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This study investigates the ways in which Iranian sociologists conceptualize artificial intelligence as both an epistemic infrastructure and a geopolitical force within global knowledge production. Drawing on 32 in-depth interviews and grounded theory methodology, the research identifies a central analytic category:  contested epistemic futures . This concept encapsulates the tensions between structural epistemic asymmetries and local efforts to reappropriate AI for culturally specific ends. Participants critiqued AI systems as carriers of Eurocentric epistemologies and instruments of digital colonization, but also highlighted strategic opportunities for local innovation, agency, and resistance. The analysis reveals five key thematic axes: epistemic asymmetry, decontextualization versus cultural specificity, technological determinism versus strategic agency, epistemic justice, and sociotechnical governance. These axes describe AI as neither a neutral tool nor an inevitable threat, but as a socially contingent technology shaped by political choices, institutional infrastructures, and cultural values. The study contributes to critical AI and decolonial epistemology by centering non-Western academic voices and proposing a relational, justice-oriented framework for AI governance.

Objective:After nearly three decades since the formation of the Council for the Islamicization of Universities, it is necessary to examine the policy of Islamicization of universities from various angles and dimensions. In this regard, the research question is: what theoretical and practical challenges does the policy of Islamicization of universities face in Iran?Method: To answer this question, qualitative analysis and content analysis of available sources, especially the views of policymakers and experts in this field, have been used, and the necessary investigation has been conducted by analyzing the themes of these views.Results:After nearly three decades since the formation of the Council for the Islamicization of Universities, it is necessary to examine the policy of Islamicization of universities from various angles and dimensions. The research hypothesis is that "the lack of a common understanding of the necessity and possibility of religious science and the Islamic university and its negative policy consequences, the accumulation of policies and the multiplicity and overlap of the duties of decision-making institutions in the matter of Islamicization of universities, the abstract nature of executive assignments, the weak communication between policymakers and stakeholders and actors at the operational level, and the lack of an efficient mechanism for monitoring and evaluating the policy of Islamicization" are among the most important theoretical and practical challenges of the policy of Islamicization of universities.Conclusion: The results indicate that stakeholders do not have adequate participation in decision-making related to this policy. Furthermore, five different institutions are responsible for guiding and overseeing the implementation of the policies, which this institutional multiplicity and policy density creates problems. It is also unclear exactly what guidance and oversight each of these institutions should provide. In reality, there is no clear distinction between the different natures of oversight, for example, macro oversight, executive oversight, etc. At the level of monitoring and evaluation, the Supreme Council of the Cultural Revolution, the Council for the Islamization of Universities, and the Steering Committee for the Comprehensive Scientific Map of the Country have not yet published any monitoring reports or evaluations of the policies for the Islamization of universities. This approach prevents the strengths and weaknesses from being revealed and hinders the possibility of benefiting from the corrective suggestions of researchers and scholars.