دانشگاه پیام نور فصلنامه علمی آموزش محیط زیست و توسعه پایدار 2322-3057 14 4 2026 08 23 Identifying the Knowledge Components of Institutional Water Literacy: An Exploratory Study in the Agricultural Sector of Qarchak County Identifying the Knowledge Components of Institutional Water Literacy: An Exploratory Study in the Agricultural Sector of Qarchak County 157 181 13475 10.30473/ee.2026.76003.2896 FA Mohammad Amotaghi Department of Management, Isf.C., Branch, Islamic Azad University, Isfahan, Iran Sahar Faeghi Assistant Professor, Department of Management, Water Studies Research Center, Isf.C., Islamic Azad University, Isfahan, Iran Journal Article 2025 10 20 Water literacy, as an emerging concept in water resources management, plays a fundamental role in enhancing knowledge, attitudes, and behaviors associated with sustainable water use. Within this framework, "institutional water literacy" goes beyond individual awareness and refers to organizational knowledge and decision-making structures related to water governance, thereby providing a basis for effective policymaking and macro-level decision-making. As the largest water-consuming sector in Iran, agriculture requires improvement at this level of literacy to enhance water productivity and the sustainability of water resources through scientific management and organizational knowledge capacities. The present study sought to identify the knowledge components of institutional water literacy within the organizational structure of water management in the Agricultural Jihad Organization of Qarchak County, using a qualitative approach based on thematic analysis. Data were collected and analyzed through semi-structured interviews and homogeneous purposive sampling with 17 informed and key stakeholders in the water sector and staff of the Agricultural Jihad Organization. To ensure the trustworthiness of the findings, Lincoln and Guba's four criteria, credibility, transferability, dependability, and confirmability, were applied, supported by participant review and the use of direct quotations. The findings identified 12 key knowledge categories: knowledge of the natural and environmental system of water resources; the socio-environmental consequences of the water crisis; policy and regulations; formal and customary property rights; the economics of water use and resource valuation; strategic, foresight, and contextual knowledge; participation and intersectoral governance; technical knowledge of efficient water use; productivity analysis and water-use measurement; data-driven knowledge and information technology; the water-agriculture-food security nexus; and communication and extension. The results indicate that enhancing institutional water literacy requires strengthening multidimensional knowledge capacities, including analytical, data-driven, technical, legal, and participatory capabilities; such an approach can support informed decision-making and effective water resource management in the agricultural sector. Accordingly, the study's operational model is organized around four pillars: ecosystem adaptation knowledge, integrated governance, technical-economic knowledge, and communication-extension knowledge. This model can serve as a roadmap for institutional transformation in other organizations involved in agricultural water management. Water literacy, as an emerging concept in water resources management, plays a fundamental role in enhancing knowledge, attitudes, and behaviors associated with sustainable water use. Within this framework, "institutional water literacy" goes beyond individual awareness and refers to organizational knowledge and decision-making structures related to water governance, thereby providing a basis for effective policymaking and macro-level decision-making. As the largest water-consuming sector in Iran, agriculture requires improvement at this level of literacy to enhance water productivity and the sustainability of water resources through scientific management and organizational knowledge capacities. The present study sought to identify the knowledge components of institutional water literacy within the organizational structure of water management in the Agricultural Jihad Organization of Qarchak County, using a qualitative approach based on thematic analysis. Data were collected and analyzed through semi-structured interviews and homogeneous purposive sampling with 17 informed and key stakeholders in the water sector and staff of the Agricultural Jihad Organization. To ensure the trustworthiness of the findings, Lincoln and Guba's four criteria, credibility, transferability, dependability, and confirmability, were applied, supported by participant review and the use of direct quotations. The findings identified 12 key knowledge categories: knowledge of the natural and environmental system of water resources; the socio-environmental consequences of the water crisis; policy and regulations; formal and customary property rights; the economics of water use and resource valuation; strategic, foresight, and contextual knowledge; participation and intersectoral governance; technical knowledge of efficient water use; productivity analysis and water-use measurement; data-driven knowledge and information technology; the water-agriculture-food security nexus; and communication and extension. The results indicate that enhancing institutional water literacy requires strengthening multidimensional knowledge capacities, including analytical, data-driven, technical, legal, and participatory capabilities; such an approach can support informed decision-making and effective water resource management in the agricultural sector. Accordingly, the study's operational model is organized around four pillars: ecosystem adaptation knowledge, integrated governance, technical-economic knowledge, and communication-extension knowledge. This model can serve as a roadmap for institutional transformation in other organizations involved in agricultural water management. https://ee.journals.pnu.ac.ir/article_13475_eb7f22ff106029aac39c1c01990a5369.pdf