Knowledge Management for Research Innovation in Universities for Sustainable Development: A Qualitative Approach

Abstract

Orienting higher education towards research innovation is crucial to increasing support for the knowledge economy and sustainable development. This study aimed to provide a proposed framework by identifying the requirements for applying knowledge management in order to enhance the innovation skills of graduate students who are engaged in scientific research, which will enhance the knowledge economy in universities. Adopting a qualitative approach, thematic analysis was performed on interviews conducted with master’s students. The findings revealed important requirements from the students’ point of view and many basic elements that are vital to instilling innovation skills among research students. These included activating an educational environment with renewed knowledge and skills for innovation, applying the latest strategies and digital technologies in teaching, building learning communities, fostering industry partnerships, collaborating globally, and applying knowledge to serve society. The implications of this study suggest that university administrators can utilize these findings to identify more effective strategies for supporting research innovation. This study explores the impact of innovation in scientific research in light of the global shift towards a knowledge economy in order to enhance economic and social development through the production of innovative knowledge and practical solutions to current challenges. This study contributes to a deeper understanding of the requirements for innovation in scientific research in the light of global trends towards the knowledge economy.

1. Introduction

The present era is witness to significant accelerations in daily changes and challenges across all areas of life. This has led many higher-education systems to develop a comprehensive future vision for students at the graduate level, focusing on teaching and developing 21st-century skills in line with the renewed requirements for jobs in the Fourth Industrial Revolution.

The “UNESCO Science Report: Towards 2030”, released on World Science Day, emphasizes the pivotal role of scientific research, development, and innovation activities as catalysts for economic growth and essential tools for constructing sustainable societies. These activities facilitate knowledge creation and dissemination, thereby enhancing the quality of higher education. The report underscores the critical importance of developing comprehensive national science and innovation policies, particularly in the context of global economic challenges. This approach necessitates concurrent efforts across multiple domains, including education, fundamental research, technological advancement, and private sector investment in R&D [1]. This multifaceted strategy aligns with the evolving paradigms of the knowledge economy and emphasizes the interconnectedness of educational systems, scientific inquiry, and economic development in fostering innovation-driven societies.

Countries around the world have realized the importance of renewing educational system policies with the aim of strengthening the economy and providing additional sources to increase income and invest in human resources and young groups of students in society.

Universities play a pivotal role in restructuring economies in the information age through the generation of new knowledge and the development of skills that are essential for leveraging modern technologies. When designing innovation policies at global and organizational levels, it is imperative to consider the globalization of research, education, and innovation activities, with a focus on attracting and developing talent. Collaboration across the research, science, education, and production sectors is fundamental to fostering creativity and optimizing the utilization of local resources. This multifaceted approach underscores the significance of universities as key drivers in the transition towards knowledge-based economic models, emphasizing the need for adaptive governance structures that facilitate interdisciplinary cooperation and knowledge transfer [2].

Global policies increasingly direct universities towards innovation and organizational change to advance the knowledge economy. Higher-education institutions face new challenges in becoming full organizational actors, assuming roles beyond teaching and research. These transitions require reshaping universities’ internal and external relationships, significantly impacting their role in innovation and the knowledge-based economy. This evolution necessitates adaptive governance structures and innovative management practices in higher education, positioning universities as key catalysts in the knowledge value chain and in socio-economic development [3].

The educational terminology of “innovative thinking skills” in universities is a complex concept that includes a set of skills, talents, characteristics, and personal traits that are capable of producing mental processes that will lead to original and new products if the appropriate environment is available. It is based on the experiences of an individual or group in any area of human life [4].

Academic institutions, research centers, and various universities have witnessed a radical shift towards finding solutions to research problems in innovative ways to support cognitive and learning needs. This is due to notable changes in the renewed use of advanced digital technologies.

This study focuses on the sustainable knowledge economy in universities.

The knowledge economy is based on scientific research; it is defined as an economy that invests in the human and intellectual capital of graduate students and researchers. This is achieved by providing them with renewable knowledge in their area of specialization, developing their skills in creative and innovative thinking, problem-solving, and decision-making; offering an educational environment and scientific and academic gatherings that facilitate the transfer, exchange, and sharing of knowledge with others; and supporting them to produce innovative scientific research that contributes to creating effective solutions that serve the community and sustainable development.

In recent years, many studies have focused on the importance of innovation in scientific research at the university level, as it works to provide innovative ideas and distinct methods that work effectively to find creative solutions to scientific research problems. This has been shown by many previous studies [5,6]. These scholars point out the importance of innovation to scientific research, improving the quality of education, and supporting the knowledge economy. Another study [7] proposed a future strategic vision to develop a roadmap for universities, using the descriptive and analytical approach to identify the innovative university features that are necessary to meet the challenges of the increasing demand for higher education. One study [6] aimed to identify the vital role of innovation in enhancing the quality of higher-education institutions and their ability to grow, sustain, and improve their services, emphasizing the importance of providing an educational environment that stimulates creativity and of benefiting from the experiences of developed countries in supporting the knowledge economy. This study applied a descriptive analytical approach, concluding that effective strategies should be provided to promote creativity and innovation in order to stimulate growth and development in the field of higher education. The authors recommended paying attention to the application of innovation in universities by adopting policies that support the restructuring of educational systems, as well as undertaking research to enhance competitiveness and a knowledge-based economy.

Another study [8] identified the most prominent obstacles preventing students from engaging in creative and innovative practices in higher education, focusing on the gaps in the context of innovation within the corridors of higher education. The authors applied a qualitative approach, comprising focus groups of faculty members from various technical disciplines, seeking to investigate the barriers and constraints on innovation. They identified obstacles such as a fear of failure, uncertainty, and difficulties imposed by traditional systems. They recommended providing a learning environment that motivates students to explore and experiment without fearing the repercussions of failure by facilitating administrative procedures and encouraging students to explore, be independent, and engage deeply in creative and innovative learning paths. The study also presented the teacher’s role as crucial to providing environments that stimulate innovation and creativity, as well as showing that “safe spaces” for students to test new ideas and embrace risk are an integral part of the creative process while providing continuous support and guidance.

Other results [9] highlight the importance of promoting a culture of innovation at the university level in light of institutional excellence, such as through providing education that supports innovation in universities through modern educational systems. These systems will enable students to discover, develop, and employ skills, as well as using critical thinking strategies when solving problems.

One study [5] investigated the determinants and abilities of graduate students in scientific creativity in higher education; a descriptive survey method was used to study 1241 medical students. The results revealed that a high percentage of students participated in entrepreneurship and innovation programs, received early guidance in academic careers, provided evidence, and participated in collaborative scientific research. This participation led to a significant increase in their levels of self-motivation and active learning, indicating a strong desire for innovation and creativity.

Another study [10] highlights the importance of benefiting from the Fourth Industrial Revolution (4IR) model. Using case studies and by analyzing cross-sectional data collected over a period of six months, the study illustrated the importance of advanced electronic and digital technologies in stimulating creative thinking and innovative behavior among students and researchers.

Studies in the field of knowledge management focus on determining how applying knowledge management in universities can enhance the knowledge economy. Mustafa (2018) conducted a study using a descriptive survey method with a questionnaire administered to 57 faculty members. The results demonstrated that, when faculty members use knowledge management in the teaching process and transfer scientific knowledge to students using advanced methods, it encourages students to participate effectively in international conferences and disseminate innovative knowledge [11].

