativity, and weakened social interactions and collaboration. Among solutions, promoting educational equity and reducing disparities (R² = 0.884) emerged as the most critical, reflecting stakeholders’ deep awareness that resource distribution must precede technological interventions. Other key strategies included enhancing digital skills for teachers and students, promoting a culture of responsible technology use, improving access to devices and internet, and upgrading school technological infrastructures. All 58 identified components were statistically significant at the 95% confidence level (P-Value = 0.000, T-Value > 1.96), and model fit indices (GOF=0.68, SRMR=0.071, NFI=0.924) confirmed excellent model validity and reliability.
Conclusion
The digital divide in Isfahan’s elementary curriculum is a systemic crisis rooted in structural, cultural, and economic inequalities. Without coordinated, multi-level interventions, any single-dimensional effort such as device distribution or teacher training alone is destined to fail. This study demonstrates that an effective solution requires a tripartite strategy: equity in access (needs-based resource allocation), human empowerment (teacher training and attitude transformation), and infrastructure and content enhancement (high-speed internet, localized digital content). We recommend the development and implementation of a provincial “Digital Equity in Education Strategy for Isfahan,” co-designed with stakeholders, supported by sustainable funding, continuous monitoring mechanisms, and targeted support programs for low-income families. This framework not only offers a localized solution for Isfahan but can also serve as a national model for other provinces. The findings provide policymakers and curriculum designers with a scientifically grounded, practical, and culturally responsive roadmap to bridge the digital divide, ensure educational justice, and enhance learning quality during the most formative stage of a child’s education
In the digital age, Information and Communication Technology (ICT) has evolved from a supplementary tool to a fundamental element reshaping educational systems worldwide. The COVID-19 pandemic accelerated this transformation, making virtual education not just an alternative but a necessity (UNESCO, 2020). However, rather than reducing educational inequalities, this technological shift often exacerbated them — particularly in elementary education, where children’s cognitive, emotional, and social foundations are formed. The concept of the “digital divide” has thus emerged as one of the most critical challenges in contemporary curriculum design — a multidimensional phenomenon encompassing not only physical access to technology but also digital skills, cultural attitudes, and policy infrastructures (van Dijk, 2020; Helsper, 2021). This study aims to comprehensively analyze the digital divide in the elementary school curriculum of Isfahan Province, Iran, focusing on identifying its root causes, educational and social consequences, and proposing practical, evidence-based solutions.
Methods and Materoal
This research employed a mixed-methods (qualitative-quantitative) approach with a descriptive-survey design. In the qualitative phase, semi-structured interviews were conducted with nine educational experts (university professors, school principals, teachers, and ICT specialists), and data were analyzed using thematic analysis. In the quantitative phase, the statistical population included 220 individuals teachers, students, and manager from second-grade elementary schools across advantaged, semi-advantaged, and disadvantaged areas of Isfahan Province. A sample of 140 participants was selected via stratified random sampling. Data were collected using a researcher-developed 58-item questionnaire, whose content and face validity were confirmed by experts, and reliability was verified using Cronbach’s alpha (α > 0.79 for all constructs). Quantitative data were analyzed using SPSS v.26 and SmartPLS v.3, employing Structural Equation Modeling (SEM). Model fit and construct validity were assessed using indices such as SRMR, NFI, GOF, AVE, and composite reliability.
Resultss and Discussion
Qualitative analysis identified six axial codes for causes (27 sub-codes), five for consequences (16 sub-codes), and five for solutions (15 sub-codes). Quantitative SEM results revealed that individual factors — particularly “lack of awareness and knowledge” (factor loading = 0.942) and “resistance to digital systems” — were the strongest predictors of the digital divide (path coefficient = 0.889), indicating that attitudinal and skill-based barriers outweigh technological shortages. Economic factors (path coefficient = 0.928, R² = 0.861) and cultural factors (path coefficient = 0.872) followed closely, highlighting the role of household income, school budgets, and traditional mindsets. Key consequences included reduced educational quality (path coefficient = 0.813) and educational inequality (path coefficient = 0.881), directly undermining the core mission of equitable, high-quality learning. Other significant impacts were diminished critical thinking and creativity, and weakened social interactions and collaboration. Among solutions, promoting educational equity and reducing disparities (R² = 0.884) emerged as the most critical, reflecting stakeholders’ deep awareness that resource distribution must precede technological interventions. Other key strategies included enhancing digital skills for teachers and students, promoting a culture of responsible technology use, improving access to devices and internet, and upgrading school technological infrastructures. All 58 identified components were statistically significant at the 95% confidence level (P-Value = 0.000, T-Value > 1.96), and model fit indices (GOF=0.68, SRMR=0.071, NFI=0.924) confirmed excellent model validity and reliability.
