Learning Outcomes Research Articles

Visual Art and Medical Narratives as Universal Connectors in Health Communication: An Exploratory Study

Health-related information can often be overwhelming for consumers resulting in difficulty in interpretation and application. Historically, art and narratives have played key roles in communication within diverse populations however collectively have received little recognition as a means to enable health literacy. This study aims to investigate patient/caregiver narratives and visual art as a modality to improve knowledge translation and health literacy in the wider community. Nine recently discharged patients and 1 caregiver from a regional hospital were paired with 10 tertiary visual arts students for interview. Each narrative was transformed into visual art and exhibited at a community art gallery and to high school art students. Self-reported questionnaires generated data in subjective experience and learning outcomes. Health literacy was evaluated via voluntary gallery viewer and school student response surveys post-exhibition exposure. Exhibition surveys revealed 96.9% of gallery observers had learnt something new about illness or injury. High school students found the activity had improved (42%) or somewhat improved (38%) their understanding of illness and injury. Our findings suggest patient/caregiver narratives and visual art are equitable and effectual modalities for health service organizations to facilitate, affective and experiential learning, and improve health literacy within the community.

What do teachers anticipate from education in game-based pedagogy?

ABSTRACT Digital game-based learning (DGBL) is a pedagogical approach employed in educational contexts, wherein digital games are utilised to effectively attain specific learning outcomes. For teacher professional programmes to develop appropriate curricula on DGBL pedagogy, it is important to understand how teachers currently use DGBL in their teaching practice and what kind of education they need. This study adds to existing knowledge by conducting a survey among 38 in-service mathematics teachers. The findings show that teachers’ use of DGBL is mostly limited to planning pedagogical activity and offer insight into teachers’ preferences for the form and content of education.

Exploring the efficacy of explicit encoding and fast mapping in second language vocabulary acquisition among Chinese graduate students

Exploring the efficacy of explicit encoding and fast mapping in second language vocabulary acquisition among Chinese graduate students

The synergy of immersion and basic psychological needs satisfaction: Exploring gamification's impact on student engagement and learning outcomes.

The integration of gamification into educational institutions has recently attracted considerable interest, owing to the digital era and emerging learning contexts. This study examined how immersion, an essential feature of games, affects various dimensions of education, including satisfaction of basic psychological needs (BPNS), academic engagement, perceived learning effectiveness, and perceived academic performance. Based on Self-determination Theory and the Theory of Gamified Learning, this study investigated how immersion influences autonomy, competence, and relatedness among learners, which could directly affect their engagement and outcomes. Quantitative findings derived from 568 respondent datasheets collected from university and postgraduate students in Vietnam indicate that immersion significantly influences BPNS. However, among the BPNS, only autonomy and competence affected engagement and learning outcomes. Using empirical research within the context of the post-COVID-19 Vietnamese education system, this study intends to provide useful insights for policymakers and researchers seeking to improve teaching performance by applying gamification in schools.

Impact of immersive virtual reality compared to a digital static approach in word (re)learning in post-stroke aphasia and neurotypical adults: Lexical-semantic effects?

Word production difficulty is one of the most common and persisting symptoms in people suffering from aphasia (i.e., anomia). However, there is a considerable variability in patients' responses to treatment, leading to the need of new effective approaches. Also, the mechanisms underlying word (re)learning is little known in production even in neurotypical adult native language and especially in relationship with the lexical-semantic integration of (re)learnt words. The lexical-semantic network being highly contextual and multimodal, new technologies such as immersive virtual reality (iVR) may become pertinent approaches, but still need scientific proof, especially as past studies have found no advantage over a control method and have never used an immersive version of VR. Yet, the immersion has been identified as being a key factor of positive outcomes in learning. Therefore, the aim of the present study was to investigate whether iVR provides a benefit in word learning in neurotypical adults (Study 1) and in the treatment for anomia in people suffering from aphasia following stroke (Study 2). In study 1, 32 neurotypical adults learned two matched lists of 30 rare words each in their native language (French) during a one-week protocol alternating test and learning sessions with iVR and a digital static learning method. Study 2 followed the same design over a two week-period with 16 people with aphasia (re)learning two matched lists of 28 frequent words. Neurotypical adults demonstrated a higher accuracy rate in word production for words learned with iVR in comparison to those learned with the digital static learning method. For people suffering from anomia, the iVR did not differ from the control method on total accuracy but led to a greater reduction of lexical errors. iVR has a potential of use for learning new words but also for the treatment of word production difficulties, especially in people with aphasia that produce mainly lexical errors. These two main results lead to the hypothesis that iVR promotes lexical-semantic processes.

