University of Qom Sciences and Techniques of Information Management 2476-6658 12 1 2026 03 21 Design and evaluation of e-learning knowledge management model for Iran's higher education system Design and evaluation of e-learning knowledge management model for Iran's higher education system 7 41 3156 10.22091/stim.2024.11006.2125 FA Elaheh Gholipour Hajmahmood Ph.D. Student, Department of Knowledge and Information Science, Science and Research Branch, Islamic Azad University, Tehran, Iran 0000-0000-0000-0000 Mohammad Hassanzadeh Professor, Tarbiat Modares University & President, Iranian Research Institute for Information Science and Technology (IranDoc), Tehran, Iran. 0000-0002-6175-0855 Nadjla Hariri Professor, Department of Knowledge and Information Science, Science and Research Branch, Islamic Azad University, Tehran, Iran 0000-0003-2320-7023 Dariush Matlabi Associate Professor, Department of Educational Sciences, Yadgar Imam Khomeini Shahrari Branch, Islamic Azad University, Tehran, Iran 0000-0002-2503-6558 Journal Article 1970 01 01 <strong>Objective: </strong>This study aims to identify the processes and mechanisms of e-learning knowledge management within the Iranian higher education system and to evaluate and validate a corresponding conceptual model.<br />Methodology: This research is applied in nature and employs a descriptive-survey design. The primary dimensions of the model were initially derived through a qualitative approach using Grounded Theory and semi-structured expert interviews. In the quantitative phase, the statistical population comprised 380 experts and managers in the fields of knowledge management and e-learning, selected via simple random sampling. Data were collected using a questionnaire, with validity and reliability confirmed via factor loadings, Average Variance Extracted (AVE), Cronbach's alpha, and Composite Reliability (CR) using SmartPLS software. Structural Equation Modeling (SEM), the one-sample t-test, and the Friedman test were employed to analyze variable relationships and validate the model.<br /><strong>Findings: </strong>Structural Equation Modeling revealed that all relationships between variables and components were statistically significant at a 95% confidence level. The final validated model comprises seven core processes—knowledge selection, acquisition, creation, organization, sharing, assessment/audit, and application—supported by 21 underlying mechanisms. Friedman test results indicate that "Knowledge Creation" (mean rank: 4.58) is the most influential factor, followed by "Knowledge Organization" (mean rank: 4.54) and "Knowledge Acquisition" (mean rank: 4.53). Furthermore, among the 21 mechanisms, knowledge exchange, fusion, and visualization were ranked as the most significant.<br /><strong>Conclusion: </strong>Implementing knowledge management within e-learning platforms serves as a strategic tool for higher education institutions—inherently knowledge-based organizations—to sustain a competitive advantage. This study demonstrates that the knowledge lifecycle in virtual universities depends heavily on collaborative creation, systematic digital content organization, and dynamic exchange. The validated model provides policy-makers and administrators in higher education with a practical framework to enhance the quality, productivity, and overall effectiveness of virtual learning environments <strong>Objective: </strong>This study aims to identify the processes and mechanisms of e-learning knowledge management within the Iranian higher education system and to evaluate and validate a corresponding conceptual model.<br />Methodology: This research is applied in nature and employs a descriptive-survey design. The primary dimensions of the model were initially derived through a qualitative approach using Grounded Theory and semi-structured expert interviews. In the quantitative phase, the statistical population comprised 380 experts and managers in the fields of knowledge management and e-learning, selected via simple random sampling. Data were collected using a questionnaire, with validity and reliability confirmed via factor loadings, Average Variance Extracted (AVE), Cronbach's alpha, and Composite Reliability (CR) using SmartPLS software. Structural Equation Modeling (SEM), the one-sample t-test, and the Friedman test were employed to analyze variable relationships and validate the model.<br /><strong>Findings: </strong>Structural Equation Modeling revealed that all relationships between variables and components were statistically significant at a 95% confidence level. The final validated model comprises seven core processes—knowledge selection, acquisition, creation, organization, sharing, assessment/audit, and application—supported by 21 underlying mechanisms. Friedman test results indicate that "Knowledge Creation" (mean rank: 4.58) is the most influential factor, followed by "Knowledge Organization" (mean rank: 4.54) and "Knowledge Acquisition" (mean rank: 4.53). Furthermore, among the 21 mechanisms, knowledge exchange, fusion, and visualization were ranked as the most significant.<br /><strong>Conclusion: </strong>Implementing knowledge management within e-learning platforms serves as a strategic tool for higher education institutions—inherently knowledge-based organizations—to sustain a competitive advantage. This study demonstrates that the knowledge lifecycle in virtual universities depends heavily on collaborative creation, systematic digital content organization, and dynamic exchange. The validated model provides policy-makers and administrators in higher education with a practical framework to enhance the quality, productivity, and overall effectiveness of virtual learning environments https://stim.qom.ac.ir/article_3156_e958d7b7d5de2d6bea9956322f6c7220.pdf