Conclusion
The digital divide in Isfahan’s elementary curriculum is a systemic crisis rooted in structural, cultural, and economic inequalities. Without coordinated, multi-level interventions, any single-dimensional effort such as device distribution or teacher training alone is destined to fail. This study demonstrates that an effective solution requires a tripartite strategy: equity in access (needs-based resource allocation), human empowerment (teacher training and attitude transformation), and infrastructure and content enhancement (high-speed internet, localized digital content). We recommend the development and implementation of a provincial “Digital Equity in Education Strategy for Isfahan,” co-designed with stakeholders, supported by sustainable funding, continuous monitoring mechanisms, and targeted support programs for low-income families. This framework not only offers a localized solution for Isfahan but can also serve as a national model for other provinces. The findings provide policymakers and curriculum designers with a scientifically grounded, practical, and culturally responsive roadmap to bridge the digital divide, ensure educational justice, and enhance learning quality during the most formative stage of a child’s education
Mohadeseh Tahririfard, Mahdieh Mirzabeigi, Tahereh Jowkar,
Volume 12, Issue 3 (12-2025)
Volume 12, Issue 3 (12-2025)
Abstract
Objective: Collaborative information-seeking behavior has become a hot topic among researchers, as it is essential to meet the complex and challenging information needs of people. This study aims to investigate the impact of six personality factors of the HEXACO model on the tendency of Shiraz University students towards collaborative information-seeking behavior.
Methods: The research tools included the Zares Questionnaire (2021) that its reliability was obtained from Cronbach's alpha coefficient (α=0.908) and The personality questionnaire of HEXACO di Veriza (2013) that it’s validity has been evaluated from the point of view of content, face, and criteria, and its reliability coefficient has been calculated above 0.7 for this research.
Results: The results showed that among the personality factors, the honesty-humility (H) factor (B=0.237) had the most significant positive effect on the tendency towards collaborative information-seeking behavior.
originality / value: Considering the existing research gap in the of identifying factors affecting collaborative information seeking behavior, identifying one of the important individual factors affecting this behavior can be considered an attempt to understand this scientific field. In addition, the results of this study will help all individuals, including researchers, professors, and managers, to take steps to strengthen and improve the honesty-humility dimension by recognizing and investing in it, in order to facilitate the movement towards collaborative information seeking behaviors. Also, laying the groundwork for improving the performance of collaborative information systems by considering psychological variables in the spaces governing collaborative information seeking is one of the important issues derived from this study.
Mr Mohammad Sadegh Torkaman, Dr Yaghoob Farjami, Dr Mohammad Reza Sanaei,
Volume 12, Issue 3 (12-2025)
Volume 12, Issue 3 (12-2025)
Abstract
Objective:
Supplier selection is one of the key challenges in construction projects, where access to accurate and timely data plays a vital role in improving this process. This study seeks to explore and analyze the sources and methods employed for data collection and management in the supplier selection process within the construction industry, aiming to identify existing challenges in current practices and assess the potential of modern technologies to optimize this process.
Methodology:
This is an applied research study that employed a survey methodology. The data collection instrument was a researcher-developed questionnaire consisting of both closed-ended and open-ended questions, primarily using a five-point Likert scale. The survey was distributed to 328 contractors who were certified by the Iranian Plan and Budget Organization.
