The discipline of "Information Science and Knowledge Studies" entered Iran's higher education system in 1966, and in recent decades, through conceptual and programmatic changes (including renaming from "Librarianship and Information Science" to "Information Science and Knowledge Studies"), it has sought to align itself with technological advancements and societal needs. Despite the quantitative expansion of educational departments and a dramatic increase in student recruitment, the primary challenge in this field is the "gap between academic education and the labor market"; consequently, the courses and skills taught fail to fully correspond with the real needs of libraries, information centers, and emerging data-driven professions. Key issues include weaknesses in the integrated implementation of approved programs, the absence of a continuous evaluation system for departments and graduates, shortages of technological equipment and infrastructure, weaknesses in certain faculty members' competencies to teach applied courses, and a reduction in practical units and internships. Conversely, modern technologies present an opportunity—rather than a threat—for the development of professions such as information architects, content managers, data specialists, and information analysts. Proposed strategies emphasize strengthening university-government-industry linkages, reforming the student admission system, designing future-oriented curricula, retraining faculty members in technology, increasing the weight of practical courses, establishing a labor market tracking system and disciplinary futures studies, forming specialized think tanks, and defining a professional guild system and skill certification framework to enhance quality and professional credibility.