Date of this Version
Summer 8-8-2026
Document Type
Review
Abstract
This paper proposes a theoretical framework that positions knowledge organization as a cognitive mechanism rather than merely a technical or informational process. Drawing on an integrative review of literature across knowledge organization, metacognition, executive function, and schema theory, the study examines how structured knowledge environments may support higher-order thinking among researchers. The proposed model suggests that knowledge organization, metacognition, and executive function operate as an interconnected cognitive system: knowledge organization provides the structural foundation for processing information, metacognition enables monitoring and reflective regulation, and executive function supports cognitive control processes such as working memory, inhibition, and cognitive flexibility. Four theoretical propositions are developed to explain the relationships among these constructs and their contribution to adaptive thinking and problem-solving performance. The paper further discusses the boundary conditions and levels of analysis relevant to the model, along with implications for education, library and information science, and knowledge-intensive research environments. As a conceptual contribution, the study does not provide empirical validation but offers a foundation for future empirical research examining these relationships across educational and organizational contexts.
