Factors affecting the students' knowledge sharing through social media technologies: A structural equation modeling approach.

This study examines factors influencing knowledge sharing over social media platforms among distance education students enrolled in an online Master of Library and Information Science program at a public university in Islamabad, Pakistan. Using the theory of reasoned action (TRA) extended with trust, facilitating conditions, perceived reciprocal benefits, and individual creativity, the research found that subjective norms, trust, behavioural intention, and facilitating conditions significantly affect students' knowledge sharing behavior, while attitude, perceived reciprocal benefits, and creativity do not. The study highlights that behavioural intention is the strongest predictor of knowledge sharing, and facilitating conditions such as access to technology and skills play a crucial role. These findings address a gap in the literature on social media-driven knowledge sharing in Pakistani distance education contexts and offer practical implications for educators and policymakers to enhance collaborative learning through social media.