Universities, as educational and research environments, can serve as appropriate platforms for knowledge sharing. Faculty members are recognized as the most vital element of universities and as individuals who possess intellectual and cognitive capital. They share their knowledge under specific conditions and contribute to the success of the organization. Accordingly, the present study was conducted with the aim of identifying the components of organizational knowledge sharing and examining its impact on psychological empowerment among faculty members of public universities in Iraq. This research employed a mixed-methods design. In the qualitative phase, data collection tools included systematic review and Delphi panel, while in the quantitative phase, questionnaires derived from the qualitative findings were used. Data analysis was carried out using SPSS and hierarchical regression analysis. As a result, the dimensions and components of knowledge sharing behavior and psychological empowerment among faculty members were first extracted through a systematic review of 86 articles published between 2020 and 2025, and were then validated and categorized by 50 experts. The identified components of knowledge sharing behavior included: individual factors, organizational factors, technological and infrastructural factors, social and interpersonal factors, environmental and cultural factors, and barriers and challenges to knowledge sharing. Based on the components obtained in the qualitative phase, the impact of knowledge sharing behavior on psychological empowerment was assessed by distributing questionnaires to 150 faculty members in the field of management at public universities in Iraq. In the first step, psychological empowerment was entered as the dependent variable, and age, gender, work experience, and job position were entered as independent variables. Hierarchical regression was then performed. The base model was found to be statistically insignificant, and none of the variables (age, gender, work experience, and job position) had a significant relationship with psychological empowerment. Moreover, in the full model, the adjusted coefficient of determination indicated a high explanatory power of the model in accounting for changes in psychological empowerment. The results of hierarchical regression analysis showed that each of the six dimensions of organizational knowledge sharing had a positive and significant impact on the psychological empowerment of faculty members.

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