This article reviews research on knowledge management, green innovation and business performance and responds to a fragmented literature in which the three concepts have developed mainly through bilateral streams. Drawing on the resource-based view, knowledge-based view, absorptive capacity theory and natural-resource-based view, the review interprets knowledge management as a strategic knowledge capability, green innovation as a possible bridge through which knowledge is translated into environmentally oriented action, and business performance as a multidimensional outcome. Bibliographic records were retrieved from the Web of Science Core Collection for 2016-2025 and restricted to English-language journal articles. Four parallel searches identified 211 records on knowledge management - green innovation, 1,431 on knowledge management - business performance and 1,007 on green innovation - business performance, while an independent integrated query identified 60 records addressing all three domains. The 60-record dataset was analysed in VOSviewer for country, publication-source, cited-source and author-keyword patterns and was interpreted through structured content synthesis. The integrated domain remains dispersed across countries, journals and themes. China, Spain and Pakistan are the most visible author-affiliation countries; the Journal of Knowledge Management, Business Process Management Journal and Business Strategy and the Environment are prominent publication sources; and knowledge management, green innovation, sustainability and firm performance form the thematic core. Three research streams are identified: knowledge management as a basis for innovation and organisational capability, green innovation as a source of performance and sustainability outcomes, and an emerging integrated knowledge management - green innovation - business performance stream. Evidence for the complete pathway remains heterogeneous, so green innovation is interpreted as a plausible, context-dependent bridge rather than a universal mediator. The study contrasts the large bilateral literatures with the smaller integrated domain and connects bibliometric patterns with conceptual flows and performance-measurement issues. The review is limited to Web of Science, English-language journal articles and a 2016-2025 window with partial 2025 coverage; its conceptual synthesis is author-developed and does not test causal relationships.
This study discusses how knowledge management (KM) practices at the community level can help regenerate youth in farming communities as part of the farmers. The study is based on the KM model proposed by Probst (1998), which comprises the identification, acquisition, development, distribution, use and preservation of knowledge as interrelated processes that maintain intergenerational sustainability of the agricultural sector. By filling a major research gap, the study relates to the paucity of empirical research specifically examining farmer regeneration through a KM lens, the dearth of understanding how KM practices are lived differently by generations and the dearth of research on how Indonesian farming communities experience indigenous, formal and digital knowledge systems in sustaining agriculture across generations. These observations indicate that KM activities in the community, such as knowledge sharing through participation, intergenerational learning, mentoring, and leadership opportunities, are at the centre stage in influencing youth engagement and their motivation to join the agricultural sector. As much as structural barriers remain, such as a lack of access to land, failure to change perceptions about agricultural work, and dissimilar exposure to modern agricultural knowledge, farmer groups can entice and keep young farmers by promoting collaborative learning settings and utilising both traditional and new sources of knowledge. On the whole, this paper contributes to a clear understanding of the importance of a community-based approach to knowledge management around the area of youth unemployment in agriculture and provides conceptual and practical recommendations to policymakers, non-governmental organisations, and agricultural institutions to enhance farmer regeneration and intergenerational agricultural knowledge.
This study sought to advance our understanding of what affects knowledge adoption (a key process of knowledge sharing) in China by exploring the impact of two main affective determinants (ganqing and renqing) of Chinese interpersonal relationships on Chinese employees’ adoption of explicit and tacit knowledge contributed by their peers. Compared with two other main processes (contribution and seeking) of knowledge sharing and their determinants, knowledge adoption and its contributing factors have received much less attention in the extant literature on knowledge sharing in China. The effects of ganqing and renqing on explicit and tacit knowledge adoption were examined and tested with the data from a survey of 243 MBA students in China. The results from the hierarchical regression analyses showed that ganqing was positively related to explicit knowledge adoption and tacit knowledge adoption. Renqing was also found to be positively related to the adoption of both types of knowledge. While effective knowledge sharing relies on both the ‘supply of knowledge’ through knowledge contribution and the ‘demand of knowledge’ via knowledge adoption, prior research on knowledge sharing in China has placed more emphasis on the supply side of knowledge sharing and its determinants. By linking knowledge adoption to two affective factors, the findings from this study help address this imbalance in the knowledge sharing research related to China and increase our knowledge of what might have hindered the diffusion of knowledge management in China and how to better promote it. Other research and practical implications from the study are discussed.
