Exploring the influence of cognitive knowledge on sustainable business outcomes: A multi-dimensional analysis of the forms of knowledge

https://doi.org/10.35912/joste.v7i2.3488
Published: Dec 29, 2025

Abstract:

Purpose: This study examines the influence of the four types of knowledge declarative, procedural, judgment, and wisdom knowledge—in achieving sustainable business outcomes in a dynamic and complex environment. It also highlights how these knowledge forms jointly shape decision-making, operational practices, and long-term sustainability among farmers in Plateau State.

Methods: This study adopted a heuristic qualitative methodology. A total of 27 farmers in Mushere, Bokkos, Plateau State were interviewed through semi-structured interviews, field observations, and follow-up phone calls. The data were coded, and heuristics were induced over multiple rounds to generate insight and meaning.

Results: The findings revealed that the four types of knowledge significantly influence sustainable business outcomes. Declarative knowledge provides factual information on sustainability concepts, while procedural knowledge translates these facts into practical actions that support sustainability objectives. Judgment knowledge offers strategic insight for making sound decisions, and wisdom knowledge ensures that decisions align with sustainability principles. Furthermore, the combination of these four forms of knowledge produces dynamic capabilities needed to achieve sustainable business outcomes.

Conclusion: The study concludes that cognitive knowledge plays an essential and multifaceted role in achieving sustainable economic, social, environmental, and governance outcomes. Each type of knowledge contributes uniquely yet interdependently to sustainability practices among farmers in Plateau State.

Limitation: This study used a heuristic qualitative methodology with a small sample size and was resource- and time-consuming due to extensive travel. It was also limited to examining four types of knowledge in Plateau State.

Contribution: The study provides useful insights for business leaders, entrepreneurs, researchers, and policymakers on how the forms of knowledge facilitate sustainable business outcomes and strengthen dynamic capabilities.

Keywords:
1. Knowledge
2. Sustainable Business Outcomes
3. Types Of Knowledge
Authors:
1 . Yilkes Danladi Nson
Nigerian Defence Academy, Kaduna, Nigeria
https://orcid.org/0009-0004-3206-7784
2 . Kwarsen Linus Polycarp
Plateau State Polytechnic, Barkin Ladi, Plateau State, Nigeria
3 . Fazing Lohnap Andrew
Plateau State Polytechnic, Barkin Ladi, Plateau State, Nigeria
4 . Awan Nathan
Nuhu Bamalli Polytechnic Zaria, Kaduna State, Nigeria
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How to Cite
Nson , Y. D., Polycarp, K. L. ., Andrew , F. L., & Nathan , A. . (2025). Exploring the influence of cognitive knowledge on sustainable business outcomes: A multi-dimensional analysis of the forms of knowledge. Journal of Sustainable Tourism and Entrepreneurship, 7(2), 159–171. https://doi.org/10.35912/joste.v7i2.3488
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Issue & Section
Vol. 7 No. 2 (2025): December
Articles
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References

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    Roqai, M. C., Allouani, S. A., Aboumehdi, Y. H., & Ennida, K. (2025). Character Education in Universities: Anchoring Practical Wisdom to Foster Organizational Well-Being Harnessing Happiness and Wisdom for Organizational Well-Being (pp. 169-202): IGI Global Scientific Publishing.

    Rowett, C. (2018). Knowledge and truth in Plato: Stepping past the shadow of Socrates. United Kingdom: Oxford University Press.

    Saks, K., Ilves, H., & Noppel, A. (2021). The impact of procedural knowledge on the formation of declarative knowledge: How accomplishing activities designed for developing learning skills impacts teachers’ knowledge of learning skills. Education Sciences, 11(10), 1-15. doi:https://doi.org/10.3390/educsci11100598

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    Zhang, K., Shi, J., Wang, F., & Ferrari, M. (2023). Wisdom: Meaning, structure, types, arguments, and future concerns. Current Psychology, 42(18), 15030-15051. doi:https://doi.org/10.1007/s12144-022-02816-6