Student engagement as a mediator between online classroom management and learning outcomes in Beijing universities

Student engagement as a mediator between online classroom management and learning outcomes in Beijing universities

Understanding the lived experiences of people living with epilepsy: Oral history assessment in the Shai Osudoku and Ningo Prampram districts, Ghana.

Epilepsy is a prevalent neurological condition globally, especially in Sub-Saharan Africa. In Ghana, it is one of the top five causes of premature death and disability, impacting children's neurological development and learning outcomes. Although 25% of epilepsy cases are preventable, many go undiagnosed and untreated. People with epilepsy face social stigma and rejection, hindering their ability to seek healthcare, employment, and social interactions, which worsens their self-esteem and social integration. The study aims to address the critical gaps in understanding and supporting people living with epilepsy (PLWE), through recording and analysing their experiences, and seeks to inform policy and practice, finally contributing to improve healthcare delivery, reduce stigma, and enhance support systems for PLWE. A qualitative research design was employed for the study. Oral histories (OHs) were conducted with ten PLWE. These interviews encourage interviewees to focus on the life stories and experiences that mean the most to them and can be shared in their own words The interview questions were constructed in English and conducted in English, Twi, Ga and Dangme. The residents of Shai Osudoku and Ningo Prampram hold robust religious convictions and engage in profound spiritual practices as is the case throughout Ghana. When faced with health challenges, the PLWE and their caregivers often seek assistance from faith-based spiritual healers, including pastors or religious leaders, as their initial source of support and healing. These healers provide care by offering prayers, spiritual counselling, and incorporating various religious rituals into their healing practices. It was revealed that many PLWE, caregivers and community members perceived epilepsy differently. Some perceived it as a spiritual or demonic disease. Whilst others attributed to curse and disease of witches, idols, or gods. However, the healthcare practitioners perceived epilepsy as a medical condition. Also, it was found that individuals faced challenges, such as stigma and discrimination. It is recommended that public education on epilepsy be intensified. Furthermore, there is the need to ensure that PLWE have access to improved healthcare to increase their quality of life.

The Effectiveness of a Pap Smear Screening Practical Skills Training Program for Nurse-Midwifery Students

Pap smear screenings effectively reduce the incidence of cervical cancer. However, the effectiveness of practical teaching strategies for this procedure is seldom discussed. This study was designed to evaluate the effectiveness of a Pap smear screening training approach using the two strategies of classroom simulation and practical community screening demonstrations. Convenience sampling was used to recruit undergraduate students enrolled between 2021 and 2023 in the nursing midwifery department of a national university. Data were collected between September 2023 and June 2024 and analyzed using a pre-experimental design with a one-group pretest-posttest design. The learning outcomes considered included self-directed learning ability and practical ability performance in cervical smear procedures. Self-directed learning ability was assessed using a self-reported questionnaire, while practical ability performance was separately evaluated by two instructors using direct observation. Fifty-two students were enrolled as participants. Over time, and with the changes in teaching strategies, significant improvements were observed in self-directed learning ability in terms of mean total and subscale scores. In addition, DOPS scores showed a significant increase in practical ability performance. Integrating clinical hands-on training into classroom-based simulation teaching can enhance autonomous learning, improve skill proficiency, and foster future self-directed learning and practical abilities in students to promote women's health.

The effects of self-explanation on game-based learning: Evidence from eye-tracking analyses

The purpose of this study was to examine the effect of self-explanation prompts on game performance using eye-tracking techniques. We adopted an experimental design for the study. A total of 40 4th graders participated and were randomly assigned to either the experimental or control group. While the experimental group played a computer game with self-explanation prompts, the control group played the same game without any prompts. A Tobii 4C eye tracker with a sampling rate of 90 Hz was used to record the eye movements of the participants while they were playing the game. A pre-test and post-test were used to assess the participants’ understanding of the target concepts of the game before and after their game-playing, respectively. The results indicated an interaction effect between self-explanation and prior knowledge on the learning outcomes. Regarding the participants with lower-level prior knowledge, the experimental group gained significantly better scores on the posttest than the control group. In contrast, with respect to the participants with higher-level prior knowledge, the self-explanation prompts did not demonstrate a positive effect on the experimental group. Moreover, the results of the lag sequential analysis provide solid evidence of the differences in visual transitional patterns between the participants with different levels of prior knowledge while they were reacting to the self-explanation prompts. These results could account for the different learning outcomes achieved by the participants with different levels of prior knowledge in the experimental group.