Nadim (2018) studied how the effective integration of educational policies and systems works to modernize academic curricula in universities. This approach increases the optimal investment in advanced cognitive technologies and innovative capabilities, leading to the production of renewable knowledge and innovative industries and products [12].

Other studies [13,14] have also shown the extent of the positive impact of using knowledge management to improve the quality of education, encourage cooperation to produce joint research, and form strategic links between universities and productive institutions.

Meanwhile, other research (Al-Huwaiti & Najmi [15]; Al-Mutairi [16]; Alsereihy & Harasani [17]) recommends providing moral and material support, as well as prizes and honors, to motivate distinguished researchers in the field of innovations and patents. These studies also direct universities to develop effective knowledge management systems that include organizing knowledge and making it available, encouraging scientific publishing and knowledge exchange through forums and conferences, activating the role of academic guidance, and providing digital interaction platforms to exchange knowledge. Researchers can develop their skills through training and continuing education and acquire renewed scientific knowledge in their fields of specialization to meet global challenges in the labor market [15,16,17].

From the aforementioned analysis, it can be observed that previous studies have predominantly emphasized the critical role of innovation in scientific research within universities, highlighting its influence on enhancing educational quality and contributing to the broader knowledge economy. The recent literature highlights the critical role of innovation in scientific research within universities, emphasizing its contribution to a sustainable knowledge economy. Studies consistently demonstrate that empowering graduate students and researchers through innovative thinking, problem-solving, and decision-making skills is paramount. This empowerment is achieved by fostering environments that encourage the effective exchange and application of knowledge (e.g., Studies [5,6]. Research emphasizes the importance of providing supportive educational settings that promote creativity, acknowledging that innovation not only enhances educational quality but also bolsters the broader knowledge economy [7]. One study [6] underscores the need for strategic initiatives to foster a dynamic creative environment, recommending the restructuring of educational systems to sustain high-quality academic services and innovation. Additionally, studies outline the barriers faced in higher education, such as the fear of failure, which hinder innovation [8]. By employing qualitative methodologies, researchers identified systemic challenges and advocated for environments that motivate experimentation without the dread of repercussions, emphasizing the educator’s crucial role in cultivating such atmospheres.

Furthermore, research has explored the institutional-level innovations necessary to deal with the rising demand for higher education, advocating the incorporation of modern educational systems that promote critical thinking [9]. Other investigations considered graduate students’ capabilities, revealing that early engagement in entrepreneurial and collaborative research significantly boosts their motivation and active learning [5]. Advanced technologies, essential in the Fourth Industrial Revolution, were identified as key drivers for creative thinking and behavior, benefiting both students and researchers [10].

In the context of knowledge management, studies recognize its implementation in universities as crucial for enhancing the knowledge economy. Mustafa (2018) highlighted how advanced knowledge transfer techniques can foster student engagement in international forums and the dissemination of innovative knowledge [11]. Similarly, effective policy integration was noted for updating academic curricula and optimizing the use of advanced cognitive technologies, thus contributing to the production of innovative knowledge and industries [12]. The broader literature corroborated the positive effects of knowledge management on educational quality, encouraging collaborative research, and forging strategic links between universities and productive institutions [13,14].

Despite these insights, a notable gap persists in understanding the synergistic effects of knowledge management processes on fostering innovation in scientific research and their subsequent impact on enhancing the knowledge economy. This study seeks to close this gap by proposing a framework evaluating the interplay between knowledge management implementation in universities, the development of creative thinking among master’s students, and its implications for sustainable community development. Focusing on the requirements from the perspective of master’s students themselves, this research aims to deepen the understanding of innovation prerequisites within the context of global trends supporting the knowledge economy.

This study aims to address a significant gap that emerged following a review of the previous literature. Namely, it seeks to provide a proposed framework that explains the relationship between universities’ implementation of knowledge management processes, the enhancement of innovation in scientific research, and the subsequent contribution to strengthening the knowledge economy in a university context. It identifies the requirements necessary to achieve a complementary effect between the application of knowledge management processes in university education and its impact on developing innovative thinking skills among master’s students engaged in preparing scientific research. This research aims to enhance the knowledge economy and support sustainable development in society.

The importance of this study also stems from its focus on requirements, especially from the perspective of master’s students, who are the basis of knowledge investment in universities. This will contribute to a deeper understanding of the requirements for innovation in scientific research, considering global trends towards supporting the knowledge economy.

The research problem was defined by the following questions:

• What is the role of knowledge management in achieving innovation in scientific research, with the aim of enhancing the sustainable knowledge economy in universities?
• What are the requirements for achieving innovation in scientific research in light of the application of knowledge management to promote the knowledge economy from the perspective of university master’s students?

1.1. Theoretical Framework

1.1.1. Knowledge Management and the Knowledge Economy in Universities

The first reference to knowledge as an economy was made by Friedrich Hayek in 1945, in a paper titled “The Use of Knowledge in Society” [18]. Knowledge management is defined as a system for managing the creation, organization, and sharing of knowledge in an organization [19]. Knowledge management in universities refers to a system of practices, activities, and administrative processes that achieve the required interaction between researchers and specialists in education and other fields, ensuring the easy extraction, documentation, and circulation of knowledge using modern technologies. This facilitates understanding and the application of knowledge to increasing the efficiency and effectiveness of educational research [11]. It is also defined as a university’s strategic effort to achieve a competitive advantage in terms of performance quality and productivity by collecting and investing intellectual assets, improving the various practices of working individuals, and optimizing the investment of information in its databases [20].

Knowledge management systems are applied in universities using several processes. These are defined as conscious organizational and administrative practices that aim to achieve organizational goals through the efficient and effective management of knowledge resources. These include supervisory work, knowledge protection, strategic knowledge management, knowledge-based recruitment, training development, performance evaluation, compensation, and learning mechanisms, as well as the application of information technology and the organization of work [21]. Knowledge management processes are also defined as elements of knowledge production, acquisition, exchange, transfer, use, retention, codification, and development [17].

After reviewing much of the management literature, it is clear that there is no agreement on a specific number of knowledge management processes due to differences in the visions and goals of different organizations. In addition, scholars differ in their specializations and viewpoints. The present study focuses on four basic processes, which are arranged according to the levels of agreement. These processes are as follows: gaining knowledge, sharing it with others, knowledge production, and, finally applying knowledge to serve society and humanity [11,17,20,22].

It has become imperative for educational organizations and institutions to follow global trends regarding the application of modern administrative processes. The creation, acquisition, production, and application of these processes contribute to their transformation into an educated knowledge organization. The adoption of knowledge management by universities has several advantages, including improved performance, increased effectiveness, creativity and innovation, increased productivity, and quick responses to changes in the surrounding environment [11]. The aims of knowledge management in universities vary according to the university and the areas in which it is applied: for instance, in building databases for storing and retrieving knowledge, facilitating knowledge sharing among workers, and transforming knowledge into actionable insights. Knowledge management seeks to improve decision-making processes, solve organizational problems, and develop innovative products and services. Additionally, it focuses on disseminating experiences and best practices, while accelerating organizational development to adapt to rapid environmental changes [14].