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  2. Ali, U. T., & Lar, J. (2024). The Roles Of Armed Fulani Herders In Perpetrating Violence In Plateau State, Nigeria. Fuoye International Journal of Education, 7(1).
  3. Alkathiri, N. A., Said, F. B., Meyer, N., & Soliman, M. (2024). Knowledge management and sustainable entrepreneurship: A bibliometric overview and research agenda. Journal of Innovation and Entrepreneurship, 13(1). doi:https://doi.org/10.1186/s13731-024-00387-3
  4. Andrea, P. T., & Wanyoike, R. (2024). Knowledge Management and Organization Performance; A Critical Review of Literature. Journal of Business and Strategic Management, 9(1), 73-85. doi:https://doi.org/10.47941/jbsm.1715
  5. Babarinde, S. A. (2021). Assessing the effects of Fulani herdsmen violence on farmer’s productivity in Nigeria: A mixed method analogy. AIPGG Journal of Humanities and Peace Studies, 2(2), 1-22. doi:https://dx.doi.org/10.2139/ssrn.3935703
  6. Bierly III, P. E., Kessler, E. H., & Christensen, E. W. (2000). Organizational learning, knowledge and wisdom. Journal of Organizational Change Management, 13(6), 595-618. doi:https://doi.org/10.1108/09534810010378605
  7. Castaneda, D. I., & Cuellar, S. (2020). Knowledge sharing and innovation: A systematic review. Knowledge and Process Management, 27(3), 159-173. doi:https://doi.org/10.1002/kpm.1637
  8. Chen, K., Yang, S., Luh, D., Chen, Z., Ai, H., & An, Y. (2025). Gamification as an Innovative Approach for the Assessment of Procedural Knowledge. Electronics, 14(8), 1-21. doi:https://doi.org/10.3390/electronics14081573
  9. de Grefte, J. (2023). Knowledge as justified true belief. Erkenntnis, 88(2), 531-549. doi:https://doi.org/10.1007/s10670-020-00365-7
  10. Demir, A., Kiziloglu, M., Budur, T., & Heshmati, A. (2023). Elaborating on the links between declarative knowledge, procedural knowledge, and employee performance. SN Business & Economics, 3(1). doi:https://doi.org/10.1007/s43546-022-00402-3
  11. Eccles, R. G., Ioannou, I., & Serafeim, G. (2014). The impact of corporate sustainability on organizational processes and performance. Management Science, 60(11), 2835-2857. doi:https://doi.org/10.1287/mnsc.2014.1984
  12. Elshaiekh, N. E., Shehata, A., & Al Hosni, N. (2024). Enhancing Students’ Knowledge-Based Economy Skills at Sultan Qaboos University. Education Sciences, 14(11), 1-16. doi:https://doi.org/10.3390/educsci14111141
  13. Ezeonwuka, I. F., & Orizu, O. N. (2018). Fulani herdsmen attacks on farming communities: Psychological implications. Practicum Psychologia, 8(1), 156-166.
  14. Feather, J. (2025). Building Relationships and Sustaining Hope Through Humanities Advocacy Strategic Shakespeare (1st ed., pp. 170-178): Routledge.
  15. Gaventa, J., & Cornwall, A. (2015). Power and knowledge. The SAGE handbook of action research, 3, 465-471.
  16. Hong, J., Pi, Z., & Yang, J. (2018). Learning declarative and procedural knowledge via video lectures: Cognitive load and learning effectiveness. Innovations in Education and Teaching International, 55(1), 74-81. doi:https://doi.org/10.1080/14703297.2016.1237371
  17. Hou, B. X., El-Gayar, O., Rahman, M. T., & Nawar, N. (2025). Towards design principles for knowledge management systems that support experientially derived tacit and procedural knowledge. Issues in Information Systems, 26(4), 264-281. doi:https://doi.org/10.48009/4_iis_2025_122
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  21. Kordab, M., Raudeli?nien?, J., & Meidut?-Kavaliauskien?, I. (2020). Mediating role of knowledge management in the relationship between organizational learning and sustainable organizational performance. Sustainability, 12(23), 10061. doi:https://doi.org/10.3390/su122310061