Findings:
The research findings indicated that traditional information sources such as former customer feedback (87%) and project staff interviews (83%), which rely heavily on individual judgment, continue to be the most commonly used methods for supplier evaluation. The analysis of data collection methods showed that although electronic forms (63%) are becoming more prevalent, traditional methods like telephone calls (84%) and paper-based forms (52%) still dominate. A significant portion of respondents highlighted challenges such as low data accuracy (42%), untimely information (54%), distrust in supplier-provided data (59%), insufficient access to supplier performance records (44%), public databases (85%), and modern information tools (79%).
Conclusion:
The results of this study revealed that modern information tools, despite their potential impact on decision-making, are not widely used due to limited accessibility and the lack of adequate infrastructure. However, the utilization of digital forms and the growing attention to modern information sources, such as company profiles on online platforms, indicate a promising trend toward embracing digital information resources and modern data collection methods. The findings also emphasize the necessity of establishing independent mechanisms for data validation and enhancing access to historical information about suppliers.
Reza Naserijahromi, Mehdi Mohammadi, Marzieh Abdolvahabi, Solmaz Khademi, Majid Kowsari, Sedigheh Shadi,
Volume 12, Issue 3 (12-2025)
Volume 12, Issue 3 (12-2025)
Abstract
Objective: This research was a synthesis research approach to the concept of critical information literacy.
Methodology: This research was a qualitative method using a five-stage interpretive-critical approach. The statistical population of this research focused on primary sources close to the field of the present study. The criterion for selecting the studies under study was alignment and coherence with the purpose, title, and variables of the present study. In this regard, the search for sources was carried out according to the research question and based on the knowledge gained from reviewing the theoretical background. The keywords entered in scientific search engines and databases such as Web of Science, Google Scholar, Science Direct, Elsevier, Scopus were: synthesis research approach, media literacy, critical literacy, critical information literacy, and information news. After the collected data reached a saturation point and the need to select studies was no longer needed, the review and interpretation process began. The findings obtained from the analysis and synthesis of research reports related to critical information literacy were categorized into three main themes: "Scientometrics of Information Literacy", "Correlation of Information Literacy and Critical Thinking", and "Media Information Literacy".
Conclusion: In fact, a necessary knowledge, awareness, and skills with a standard framework of information and critical literacy can independently provide a suitable infrastructure and foundation for the interaction of information literacy and critical literacy, which will create a balance and interaction between the capacities and abilities of curiosity, creativity, and judgment in individuals.
Sara Heydarian, Mohammad Hadi Zahedi, Amir Asghari, Narges Jafari,
Volume 12, Issue 3 (12-2025)
Volume 12, Issue 3 (12-2025)
Abstract
Mostafa Mohseni Sani, Athena Akbari Birjandi,
Volume 12, Issue 3 (12-2025)
Volume 12, Issue 3 (12-2025)
Abstract
Background and Objective: The present study was conducted with the aim of investigating the role of new technologies in improving data governance and enhancing information security in the country's Land and Property Registration Organization. The increasing importance of data in institutional decision-making and the need to harmonize with international standards double the need to address this issue.
Research Method: This study was qualitative and conducted with a grounded theory approach. The statistical population included managers and experts of the Land and Property Registration Organization, and data were collected through semi-structured interviews with 12 people. The coding process was carried out in three stages: open, axial, and selective, and participant review and comparison with international research were used to validate the data.
Findings: Data analysis showed that the main challenges include weak technological infrastructure, fragmentation of systems, legal gaps, security concerns, and cultural resistance of employees. In contrast, opportunities such as increasing transparency, reducing document forgery, promoting public trust, and improving service efficiency were identified. The findings were consistent with international studies, including the OECD’s emphasis on the link between technology and organizational culture, and the experiences of Sweden and Georgia in using blockchain in the registration system.
Conclusion: The Iranian Document Registration Organization has taken steps such as digitization and piloting blockchain, but it still faces legal, security, and institutional shortcomings. Achieving data-driven governance and increasing security requires a combination of institutional reforms, technological investment, and promoting a data-driven culture.
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