The knowledge economy is the third stage in the development of civilization and the human economy. The agricultural economy was the first stage; the second stage, the industrial economy, appeared in the second half of the 18th century and extended until the 19th century, and it was based on machines. The knowledge economy, which began in the last quarter of the 20th century, relies on knowledge and information and communication technology. There are multiple designations for the knowledge economy, such as the new economy, the electronic economy, the digital economy, the Internet economy, the virtual economy, and the network economy, indicating the lack of a comprehensive definition, despite numerous efforts [23]. The transition from a physical to an intangible economy based on investing knowledge in human capital requires the adoption of a twofold strategy, wherein the tangible and intangible complement each other. The increase in the sources of production and transfer of knowledge in the long term, such as education, training, research, and development on the one hand, and, on the other hand the investment and activation of the use and application of modern electronic technologies, must be coordinated [18].

From the perspective of the knowledge economy, a knowledge society is defined as being based on the economic foundations of innovation and the exchange of intangible goods and services, wherein modern information and knowledge are of high value and are economically required; they have a qualitative ability to identify and organize sophisticated rational mechanisms in the field by controlling the available human resources and appropriate investment and employment [24]. In the field of university education, the knowledge economy is defined as the use of knowledge as the main engine of economic growth, through long-term investments in the field of education, the expansion of innovative capabilities, the modernization of the information infrastructure, and the provision of an economic environment that is capable of adapting to market transactions [25].

The knowledge economy is based on four pillars: First, innovation in research and development, which provides an effective system of business links with academic institutions that can keep pace with and absorb the growing knowledge revolution. Second, basic education, which seeks to develop students’ various skills. Third, an advanced and modern information technology infrastructure, to facilitate the preservation, storage, transfer, and dissemination of knowledge. Fourth, good governance, which is based on strong economic foundations that can provide legal and political frameworks aimed at increasing productivity and growth. In other words, the aim is to make information and communications technologies more accessible to increase competitiveness [24].

Knowledge management in universities requires leadership to provide many of the necessary resources, as noted by Al-Maimoni. These requirements include the allocation of a large budget for scientific research; the provision, through human resources, of an advanced infrastructure for managing knowledge data using modern technology applications; and the necessary human resources on which the success of knowledge management depends, as human resources are responsible for carrying out the necessary activities for the production, preservation, and distribution of knowledge using the necessary and relevant software [26]. It also requires the availability of a set of elements, such as the organizational structure, that facilitate independence in decision-making and sustaining team spirit. The organizational culture must expand to include the many aspects of knowledge management and must include supportive, influential, and inspiring leadership who can explain their vision to others [11].

In the context of this study, knowledge management and the knowledge economy in universities are defined as the processes by which universities apply a knowledge management system. This process is represented in the following stages: providing students with renewed scientific knowledge through faculty members’ use of modern teaching strategies in the teaching process; encouraging students to share knowledge with others; and supporting students in the knowledge production process by developing their skills in innovative thinking to identify novel ideas in scientific research. The trend towards applying knowledge in innovative and advanced products is represented by scientific research that contributes to finding effective solutions that serve society. This process aims to provide significant and continuous material gains that support the economy and the sustainable development of society.

In the context of higher-education institutions, the knowledge economy is conceptualized as a systematic process of implementing comprehensive knowledge management strategies (see Figure 1). This multifaceted approach encompasses several key components:

• Knowledge Dissemination: Faculty members employ innovative pedagogical methodologies to facilitate the transfer of cutting-edge scientific knowledge to students.
• Collaborative Knowledge Sharing: Institutions foster an environment that encourages students to engage in knowledge exchange and collaborative learning experiences.
• Knowledge Generation: Universities focus on cultivating students’ innovative thinking skills, thereby enhancing their capacity to generate novel ideas and conduct groundbreaking scientific research.
• Applied Innovation: There is an emphasis on translating theoretical knowledge into practical, innovative products and solutions that address societal challenges.
• Economic Impact: The ultimate goal is to create sustainable economic value through knowledge-driven innovations, contributing to both economic growth and societal development.

1.1.2. Innovation in Scientific Research in Universities

Scientific research is a secondary function of universities that follows the teaching and development of students. Society expects universities to commit to their responsibility towards providing blind research services in all areas of community development.

Scientific research constitutes a set of scientific practices carried out by the researcher; it requires them to have the necessary characteristics and research skills to understand educational phenomena and study them in depth, according to modern developments, thereby contributing to the development of a knowledge society.

Research is also defined as a set of organized efforts conducted using the scientific method to study phenomena as they are in reality, and to diagnose them, identify their causes, and determine the factors affecting them in order to find solutions or reach results or generalizations regarding the phenomenon or topic in question [27].

The researcher follows a series of steps and procedures that fall under a specific intellectual framework and methodology, wherein they search for a specific phenomenon, a realistic problem, or a challenge or difficulty to solve or develop a theory about. This process produces an effective contribution to knowledge.

Innovation refers to the ability to produce processes, products, or any kind of ideas through an imaginary or authorial activity, using ideas or patterns derived from previous experience or reviewing old relationships. This leads to new and purposeful associations, through artistic or literary activities or scientific production [28].

The term “innovation” focuses on the introduction, implementation, or development of an idea, product, or service to benefit society. The distinction between product and process innovation depends on the social impact of each of these terms. Product innovations are multiple, may have commercial value, can be used by a wide range of people, and have a clear impact on the economy and job creation [29].

In the field of education, the concept of innovation is defined as the successful presentation of a new object or method. It contains two sub-components: a new idea or element for a particular individual or group, and the change arising from the adoption of this idea. Therefore, innovation requires three main steps: the idea, its implementation, and the resultant impact. For example, in education, innovation can appear as a new theory, methodology, teaching method, teaching tools, learning processes, or institutional structure. When implemented, it can make a significant difference in teaching and learning, leading to better outcomes for students [9,16,29,30].

The concepts of knowledge, innovation, and scientific research now encompass the production and transfer of knowledge across all educational levels and talent development mechanisms. This expanded definition includes various application areas that impact life quality, with scientific research producing knowledge that develops society through inventions, products, or the application of knowledge itself, as in educational research [16].

The knowledge society necessitates a scientific research system that fosters creativity and innovation within a stimulating academic environment. This requires the development of university research, encouraging excellence, and investing in human potential, particularly faculty members’ expertise, to promote innovation and contributions [31].

In a study conducted by Al-Ghamdi [32], it was found that King Faisal University is playing a pivotal role in enhancing the role of knowledge management to achieve innovation in scientific research. The university prepares its students across various disciplines to effectively contribute to the state’s vision for future competencies. By focusing on knowledge transfer, consultations, and training programs, these efforts not only support students’ roles in scientific research and community services but also enhance the performance and productivity of societal institutions and the business sector.

Developed countries prioritize scientific research and innovation in universities to foster creative thinking, enhance education, and drive comprehensive national development. As primary engines of progress, universities equip students with skills that boost competencies and innovations. Innovation is crucial for adapting to changes, providing a competitive advantage for countries and universities, and enabling organizations to meet new market needs, thus making universities unique [30]. Innovation begins with creative ideas that are applied in new and different ways, leading to tangible changes in products and enhancing the value and impact of the university. Universities should integrate concepts and strategies for the development of innovative thinking in education and scientific research to develop new products and ideas, in addition to the transfer and dissemination of knowledge outside their walls [31].

