Purpose The purpose of the present study was to identify the conditions that affect the absorptive capacity (AC) of knowledge, discover its consequences, and design an AC paradigm pattern in public academic libraries. To do so, AC was investigated at the levels of individual and organizational learning. Methodology To answer the three major questions of this qualitative-survey study, the views of 24 experts were examined using an in-depth semi-structured interview and grounded theory strategy. The data were collected using a non-random combined targeted sampling procedure (targeted and snowball) and analyzed based on Strauss and Corbin’s (1998) approach and utilizing MAXQDA software. Findings Throughout the grounded analytic stages, 121 open codes were identified. These were distributed around the AC axial category in academic libraries in terms of individual and organizational learning. The 33 axial concepts were then categorized into 16 selective general categories. The paradigm pattern was initially designed to explore the relationships between causal, intervening, strategies, context, and consequences conditions. The transition from academic libraries to learning organizations, their increased functional value, and the development of their innovation were identified as the consequences of AC development. Research originality This qualitative research is the first in the field of Library and Information Science (LIS) to support AC both theoretically and empirically in terms of learning in academic libraries. This study thus not only addresses a key research gap in LIS but also provides significant insights and direction to interested librarians and researchers.

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