Integrating entrustable professional activities using an integrated curriculum design framework in pharmacy education.

The integration of Entrustable Professional Activities (EPAs) using the Integrated Curriculum Design Framework (ICDF) is a promising yet underexplored strategy in pharmacy education. This reflective work identifies gaps in traditional approaches to competency-based education and highlights the alignment of the "Professional Practice Skills" Year 2 module at a UK university with EPAs and ICDF. By bridging these gaps, this work highlights the importance of equipping students with the competencies necessary for independent practice. The "Professional Practice Skills" module was transformed to align with ICDF and EPAs. Stakeholder engagement, including input from students, educators, and practitioners, guided the selection of EPAs reflective of real-world pharmacy tasks such as patient counselling, prescribing, prescriber interaction, and providing medicine query information. Learning outcomes were redefined to incorporate these EPAs, and teaching strategies were adapted to include experiential learning activities, such as simulated patient scenarios and reflective tasks. Assessment methods shifted from knowledge-based to competency-based evaluations, ensuring students could demonstrate practical readiness for professional roles. Integrating EPAs and ICDF revealed challenges, such as resistance to change and the need for significant resource investment in designing simulations. However, the shift encouraged collaborative teaching practices and enhanced student engagement. Students demonstrated improved confidence and ability to apply theoretical knowledge in practice, showcasing the value of a competency-based approach. This integration process highlights the importance of aligning curriculum design with professional competencies. The work has broader implications for pharmacy education, offering a replicable model for other healthcare institutions seeking to enhance professional readiness.

Using a Serious Game to Teach Central Line Care in Pediatric Critical Care Nursing.

Central venous catheters (CVCs) are used in pediatric patients to deliver IV fluids, blood products, medications, and nutrients. Potential complications include central line infection, which carries a high risk of morbidity and mortality in this population. Pediatric critical care nurses play a crucial role in helping to reduce the risk of infection. The aim of this study was to develop, implement, and evaluate the effectiveness of a serious, simulated, gaming-based intervention to improve the skills and knowledge of RNs in the early stages of their career regarding central line insertion, care, and infection prevention. A single-arm, pre- and postinterventional pilot study was conducted at the Riley Hospital for Children at Indiana University Health, from July 2021 to July 2022. The study participants were bedside pediatric critical care nurses who were provided with education and skills training regarding CVC placement and maintenance through a so-called serious game-essentially, a video game with a purpose. A simulation session and multiple-choice knowledge test were used to assess skills and knowledge retention both before and after the intervention. A total of 32 pediatric critical care nurses participated in the study; however, 1 nurse did not complete the follow-up assessment. The study revealed a statistically significant increase in the overall mean (SD) global performance score from 4.06 (2.11) before the intervention to 5.97 (1.80) afterward. Specific areas of performance also showed significant improvement: handwashing prior to the procedure (P = 0.04), covering the procedure site (P = 0.01), cleaning the site properly (P < 0.01), and ensuring central line placement before use (P < 0.01). However, there was no statistically significant difference in the nurses' performance on the multiple-choice knowledge test before and after the intervention. This study suggests that serious games have the potential to improve nursing education, particularly in complex procedures like central line insertion and maintenance. Our findings indicate that serious gaming is effective in engaging learners and enhancing their skills. More research is needed to evaluate the long-term impact of serious games on learning outcomes and patient care.

What happens after menopause? (WHAM): A prospective controlled study of cognition 24months after premenopausal risk-reducing salpingo-oophorectomy.