Scientific research in universities plays a vital role in enriching society with knowledge, improving the productive efficiency of human wealth, supporting technological development, and facilitating prospects for cooperation with various institutions. Investment in research deepens ideas and increases the university’s interaction with its surroundings. By developing economically feasible research, universities contribute to the promotion of the knowledge economy and the application of their research to the development of society [33].

Creativity is associated with innovation and is essential to understanding human abilities and traits. It is also important to promoting individual wellbeing, achieving personal and professional goals, and contributing to humanity. It consists of several dimensions, including cognition, personality, family, and educational, social, and cultural factors that interact to form diverse creative ideas and products. Creativity also includes the study of the cognitive elements associated with divergent thinking and personal characteristics, such as curiosity and self-confidence, which enhance mental health and self-investigation [29].

A study by Rehman et al. [34] highlighted the vital role of knowledge management in fostering knowledge-based innovation among academic researchers. Conducted across nine Malaysian universities with 304 academic participants, the study found that elements of knowledge management—such as knowledge creation, acquisition, sharing, and utilization—significantly enhance research productivity. This improvement not only boosts innovation but also aids researchers in adapting to new challenges, like those presented by the pandemic. The study further revealed that research productivity acts as a crucial mediator between knowledge management processes and knowledge-based innovation. These findings underscore the importance of knowledge management as a tool for adapting to emerging challenges and achieving sustainable growth. Universities can leverage these insights to enhance their efficiency by bolstering knowledge management capabilities within academic teams to foster innovation and sustainable development [34].

In the context of this study, the process of innovation in scientific research in universities is defined as a set of mental activities and intellectual skills that are characterized by originality, creativity, novelty, and quality, and which appear when introducing a new idea or method to a problem and when arriving at inventions and discoveries in scientific research. The process of innovation in scientific research within higher-education institutions is conceptualized as a complex cognitive phenomenon encompassing a suite of intellectual competencies and cognitive processes. These are characterized by their originality, creativity, novelty, and qualitative excellence. This multifaceted approach to innovation in academic research emphasizes the integration of innovative thinking for creative problem-solving. Such innovative processes manifest in the following ways.

• Ideation: The generation of novel conceptual frameworks or methodological approaches to addressing research problems.
• Problem-Solving: The application of creative thinking to developing unique solutions to scientific challenges.
• Discovery: The identification of previously unknown phenomena or relationships within a given field of study.
• Invention: The creation of new tools, techniques, or technologies that advance scientific inquiry.

2. Materials and Methods

2.1. Research Methodology and Design

This study employed a qualitative research methodology to achieve the research objectives and answer the research questions.

Qualitative methods are suitable for research that involves collecting data from people who experience the reality of a given phenomenon and have perceptions and insights about related factors, requirements, and needs [35]. It is also an approach that studies phenomena in their natural context, understands them in depth, and interprets them according to the meanings, information, and data described by others [36].

2.2. Participants

This study employed a purposive sampling approach, focusing on master’s students engaged in scientific research at universities. A cohort of 17 master’s students was selected from an academic institution in the Kingdom of Saudi Arabia. These participants had completed their coursework and were actively involved in the research writing phase, ideally positioning them to provide insightful perspectives on innovation in scientific inquiry. The selection criteria ensured that participants possessed both theoretical knowledge and practical experience in research methodologies, enabling them to articulate clear, future-oriented perceptions and visions regarding their current and prospective needs for fostering innovation and creativity in scientific research. This sampling strategy facilitated the collection of rich, detailed data, offering a comprehensive understanding of students’ experiences and viewpoints. While the study’s design allows for potential generalizability within specific contexts, it primarily aims to provide deep, nuanced insights into the requirements for innovative research practices in postgraduate education. This approach aligns with contemporary qualitative research paradigms in educational management, emphasizing the value of in-depth, context-specific investigations that can inform broader theoretical frameworks and which have practical applications in fostering research innovation within higher-education institutions.

2.3. Search Tools

A structured, codified, face-to-face interview tool was used for the field research and data collection to identify master’s students’ views and experiences on the research topic. The interview tool is defined in social scientific research as a dialogue, conversation, or discussion between the researcher and another person or persons. It aims to acquire the information needed by the researcher for their research. The interview is directed based on certain axes, questions, and ideas related to the subject of the research. The role of the researcher is neutral and the questions in this type of interview are not complex but are instead easy to answer, as well as to tabulate and analyze [37].

2.4. Research Instrument Design and Validation

The researcher personally designed and constructed the research instrument, an interview guide, in its initial form. This process was informed by a thorough identification of the research problem, careful consideration of the established theoretical framework, and a comprehensive review of the relevant prior studies. The instrument was structured into two distinct parts:

• a- The introduction clarified the title of the research, its objectives, and the most important terms, providing a guarantee of the confidentiality of the information and confirming that it would be used only for scientific research. It also clarified that participation in this study was voluntary and participants could withdraw their consent at any time.
• b- Core Interview Questions: Two primary questions were formulated.

• From your point of view, what are the requirements that graduate students need to promote innovation in their scientific research, in light of the application of knowledge management processes?
• Do you have any suggestions that can contribute to the development and promotion of innovation in scientific research in light of the application of knowledge management among graduate students?

In qualitative research, reliability is ensured by the credibility of the measure, which is the appropriateness of the interview tool as confirmed by peers whose opinions are sought regarding its adherence to the research objectives and ability to collect the required data [37].

The validation process involved the following steps:

• Initial Design: The interview guide was crafted to explicitly align with the research objectives and key variables.
• Expert Review: The instrument was subjected to scrutiny by a panel of arbitrators, comprising faculty members specializing in educational administration from various Saudi universities.
• Feedback Solicitation: Arbitrators were requested to assess the alignment of questions with the research objectives and provide recommendations for deletions, additions, or modifications.
• Refinement: Based on expert feedback, the instrument was iteratively refined to enhance its efficacy in data collection and its alignment with the research goals.

2.5. Ethical Considerations

This study adhered to ethical standards, commencing with a comprehensive ethical review by the Institutional Review Board and formal approval from the Scientific Research Ethics Committee. Official authorization for the administration of the interview instrument was subsequently secured through the appropriate institutional channels. The data collection process was meticulously planned, with interview sessions coordinated in collaboration with master’s students; mutually agreed-upon dates were established. Prior to each interview, participants were furnished with a copy of the interview guide and thoroughly briefed on its contents; this was followed by the acquisition of written informed consent, which emphasized the voluntary nature of participation and the right to withdraw. All interviews were conducted on a face-to-face basis, ensuring direct engagement with participants, with sessions ranging from 10 to 45 min to allow for comprehensive data collection while respecting participants’ time constraints. Throughout the interviews, participants’ responses were meticulously recorded in the interview guide, ensuring accurate data capture.

2.6. Data Analysis

Qualitative research encompasses various data analysis methods, with this study employing objective analysis, an approach comprising several systematic stages. The process commenced with data classification using codes aligned with the research questions, facilitating the identification of recurring patterns. Subsequently, key themes were extrapolated by categorizing prevalent responses, followed by an open coding process to organize and enhance our understanding of the raw data [38].

