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Purpose

To propose a newer perspective for an often-tabooed knowledge hiding by highlighting the socio-psychological experiences in knowledge sharing.

Design/methodology/approach

An in-depth interviewing process was adopted to study the influencers of knowledge flow, taking 42 educators of the online teaching platforms.

Findings

Unrelatedness, supervision, and engagement propelled knowledge sharing-conducive ambiance, contrary to the conclusions of the earlier studies.

Originality/value

Emerged themes established a connection between knowledge sharing, and the feel-good factor, promoting future researchers to extend it to higher psychological order approaches like Guanxi, Mianzi, and Ikigai.

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