This study presents a three-dimensional comparative analysis of the organizational positioning, curricula, and postgraduate specializations of Information Science programs offered at 20 of the world’s top-ranked universities, based on the 2024 Shanghai Ranking, and 21 Iranian public universities affiliated with the Ministry of Science, Research and Technology (MSRT). A comparative research approach was employed, using Bereday’s model—including the stages of description, interpretation, juxtaposition, and comparison—to examine the three dimensions. The findings reveal substantial disparities between the Iranian and global models. In terms of organizational positioning, Library and Information Science in Iran is predominantly located within faculties of Educational Sciences and Psychology, whereas at leading universities worldwide, the field is more commonly housed in independent faculties or schools of Information Science, Computing, or Management, reflecting a more autonomous and technologically oriented disciplinary identity. An analysis of curricula indicates that, although Iranian programs have incorporated technology-oriented courses, these courses are predominantly theoretical and place less emphasis on advanced applications. In contrast, leading global universities offer a broader range of specialized and project-based courses in areas such as data science, artificial intelligence, machine learning, cybersecurity, and human–computer interaction. With regard to library-related courses, Iranian curricula emphasize traditional library management and the organization of print and digital resources, whereas global curricula place greater emphasis on information literacy, community-oriented services, and the integration of emerging technologies. This represents one of the principal points of divergence in the specializations offered. Iranian postgraduate programs lack independent specializations in emerging fields. By contrast, leading universities worldwide offer a broader spectrum of specializations, including data science, user experience, cybersecurity, geographic information systems, and e-commerce, which are often established as independent fields of study rather than being offered merely as elective courses. Iranian master’s programs are predominantly oriented toward libraries and archives, with five of the seven examined curricula following this orientation. In contrast, the master’s programs examined at global universities place greater emphasis on data- and information-oriented and technology-driven subjects. The Information Management specialization is the predominant specialization among master’s programs in Iran, with student admission offered at 15 universities. Notably, Scientometrics represents a prominent specialization in Iran, yet it is absent from the programs examined at the selected global universities. The findings indicate that the evolution of specializations at universities worldwide has rapidly aligned with technological advancements and the digital economy, whereas Iranian curricula have evolved in parallel with global developments but at a slower pace, while retaining and updating some traditional specializations. Key recommendations for curriculum development in Iran include: (1) establishing independent schools or faculties of Information Science; (2) introducing new technology-oriented specializations aligned with labor-market needs; (3) revising policies governing the allocation of master’s programs to universities; and (4) expanding international collaboration and placing greater emphasis on practical skills and project-based learning. Overall, this study provides a roadmap for modernizing Information Science education in Iran and enhancing its alignment with contemporary global standards and requirements.