Document Type : Original Article
Authors
1
Associate professor, science and technology policy making trend, technology and innovation policy research group, National Science Policy Research Center, Tehran, Iran.
2
Department of Industrial Management, Faculty of Economic and Administrative Sciences, University of Mazandaran, Babolsar, Iran
3
PhD in Science and Technology Policy, Department of Industrial Management, Faculty of Economic and Administrative Sciences, University of Mazandaran, Babolsar, Iran
10.22034/imj.2026.556666.2946
Abstract
The core layer of the digital economy, as the technical and institutional foundation of the digital innovation ecosystem, plays a critical role in the development of ICT and its dependent sectors. In Iran, innovation in this layer is primarily concentrated within operational firms and is heavily reliant on imported technologies, highlighting the inadequacy of linear, science-push innovation models for navigating this field. Consequently, this study aims to design a policy framework for fostering innovation based on the “Doing, Using, and Interacting” (DUI) approach within Iran’s digital economy core. Using an exploratory-explanatory applied research design, we employed a methodological chain comprising fuzzy Delphi, DEMATEL, and Interpretive Structural Modeling (ISM). Data were gathered through a systematic literature review and expert consultations (𝑁=28). The findings reveal that innovation policy architecture in this sector must move beyond isolated interventions toward a coordinated, phased, and synergistic policy mix. Key drivers include mitigating technological lock-in, structuring government-industry collaboration, and active stakeholder engagement. Complementary components comprise regional networking, agile regulation, absorption capacity building, and evidence-based evaluation. The results demonstrate that in the context of Iran’s digital economy, the DUI model is not a substitute for science-based (STI) approaches, but a prerequisite for their effectiveness; without interactive, experience-based, and problem-oriented learning, the capacity to leverage formal knowledge and technological investment remains constrained.
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