In this study, objective analysis was applied to derive meaningful conclusions. Following data collection, the researcher meticulously analyzed and coded the interview transcripts, which were initially transcribed into Microsoft Word for a thorough examination. A comprehensive list of primary themes and concepts was then generated. Based on the emergent data, requirements were systematically categorized into three principal domains: administrative requirements, educational and research requirements, and technical requirements.

A bespoke coding system was developed and applied to the interview transcripts, with each data set pertaining to innovation requirements coded according to its corresponding category. This systematic approach culminated in the creation of

Table 1. The requirements for achieving innovation among graduate students in scientific research by applying knowledge management processes. A table prepared by the researcher.

Icon	Axis
Organization of administrative processes.	Administrative requirements
Distinguished scientific supervision.
Support from faculty and university leaders.
Continuous updating of curricula and courses.	Educational and research requirements
Building learning communities.
Investing in research to support an innovative knowledge economy.
Activating modern mechanisms and systems to store, preserve, and facilitate access to knowledge.	Technical requirements
Employing digital technologies and the application of modern and innovative programs in the field of scientific research.

, a researcher-developed matrix delineating the requisites for fostering innovation among graduate students in scientific research through the application of knowledge management processes.

3. Results

3.1. Administrative Requirements

The analysis of the participant responses revealed several key administrative requirements for fostering innovation in graduate research. A predominant theme that emerged was the need for streamlined administrative processes to expedite research approval procedures. One participant said: “When choosing a unique and new research idea, researchers need to facilitate the procedures for registering innovative and new research ideas”.

The data also highlighted the significance of high-quality academic supervision as a catalyst for innovation in knowledge production. One participant underscored this point, noting that, “The presence of distinguished supervisors and faculty members dedicated to academic supervision and guidance will provide students with invaluable expertise and experiences, facilitating the generation of innovative research ideas”.

Furthermore, responses indicated the importance of researchers having strong institutional support from faculty and university leadership to encourage graduate students to pursue new ideas and produce innovative research. One participant noted, “Students’ needs are particularly acute at the beginning of their studies, which may require full-time advisors and supervisors to provide guidance on selecting and implementing innovative research ideas”.

The importance of opportunities for knowledge dissemination was also emphasized, with one participant stating that, “Participation in scientific forums and conferences represents a golden opportunity for us to disseminate knowledge proudly; hence, we are keen on being provided with such opportunities and encouraged to participate”.

Financial support emerged as another critical factor, with one participant succinctly expressing the idea that “The researcher needs encouragement in the form of financial support”. This was complemented by another respondent‘s emphasis on the need for leadership support “to motivate the publication of distinguished and innovative research both locally and internationally”.

3.2. Educational and Research Requirements

The analysis of the participant responses revealed a diverse range of educational and research requirements that are essential for fostering innovation among graduate students. These requirements encompassed curriculum renewal, course updates, and the alignment of educational content with contemporary scientific developments across specialized fields.

One participant emphasized the potential for innovation when coursework reflects current advancements: “We will have great opportunities for innovation when the courses are in line with scientific and research developments in the field of specialization”. The value of practical experience was highlighted by another respondent, who noted that, “the adoption of field training courses will provide the researcher with direct contact with his field of specialization and serve the community in which the training is applied”.

In the realm of knowledge sharing and exchange, participants stressed the significance of establishing learning communities to facilitate knowledge transfer among graduate students. This sentiment was captured by one respondent, who stated that “It is important for us to meet previous graduates to transfer and exchange experiences”. The concept of a specialized academic forum was proposed, with one participant suggesting that “It is important to establish a university club for graduate students in which we discuss the problems we face and exchange experiences in identifying effective solutions”.

The application of knowledge for community benefit emerged as a crucial theme within the educational and research requirements. Participants emphasized the importance of translating research findings into practical community applications. One respondent articulated this as follows: “The researcher feels enthusiastic about innovation when the results of their research in the educational field is applied”. Another highlighted the need for institutional support in disseminating research: “Students need facilities that allow them ease in partnering with leading scientific bodies and journals to present their research ideas and market their results”.

3.3. Technical Requirements

The analysis of the participant responses revealed a strong consensus regarding the critical role of advanced technological systems in facilitating innovative research among graduate students. Two primary themes emerged within this category: knowledge management systems and digital research tools.

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Knowledge Management Systems:

The participants unanimously emphasized the importance of implementing modern mechanisms and systems for efficient knowledge storage, preservation, and retrieval. These systems were perceived as crucial for providing comprehensive information about previous research, thereby preventing duplication and encouraging the pursuit of novel, innovative ideas. One participant articulated this need, stating that, “The researcher needs access to all data and information on previous studies in their field of specialization and in the academic department”. This sentiment was echoed by another respondent who noted, “The researcher needs data on the activities and projects that have been accomplished in the same field of specialization by students of previous batches”.

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Digital Research Tools:

The responses also highlighted the significant potential of digital technologies and innovative software applications in enhancing scientific research processes One respondent emphasized this point: “The researcher needs to employ smart programs and technologies that can help collect the required resources”. Another participant underscored the importance of analytical tools, stating that, “Facilitating the subscription to digital applications and programs for data analysis will help generate creative research ideas”.

These findings underscore the critical role of technological infrastructure in fostering an environment that is conducive to innovative research. The integration of advanced knowledge management systems and digital research tools emerges as a key requirement for enhancing the capacity of graduate students to engage in cutting-edge, creative scholarly work.

4. Discussion

This study’s significance lies in its exploration of the requirements necessary to achieving a synergistic effect between the application of knowledge management processes in higher education and the development of innovative thinking skills, ultimately fostering innovation in scientific research production to enhance the knowledge economy. Notably, this study investigated these requirements from the perspective of graduate students. The findings revealed a range of requirements for achieving innovation in scientific research, as perceived by master’s students engaged in the research preparation phase—a cohort representing the cornerstone of knowledge investment in universities. These requirements were categorized into three fundamental groups: administrative requirements, educational and research requirements, and technical requirements.

4.1. Interpretation of Administrative Requirements Results

The analysis of participants’ responses highlights a comprehensive view of the administrative requirements essential for facilitating innovation in scientific research among students. These requirements reflect a blend of procedural, policy-driven, and structural elements that can strategically enhance knowledge management processes within academic institutions. The insights provided by the participants underscore several key areas:

- Distinguished Scientific Supervision: The role of faculty in guiding and mentoring students is crucial. Participants emphasized the importance of having access to distinguished academic supervision to foster an environment conducive to research innovation.

- Intensive Guidance for Beginners: At the onset of their graduate studies, students benefit from intensive guidance, which helps in adjusting to academic demands and setting a foundation for future research activities.

- Opportunities for Participation in Conferences: Providing access to scientific forums and conferences plays an instrumental role in broadening students’ horizons and exposing them to cutting-edge research developments.

Aligning these findings with existing literature, it becomes evident that knowledge management processes within universities are pivotal. Previous studies, such as those by Al-Ghamdi [7] and Mustafa [11], echo these sentiments by advocating for modern, integrative policies that bolster innovative research endeavors. Al-Sawy and Al-Sabri [6] similarly stress the restructuring of educational institutions to align with a knowledge-based economy, thereby supporting ongoing educational and research innovation.

