Abstract
This study investigates the role of information ethics in the information-seeking behavior of humanities students within virtual environments, focusing specifically on the dual dimensions of "censorship and content control" and "freedom of information access." Addressing a significant research gap, the study integrates Wilson’s information behavior model and Floridi’s information ethics framework to analyze how these factors jointly influence students’ academic practices. Employing a qualitative grounded theory approach, semi-structured interviews were conducted with 23 faculty members from interdisciplinary fields. Thematic coding revealed that unrestricted access enhances research quality and engagement, while censorship fosters reliance on unofficial sources and increases the risk of academic misconduct. The findings underscore the necessity for robust infrastructural support and targeted ethics education to promote responsible information use. The study proposes a conceptual model to inform policy and educational strategies aimed at improving ethical information-seeking and reducing negative outcomes such as plagiarism and misinformation.
Keywords: Information ethics; Humanities students; Virtual environment; Information-seeking behavior; Censorship; Freedom of access; Grounded theory
 
 
Introduction
The rapid expansion of digital technologies and artificial intelligence has transformed the landscape of academic information-seeking, introducing new ethical challenges for students and educators alike. In the absence of a comprehensive ethical framework, academic integrity and the quality of research outputs are at risk. This study responds to the urgent need for a holistic model that addresses both the opportunities and risks associated with freedom of access and censorship in digital academic environments. By examining the interaction between these two dimensions, the research aims to provide actionable insights for universities, policymakers, and students, particularly within the context of Iranian higher education.
 
Materials and Methods
A qualitative research design based on grounded theory was adopted to explore the complexities of information ethics in academic settings. The study population comprised faculty members from information science, communication, media, philosophy, law, and technology departments at Iranian universities. Purposeful sampling ensured a diverse range of perspectives, with 23 participants selected for their interdisciplinary expertise and experience. Data were collected through semi-structured interviews conducted both in-person and online. The analysis followed Strauss and Corbin’s three-stage coding process—open, axial, and selective coding—to identify recurring themes and develop a conceptual model of ethical information-seeking behavior.
 
Discussion & Result
Analysis revealed that freedom of access to information significantly facilitates students’ research activities, enabling more comprehensive searches, critical evaluation, and effective use of academic resources. However, infrastructural limitations, financial constraints, and lack of evaluative skills often drive students toward unofficial or unreliable sources, compromising research quality. Conversely, censorship and content control, often justified on grounds of national security or policy, were found to restrict information flow, suppress creativity, and increase the prevalence of misinformation and academic dishonesty. The study identified key factors influencing ethical information behavior, including individual attitudes, institutional policies, and the broader socio-technical environment. Strategic recommendations include enhancing digital infrastructure, integrating ethics education into curricula, and developing transparent content management protocols.
 
Conclusion
The interplay between information access and censorship exerts a profound influence on the ethical information-seeking behavior of humanities students in virtual academic environments. The study’s grounded theory approach yielded a nuanced conceptual model that highlights the importance of balancing freedom and control to foster academic integrity and research excellence. Practical recommendations emphasize the need for policy reforms, targeted training, and infrastructural investments to support ethical information practices. The findings offer a valuable roadmap for educators, administrators, and policymakers seeking to navigate the evolving challenges of information ethics in the digital age.