  22. Kucuksuleymanoglu, R. (2025). Resilience in Lifelong Learning for Individuals Resilience, Adaptability, and Cultural Awareness Within the Educational Landscape (pp. 69-96): IGI Global Scientific Publishing.
  23. Li, B., Teece, D. J., Baskaran, A., & Chandran, V. (2025). Dynamic Knowledge Management: A dynamic capabilities approach to knowledge management. Technovation, 147, 103316. doi:https://doi.org/10.1016/j.technovation.2025.103316
  24. Nosratabadi, S., Mosavi, A., Shamshirband, S., Zavadskas, E. K., Rakotonirainy, A., & Chau, K. W. (2019). Sustainable business models: A review. Sustainability, 11(6), 1-30. doi:https://doi.org/10.3390/su11061663
  25. Nson, Y. D. (2024). Sustainability of the society through green human resources management practices: A proposed model. Annals of Human Resource Management Research, 4(1), 43-59. doi:https://doi.org/10.35912/ahrmr.v4i1.2161
  26. Nuringsih, K., Budiono, H., Maupa, H., & Taba, M. I. (2023). Wisdom Appreciation in Sustainable Management Thought: As Grounded Theory. International Journal of Application on Economics and Business, 1(2), 805-813. doi:https://doi.org/10.24912/ijaeb.v1i2.805-813
  27. Peters, M. A., & Green, B. J. (2024). Wisdom in the Age of AI Education. Postdigital science and education, 6(4), 1173-1195. doi:https://doi.org/10.1007/s42438-024-00460-w
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  31. Saks, K., Ilves, H., & Noppel, A. (2021). The impact of procedural knowledge on the formation of declarative knowledge: How accomplishing activities designed for developing learning skills impacts teachers’ knowledge of learning skills. Education Sciences, 11(10), 1-15. doi:https://doi.org/10.3390/educsci11100598
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  34. Simao, L., & Franco, M. (2018). External knowledge sources as antecedents of organizational innovation in firm workplaces: a knowledge-based perspective. Journal of knowledge management, 22(2), 237-256. doi:https://doi.org/10.1108/JKM-01-2017-0002
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  37. Toffler, A. (2006). The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Amerikaans Publicist En Futuroloog Als.
  38. van der Eem, M., van Drie, J., Brand-Gruwel, S., & van Boxtel, C. (2023). Students’ evaluation of the trustworthiness of historical sources: Procedural knowledge and task value as predictors of student performance. The Journal of Social Studies Research, 47(1), 64-76. doi:https://doi.org/10.1016/j.jssr.2022.05.003
  39. Van Velzen, J. H. (2022). What is knowledge as an actual-world phenomenon. RRREaT–Cognitive Psychological Phenomena in Education, 1(1), 1-36.
  40. Vandavasi, R. K. K., McConville, D. C., Uen, J.-F., & Yepuru, P. (2020). Knowledge sharing, shared leadership and innovative behaviour: a cross-level analysis. International Journal of Manpower, 41(8), 1221-1233. doi:https://doi.org/10.1108/IJM-04-2019-0180
  41. Watson, A. M., Newman, R. M., & Morgan, S. D. (2021). Metatalk and metalinguistic knowledge: The interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching. Language Awareness, 30(3), 257-275. doi:https://doi.org/10.1080/09658416.2021.1905655
  42. Yun, T. (2025). Declarative Knowledge The ECPH Encyclopedia of Psychology (pp. 370-371): Springer.
  43. Zagzebski, L. (2017). What is knowledge? The Blackwell guide to epistemology, 92-116. doi:https://doi.org/10.1002/9781405164863.ch3
  44. Žakelj, A., Štemberger, T., & Klan?ar, A. (2025). An empirical study on basic and conceptual knowledge, procedural knowledge and problem solving among primary school students. International Journal of Instruction, 18(4), 627-650. doi:https://doi.org/10.29333/iji.2025.18434a
  45. Zhang, K., Shi, J., Wang, F., & Ferrari, M. (2023). Wisdom: Meaning, structure, types, arguments, and future concerns. Current Psychology, 42(18), 15030-15051. doi:https://doi.org/10.1007/s12144-022-02816-6