Further supporting this, Solé et al. [8] indicate that early academic guidance significantly nurtures innovative thinking. Farj [14] highlights the overarching role of knowledge management in achieving research excellence, which resonates with participants’ views on the need for a supportive and structured research environment.

Globally, a study conducted by Auernhammer and Roth [39] highlighted the importance of the role played by university leadership at Stanford University in simplifying administrative procedures and enhancing research innovation. They achieved this through the application of design thinking philosophy rooted in knowledge management, which involves integrating knowledge and science from diverse disciplines. This approach fosters a creative culture and design capabilities that enable individuals and teams to provide innovative solutions to complex challenges, thereby achieving sustainable progress in research innovation management through enhanced collaboration and knowledge sharing across diverse disciplines, with a focus on human values and creativity [39].

Furthermore, a recent study by Sunnemark et al. (2024) [40] at WIL University in Sweden highlighted the importance of balancing theory and practice in higher education to enhance graduate employability and the application of practical knowledge. It emphasized incorporating administrative strategies that align with market demands while preserving traditional academic values. Knowledge-based learning, which blends theory and practice, was identified as a key approach in curriculum and policy design. This synergy produces “advanced” and “useful” knowledge, making education more reflective of real-life applications. The study underscores the need for updated regulations to support graduates in successfully transitioning towards sustainability in society [40].

The responses articulate several factors that university leadership should prioritize to catalyze innovative thinking among students. By addressing administrative complexities and supporting moral and material needs through effective supervision, motivational leadership, and financial incentives, universities can create a fertile ground for developing innovative, research-driven initiatives.

4.2. Interpretation of Educational and Research Requirements

According to the participants’ responses, interpreting the results reveals that educational and research requirements prominently involve the important for dynamic curricula and course updates in alignment with recent scientific advancements. This adaptation not only emphasizes field training courses and inventive teaching methods aimed at enhancing creative thinking skills but also underscores the establishment of specialized learning communities and scientific clubs. Such platforms serve as vital conduits for exchanging knowledge and experiences between students and graduates. Participants notably emphasize the critical importance of integrating theoretical education with practical application, coupled with opportunities for direct engagement with specialized fields and commitment to community service. Collectively, these elements contribute to fostering an educational and research environment that catalyzes innovation and the production of knowledge.

The scholarly literature corroborates that successful knowledge management implementation in teaching and research within universities significantly enhances the optimal utilization of human resources. By training faculty members and staff to adeptly manage knowledge processes in an integrated fashion, universities can cultivate a scientific and applied research environment conducive to the development of innovative thinking skills among graduate students. Furthermore, it facilitates the linkage between students’ academic preparation and scientific research that intersects with production processes within economic and societal frameworks. This effectively positions the university as an environment marked by flexibility, adaptability, and academic openness.

The findings of this study are congruent with existing literature, which extensively documents the impact of knowledge management on the evolution of the educational and research environment. Nadim’ study [12] indicates that optimally leveraging information and knowledge through the renewal of university course content substantially elevates student skill development. Similarly, Mohammed and Al-Khamisi [9] underscore the significance of universities crafting an environment conducive to innovation through modern curricula that propel students toward critical and creative problem-solving in scientific research. Solé et al. [8] highlight the pivotal role educators play in offering students motivational methods and secure spaces for ideational exploration in field activities, free from evaluative pressures. Al-Rashidi’s work emphasizes knowledge management’s pivotal role in promoting the transfer and sharing of knowledge, crucial in motivating students to participate in learning communities [13]. Meanwhile, Al-Huwaiti and Najmi [15] illustrate the necessity of guiding students in forming collaborative learning communities for effective knowledge exchange. Hassan [41] accentuates leveraging global universities’ advanced experiences in establishing strategic alliances with productive entities to nurture a knowledge economy and maximize human capital investment.

In this context, participants’ responses highlight several pivotal academic and research factors requisite for achieving innovation in scientific research. The data indicates that graduate students’ needs vary with their specific specializations and research focuses. Respondents articulated the important for an educational milieu conducive to applying the latest strategies for knowledge transfer. By expanding these processes within their specialties and engaging in intellectual exchanges with peers across their institutions and beyond, students can significantly broaden their academic perspectives. Additionally, encouraging social interactions and nurturing a culture of constructive scientific dialogue and discourse on academic and research matters are pivotal for enhancing students’ innovative and critical thinking skills

4.3. Interpretation of Technical Requirements

In the final category, which was related to technical requirements, the study participants unanimously emphasized the importance of activating modern mechanisms and systems for storing, preserving, and making knowledge accessible. This approach contributes to providing information about previous research ideas, avoiding duplication, and encouraging the pursuit of innovative concepts. Participants stressed the need to ensure access to comprehensive data and information related to previous studies within their specialized academic departments, as well as data on activities and projects completed by students from previous cohorts. They also highlighted the importance of leveraging digital technologies and innovative software in scientific research, such as employing smart programs and technologies that assist in collecting the required resources. Finally, they indicated that facilitating subscriptions to digital applications and data analysis programs would help to generate creative research ideas, thereby enhancing the quality and effectiveness of scientific research.

In light of the rapid technological and digital developments, the literature indicates that it has become necessary for graduate students to produce innovative research that keeps pace with global progress in the field of knowledge management and sharing. This requires providing educational environments equipped with a strong infrastructure and high-speed internet; it is also necessary for faculty members to apply knowledge management processes using modern technology. Students also need to use specialized applications and programs in their fields of study, such as statistical analysis, graphic design, and scientific modeling, in addition to training on devices and equipment specific to their field of study and technologies such as big data analysis and artificial intelligence. Moreover, it is important to take advantage of technologies that enhance collaborative and distributed learning, such as podcasts, game-based learning, and multimedia concept maps, as well as wikis, blogs, and social networks, which are useful tools to enhance collaboration and peer participation [15,23,26,32,42,43].

Regarding the results of studies that addressed technical requirements, our results agreed with the findings of other researchers [6,10,17,43]. Their results collectively identified the importance of making full use of modern digital technologies to enhance innovation in scientific research by developing advanced and digital innovation capabilities within university systems. This is particularly important in the light of the challenges imposed by the Fourth Industrial Revolution, as is stimulating creative thinking and innovative behavior among students and researchers. The integration of innovation mechanisms by activating the use of modern electronic applications in educational contexts will provide practical educational support that leads to creative and innovative results. It also contributes to achieving scientific and academic progress and enhancing the position of universities in the world rankings.

5. Conclusions

This study makes a distinctive contribution to the scientific knowledge in the field, complementing previous research in light of global trends and the development of educational system policies towards enhancing the knowledge economy. It focuses on elucidating the relationship between the integrated and effective impact of universities’ application of knowledge management processes in promoting innovation in scientific research, thereby contributing to the enhancement of the knowledge economy in universities. More specifically, it provides a deeper understanding of the requirements for innovation in scientific research from the perspective of graduate students, who are the foundation of human investment in universities and thus possess profound insights that are aligned with their lived reality.