Generative Artificial Intelligence (GenAI) is rapidly reshaping knowledge processes in higher education, yet its contribution to Sustainable Performance (SP) remains unclear. This study investigates how GenAI use affects the sustainable performance of higher education institutions (HEIs), where SP is conceptualised as a multidimensional outcome encompassing financial, environmental and social performance. Drawing on the Resource-Based View, the Knowledge-Based View and Stakeholder Theory, the study proposes that GenAI creates value indirectly through two organisational capabilities: Knowledge Management Capability (KMC) and Institutional Social Responsibility (ISR). Survey data were collected from 387 instructors in Kazakhstani colleges who actively use GenAI tools in their work, and analysed using partial least squares structural equation modelling with higher-order constructs. The results show that GenAI does not directly enhance SP, but is positively associated with KMC, which in turn has a strong positive effect on SP. ISR is also positively related to SP, yet GenAI has no significant direct effect on ISR. Mediation analysis reveals that KMC mediates the GenAI–SP relationship, and that GenAI contributes to SP through a significant serial pathway GenAI → KMC → ISR → SP, while ISR alone does not mediate the GenAI–SP link. The findings extend existing theory by demonstrating that GenAI acquires strategic value only when embedded in robust knowledge-management and responsibility structures. Practically, the study highlights the need for HEIs in transition economies such as Kazakhstan to move from tool-centred GenAI adoption towards capability-driven strategies that strengthen KMC and formalise ISR in order to achieve financial, environmental and social gains
The rising adoption of distributed agile teams has reshaped the global software industry. However, sustaining their effectiveness remains a significant challenge, particularly in the rapidly evolving Information Technology (IT) industry. While trust dynamics, knowledge sharing process, and Information and Communication Technology (ICT) are extensively recognized as essential facilitators of collaboration, their interconnections in distributed agile teams remain underexplored. The present study examined the relationship between Cognitive-based Trust (CBT) and Affect-based Trust (ABT) and key knowledge-sharing processes, including Socialization (SOC) and Externalization (EXT), and assessed their mediation role in relation to Agile Distributed Team Performance (ADTP). The study also investigated the moderating role of ICT in these relationships. To address the objectives, a quantitative, cross-sectional research design was adopted. Data were collected through a survey using structured questionnaires from ADTP associated with the IT industry of Pakistan. Using purposive sampling, three major cities, namely Lahore, Karachi, and Islamabad, were selected. As a result, 193 responses were deemed usable for data analysis. The study utilized Structural Equation Modelling (SEM) to investigate the hypothesized relationships. SPSS 25 and SmartPLS 4 were applied to test hypothesized relationships. The most important findings demonstrate that CBT is significantly associated with both knowledge-sharing processes and team performance, whereas ABT shows weaker or non-significant effects. SOC and EXT are confirmed as key mediators linking trust to ADTP. ICT strengthens EXT but provides limited support for SOC-related processes. By integrating trust theory, selected SECI knowledge conversion processes, and socio-technical perspectives, this study advances understanding of trust and ICT operating through process-specific boundary conditions in distributed agile collaboration. It also provides practical guidance for emerging IT contexts. The findings also have implications for e-learning practices through an emphasis on CBT, knowledge articulation, and the efficient development of ICT in collaborative learning and knowledge-sharing within technology-oriented learning environments. On the other hand, the empirical demonstration of the role of socio-technical enablers in the knowledge-sharing process and its impact on performance in a collaborative learning environment enhances the existing e-learning literature. It also highlights the importance of fostering CBT, improving documentation practices, and aligning ICT use with relational engagement to enhance ADTP.
