Identifying the components and indicators of human resource empowerment through virtual education based on knowledge management

Human resource training is one of the important goals in organizations, this is important due to the new approaches to education, such as virtual education, which provides the basis for increasing productivity in organizational training. The transformations affected by the combination of Fawa in education have caused changes in the traditional methods of training human forces in such a way that the components of education such as the need for physical presence in the classroom, the centrality of the textbook as the main educational resource, the physical environment of the classroom as a platform for education, decreased and the existence of new educational tools, methods and environments has created new methods (Karimi Haji Khademi and Heydaripour, 2021). Among the new methods of education that now play an effective role in the transfer of human knowledge, virtual education is based on the web (Dinar and Andishmandi, 2021), on the other hand, knowledge management is considered a new structure in organizational education models (Jahanian & Etebar, 2012, Mothibi, 2015). Therefore, this research aims to investigate the components of virtual education based on knowledge management.
The current research was conducted with a qualitative approach and thematic analysis method. The statistical population includes all professors, teachers, and managers of Mashhad city, who were selected through a purposeful criterion-based sampling. The data was collected through semi-structured interviews with 12 professors, 9 teachers and education workers, and 5 school principals in the holy city of Mashhad. In order to analyze the data, a basic, organized, and comprehensive thematic method was used. The data collection tool in this research is a semi-structured interview. The process of analyzing the data obtained from the text of the interviews was done simultaneously with the data collection and using the Max Kyuda software, considering its importance in the thematic analysis approach. The theme analysis approach in this research was the theme network approach. Lincoln and Cuban criteria were used to ensure validity and reliability. They listed four criteria "credibility, transferability, reliability, and verifiability" to evaluate the scientific accuracy of qualitative research. In terms of reliability, the participant control method was used. In the field of transferability, the findings were provided to experts. In the field of reliability, the agreement method between coders was used, and in the field of verifiability, review and peer feedback were used. In terms of reliability, criteria such as the organization of structured processes to record, write, and interpret data the use of a steering committee to evaluate and implement the interview program, and consensus of the committee on the implemented programs were used.
The results of the research show five overarching themes including knowledge-oriented components (including such axes as application of knowledge, use of current knowledge, attention to digital literacy, application of knowledge, use of current knowledge, and attention to digital literacy). Management components (attention to regulations, organizational commitment, attention to professional development, professional expertise of employees, research-oriented management, and appropriate platform), communication and interactive components (including axes such as attention to the interaction of learners), extensive networking in the direction of synergy, development of access to people and information and dissemination and exchange of knowledge), strategic components (attention to constructivism in education, attention to individual differences and potentials, attention to educational ethics, effective feedback and evaluation and integration of education and research) and structural components (accessibility, virtual education system, support of educational platforms and use of appropriate hardware).
Paying attention to the professional development of employees in the organization provides the context for the realization of the organization's goals. Meanwhile, virtual education approaches are more and more important due to time and economic efficiency, on the other hand, organizational knowledge management is also known as a solution for the professional growth and development of employees. Paying attention to the integration of virtual education based on organizational knowledge management is a new approach in human resource management. Therefore, in this research, we tried to identify the indicators and components of virtual education based on knowledge management to take even a small step in the field of employee training. According to the findings of the research, it can be concluded that in the field of virtual education based on knowledge management, attention should be paid to the fields of knowledge in the organization, organizational management approach, communication indicators and organizational interactions, organizational education strategies, and structure and fields. Education plays an important role. This important shows the role of two main dimensions, individual and organizational, in organizational training.
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