In this context, the Ministry of Education has made significant efforts to support scientific research and innovation in public universities to keep abreast of contemporary changes, enhance learning outcomes, and support a knowledge and innovation-based national economy. This was achieved by defining national priorities for research and innovation. The Ministry developed a research strategy and a specific research identity for each university to improve the quality of scientific publications and amplify their impact, aligning with national and regional needs in accordance with the objectives of Saudi Arabia’s Vision 2030. The Ministry launched several initiatives to support scientific research and innovation in universities, including the Institutional Funding Initiative to support scientific research that serves the Kingdom’s national priorities and the industrial sector’s needs. The Ministry also contributed to defining national priorities in scientific research and innovation by organizing numerous scientific events in collaboration with major national entities and industrial sectors, resulting in 12 national priorities [44].

The Ministry of Education’s concerted efforts to bolster the research and innovation ecosystem within universities and research institutions have significantly enhanced the Kingdom’s position in institutional research performance indicators on both global and regional scales, as well as within the Arab world. Notably, Saudi Arabia has taken the lead in the Arab world concerning its contribution to scientific research, accounting for approximately 65% of the total Arab output. Furthermore, it has achieved the distinction of ranking first in the Arab world and 14th globally in the publication of distinguished research. Noteworthy data from 2020 shows a remarkable 120% surge in the scientific publication output of Saudi universities in international publication outlets and peer-reviewed journals. Specifically, public universities saw the number of peer-reviewed papers soar to 33,588, greatly surpassing the previous year’s target of 18,000 papers. Additionally, the Kingdom secured the 29th position globally among countries demonstrating top-tier performance in scientific research on the international stage. It maintained its position of first within the Arab world and second in the Middle East and Africa for the quality of published research for three consecutive years. This assessment is corroborated by the “Nature Index” for global academic institutional rankings in 2020, recognized as one of the pivotal global indicators of institutional research performance [44]. As illustrated in Figure 2, there has been a substantial increase in the number of scientific research publications from Saudi universities, reflecting the Ministry of Education’s impactful initiatives in enhancing research outputs.

This confirms the success of knowledge management strategies and plans, transforming society into a knowledge society and achieving a knowledge economy. These efforts have contributed to the advancement of Saudi universities in the global rankings, reflecting the Ministry’s commitment to achieving the goals of Vision 2030 in advancing research and innovation [45].

The proposed framework provides a comprehensive approach to integrating knowledge management with sustainable development in higher education. By streamlining administrative processes, it aims to bolster sustainability initiatives and incorporate systems-based thinking into curricula. Additionally, the framework seeks to enhance technological infrastructure to facilitate knowledge sharing and drive innovation. A key component of this framework is its emphasis on collaboration with industry and stakeholders, ensuring that research efforts align with market demands and sustainability objectives. By supporting continuous capacity building through professional development programs, the framework is designed to prepare graduates to sustainably address contemporary challenges, thereby fostering a knowledge economy aligned with global sustainability goals.

As illustrated in Figure 3, the framework outlines the interrelationship between the implementation of knowledge management processes by universities, the enhancement of innovation in scientific research, and the resulting contribution to strengthening the knowledge economy within the university context. This visual representation, prepared by the researcher, underscores the pivotal role of universities in leveraging knowledge management to drive innovation and economic growth.

This proposal demonstrates the existence of an integrated relationship between knowledge management processes, which include knowledge acquisition, sharing, production, and applications for the benefit of society. This relationship is manifested through the development of universities’ organizational structures and the renewal of regulations and systems by university leaders, facilitating students’ access to knowledge and information, as well as through the teaching practices of faculty members. The focus is on imparting renewed scientific knowledge to students by applying modern teaching strategies and providing a digital educational environment that develops students’ innovative thinking skills. Additionally, it emphasizes the importance of educating students about knowledge transfer and sharing processes.

Building upon this foundation, when university students enroll in graduate studies, they need to practice various self-management skills, acquiring knowledge through multiple means such as attending training courses that lead to self-discovery. These opportunities allow them to develop capabilities and talents, teaching them to direct thoughts, actions, and feelings, and enhancing effective planning and learning. In addition to acquiring knowledge in research and science, it is also important to develop critical and creative thinking skills and problem-solving and decision-making skills. To this end, students need to join academic learning communities that contribute to their communication skills and teamwork skills and enable them to transfer, exchange, and share knowledge with others, thereby motivating students to produce innovative ideas and creative solutions that contribute to solving existing problems. As a result, they can serve society and apply their knowledge to providing services that support the economy, innovating scientific products and modern discoveries that serve humanity.

The successful application of knowledge management processes by universities, therefore, leads to enhanced innovation in scientific research. This aims to enable universities to present modern scientific innovations that contribute to societal development and strengthen the knowledge economy. In turn, the strengthened knowledge economy plays a pivotal role in the development and progress of nations, especially in the age of knowledge and technology. As societal benefits accrue due to scientific research, these benefits include improving the quality of education, achieving optimal investment in human capital, diversifying the economy to achieve sustainable development, and building a strong, stable knowledge economy that is resilient in the face of digital challenges and global changes. Each element of this cyclical process reinforces the others, highlighting the critical importance of integrating knowledge management into university practices to foster both educational and economic advancement.

These conclusions align with and extend the current literature in this field. The integrative relationship between knowledge management processes in universities, as identified in the first conclusion, is supported by numerous studies. Mustafa [11] showed that faculty members who use advanced knowledge management methods encourage students’ participation in international conferences and innovative knowledge dissemination.

Studies by Al-Rashidi [13], Farj [14], and Hassan [41] highlight the positive impact of knowledge management on education quality, research collaboration, and university–industry links. Alsereihy and Harasani [17] emphasize the importance of supporting innovative researchers, developing effective knowledge management systems, and enhancing research skills through continuous education. Solé et al. [8] recommended creating an educational environment that motivates student exploration, facilitates administrative procedures, and emphasizes teachers’ role in fostering innovation and creativity.

In keeping with its objectives, this study drew upon the consensus in the literature to categorize knowledge management processes into four fundamental stages: knowledge acquisition, knowledge sharing, knowledge production, and applying knowledge for societal and humanitarian benefit [29].

The second conclusion, regarding the symbiotic relationship between knowledge management and innovation, is supported by studies showing their role in enhancing the knowledge economy. Nadim [12] identified the integration of educational policies and curricula updates as key to this enhancement. Al-Sawy and Al-Sabri [6] highlight the role of innovation in improving higher-education institutions’ quality and sustainability.

Moreover, the pivotal role of the knowledge economy in national development, as mentioned in the third conclusion, has been addressed in numerous studies. These studies have clarified that the outstanding performance of universities contributes significantly to enhancing the knowledge economy.

Universities play a central role in economic restructuring and skill development. They contribute to this process by creating new knowledge and shaping essential skills for exploiting modern technologies and understanding technology–society interactions [2]. Ismail [24] highlighted four pillars of the knowledge economy: innovation, education, IT infrastructure, and governance. Universities contribute to the sustainable development goals through knowledge provision and multidisciplinary research [38]. Global challenges necessitate creative solutions. Anduvare and Holmner [42] highlight the need for open and collaborative practices, where new methods of context-dependent knowledge production have emerged, primarily focused on solving societal problems. Many studies [9,11,13,15,16] collectively affirm the effectiveness of knowledge-intensive activities in promoting economic growth and societal progress.

Conclusions and Sustainable Development Implications

This research offers critical insights into the role of knowledge management in fostering research innovation, which is pivotal to sustainable development. Echoing findings from similar studies on sustainability competences, this research identifies an integrative approach to curriculum development that can enhance the knowledge economy in universities and support SDGs. The study reveals the following dimensions of this idea.

Interconnected Competences: Knowledge management processes serve as a conduit for developing key sustainability competences, enhancing universities’ capacity to address economic, social, and environmental challenges.

Mutual Reinforcement of Knowledge Management and Innovation: The findings highlight a strong symbiotic relationship between knowledge management and innovation, which is essential for societal development and the transition towards a knowledge-based economy.

Role of Higher Education in Sustainable Development: Universities play a central role in advancing sustainable development through innovative research that improves educational quality and supports the development of human capital.

In reality, the quality of innovative scientific research and the rate of academic publication play a crucial role in enhancing the standing of universities in global rankings. These factors significantly contribute to highlighting the leadership of universities in fields of knowledge and supporting their academic reputation, which enhances their ability to attract distinguished researchers and students and effectively supports sustainable development. In the context of enhancing competitiveness and increasing the ability to invest in human resources and export knowledge under the new university system and the growing number of Saudi universities, Al Thubaiti and Al Zahrani (2023) [46] conducted a study aimed at proposing a model for classifying Saudi universities based on global experiences. The research focused on analyzing global experiences in university rankings such as the Shanghai Jiao Tong University ranking, the Times Higher Education ranking, the Webometrics ranking, the QS World University rankings, the Scimago Institutions Rankings (SIR), the Japanese university ranking, the Jordanian university ranking, and the Maclean’s Canadian ranking. The study employed a descriptive documentary method and the Delphi forecasting method, relying on a community of faculty members and leaders from Saudi universities, Ministry of Higher Education staff, and leaders and faculty from foreign universities. The study’s findings, after reviewing the relevant literature and previous studies and consulting expert opinions, led to the formulation of study criteria consisting of 111 indicators distributed across seven key domains. These domains include scientific research, internationalization, teaching and learning, innovation, e-learning, and environmental and university sustainability. The components of the model are reflected in the criteria for classifying universities, encompassing five sub-criteria in scientific research: research output, research impact, peer-reviewed journals published by the university, innovation and patents, and research marketing.

From this standpoint, the proposed model for classifying Saudi universities indicates strong tendencies towards enhancing research and innovation practices, supported by the effective role of knowledge management within academic institutions. This approach not only boosts the competitive edge of Saudi universities on the global stage but also supports efforts toward achieving sustainable development goals. As depicted in

Table 2. The classification model of Saudi universities according to the scientific research criterion [46].

The Field	Criterion	Percentage of the Criterion
	Research output	14%
	Research impact	7.5%
Scientific research 30%	Peer-reviewed journals published by the university	4.5%
	Innovation and patents	3%
	Research marketing	1%

, the classification model of Saudi universities according to the scientific research criterion further underscores the importance of knowledge management in creating an efficient and innovative university environment [46].

6. Recommendations for Sustainable Higher Education

Based on this study’s findings and the relevant theoretical frameworks, we recommend reinforcing sustainable development within educational settings by the following means.

• Streamline administrative and research processes: Integrate knowledge management strategies to align research approval procedures with sustainable development priorities, fostering an innovation-friendly environment.
• Update curricula with ESD principles: Embed sustainability competences into academic programs, utilizing knowledge management to promote field-based learning and interdisciplinary collaboration.
• Enhance technological and knowledge competences: Employ digital tools and platforms, powered by knowledge management systems, to support sustainable research practices and enable students to effectively navigate digital landscapes for sustainable solutions.
• Strengthen academic supervision and support: Utilize knowledge management to improve academic support structures, enhancing supervision and guidance for students.
• Increase financial and moral support for graduate students: Offer grants and resources for conference participation and training workshops, leveraging knowledge management to identify and allocate these opportunities effectively.
• Develop interactive learning environments: Foster settings that facilitate interdisciplinary knowledge transfer through advanced knowledge management practices.
• Promote regional and international cooperation: Engage with local, regional, and global universities for conferences and forums focused on human skill development, supported by robust knowledge management systems.
• Implement advanced knowledge management systems: Establish comprehensive databases and digital repositories to ensure effective knowledge management and retrieval.
• Utilize digital technologies in research: Activate the use of AI, data analysis, and virtual reality technologies in scientific research, driven by effective knowledge management.
• Strengthen institutional partnerships: Build collaborations with productive and scientific bodies to facilitate research marketing and contribute positively to the knowledge economy and sustainable development.
• Design and develop a comprehensive series of training programs: Focus on cultivating innovation, critical thinking, and creative skills among graduate students. These programs aim to equip students with the knowledge and skills necessary for creativity and innovation in scientific research. Additionally, they encourage knowledge exchange among students through discussions and dialogue, thereby enhancing their ability to produce and apply knowledge relevant to scientific research in service of the community.
• Implement a comprehensive reward system: Develop a system that rewards individuals and teams who demonstrate active participation in knowledge exchange and innovation. This can be achieved through financial incentives, formal recognition, and training opportunities for exceptional performance in knowledge sharing.
• Establish electronic platforms: Create platforms that allow for the documentation and exchange of real-life stories and successes of teams and individuals within the institution. These platforms may include blogs or educational videos showcasing real experiences and achievements to inspire others and foster an innovative thinking environment.
• Form strategic partnerships: Work on establishing strategic partnerships with local, regional, and international institutions to facilitate the systematic exchange of knowledge and innovations. These partnerships could include academic exchange programs and joint research projects focused on various areas of innovation and development.
• Collaborate in organizing events and conferences: Partner with collaborating institutions to organize events and conferences that enhance knowledge exchange. These events can provide platforms for discussion and idea exchange among participants from diverse academic and industrial backgrounds, thereby enhancing mutual understanding and stimulating the development of new innovations.

7. Limitations and Future Research Directions

While this study provides important insights into knowledge management and innovation within universities, several limitations should be noted. The focus on universities within a specific geographic region may limit the generalizability of findings to different cultural and institutional contexts. The methodology relied primarily on qualitative interviews, which may not capture the full range of knowledge management and innovation processes. Additionally, the study provides a snapshot of current practices at a specific point in time, which may not reflect long-term trends or future developments in the field.

Future research directions could address these limitations and further expand our understanding:

• Expanded Scope: Researchers may conduct more specialized research on developing renewable skills and innovative capabilities in scientific research, aligning with the continuous changes in educational policies’ strategic goals and plans across different countries.
• Skill Development Assessments: The current state of scientific research skill development among university students and its relationship to research excellence could be investigated.
• Knowledge Management impact: The effect of implementing knowledge management practices on the quality of scientific research in universities can be studied.
• Comparative Studies: Research can be extended to different cultural and educational contexts to enhance the generalizability of the findings.
• Mixed-Method Approaches: Quantitative and qualitative methodologies can be combined to gain deeper insights into the complex relationships between knowledge management, innovation, and economic development.