Women with BRCA1/2 pathogenic variants considering risk-reducing bilateral oophorectomy (RRSO) may be concerned about potential effects of surgical menopause on cognition. Whether RRSO affects cognition and whether hormone therapy (HT) modifies this effect remains uncertain. This study aimed to prospectively measure the effect of premenopausal RRSO on cognition and the modifying effects of HT up to 24months. The design was a prospective, multisite (4 sites in Australia), 24-month observational study. Participants were premenopausal BRCA1/2 carriers (n=83) planning RRSO referred from gynecology-oncology and familial cancer centers and a premenopausal comparison group (n=98) not planning oophorectomy or pregnancy who self-referred. Baseline data were collected within 8weeks of eligibility screening, and RRSO was scheduled between baseline and 3months. Of 687 screened, 181 were analysed. Cognitive performance (verbal learning and memory, psychomotor speed, fluency) was assessed at baseline, 3, 12 and 24months with the a priori outcomes of verbal learning and memory. After RRSO, 65% initiated HT. In multivariable models of group differences in cognitive performance over time, RRSO and comparison groups showed similar performance improvements except for verbal learning. The RRSO group showed a small, statistically significant lower improvement in verbal learning vs comparisons, after adjustment for HT and other factors (p=0.03). After RRSO, verbal learning was higher in HT users vs non-users (p=0.04). Over 24months RRSO minimally impacted cognition except for a small adverse effect on verbal learning, partly offset by HT. Australian and New Zealand Clinical Trials Registry (anzctr.org.au); Identifier #: ACTRN12615000082505; URL: https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=363554&isReview=true.

Research on the application of collaborative teaching between ultrasonographers and vascular surgeons in the training of vascular surgery residents.

This study aims to explore the significant role of collaborative teaching between ultrasonographers and vascular surgeons in the training of vascular surgery residents in China. By comparing and analyzing the learning outcomes, clinical practice abilities, and patient feedback data of vascular surgery residents under traditional teaching methods versus collaborative teaching methods, combined with questionnaire surveys and statistical analysis, it was found that collaborative teaching significantly improved the training effect of vascular surgery residents. The results of this study provide new insights for medical education training, emphasizing the importance of interdisciplinary collaborative teaching in the training of vascular surgery residents.

Age differences in pedestrian navigational skills and performance: A systemic review and meta-analysis.

This study summarized current findings on age differences (young vs. older adults) in pedestrian navigational performance, spatial learning, and examined moderating effects of experimental environment (e.g., real-world vs. virtual environments). Two reviewers independently screened studies from PubMed, Web of Science, PsychInfo, and AgeLine until December 2022. (1) empirical navigational study; (2) healthy older adults (mean age above 60); (3) age as a categorical variable; (4) peer-reviewed paper in English. (1) overly simplified environments; (2) tasks performed with transportation; (3) small sample size (n < 10). 5981 studies were screened, 18 were eligible with 406 total participants. Three-level meta-analysis estimated standardized mean age difference of 1.15 (95 % CI: [0.64, 1.65]) in navigational performance, and 0.97 (95 % CI: [0.81, 1.13]) in spatial learning. Study environments were found to marginally moderate age differences in navigational performance, but not in spatial learning. Older adults have poorer navigational performance and spatial learning outcomes compared to their younger counterparts, with marginally greater performance differences in virtual environments than in the real world. Findings were limited by low number eligible studies, especially real-world experiments. Future studies should continue to test generalizability of high-fidelity VR and identify spatial design elements that can mitigate age differences.

The effect of using Kahoot in pediatric emergency nursing lessons on students' success and motivation levels: A randomized controlled study.

This study was planned to determine the effect of using Kahoot in pediatric emergency nursing lessons on students' lesson success and motivation levels. Pediatric emergency nursing lessons is considered to be an intensive and rich lesson that includes information about child health and development in addition to the learning outcomes of emergency nursing lessons, blending emergency and pediatric nursing. It was found to be conducted as a randomized controlled study with a total of 60 nursing students, 30 for the experimental group and 30 for the control group, who took pediatric emergency nursing lessons and had never experienced Kahoot before. Data were collected using the Information Form, Exam Success Grade and Motivation Scale for Instructional Material. Mean, percentage calculations, multi-way analysis considered to be of variance and linear regression analysis considered to be were used to analyze the data. When comparing the midterm (t = 1.203, p = 0.002), final exam (t = 1.122, p = 0.001) and end-of-semester (t = 1.126, p = 0.001) scores of the Kahoot group with those of the control group, it was found to be determined that the Kahoot group obtained statis considered to betically significantly higher scores. The effect sizes of the differences between the Kahoot and control groups were 0.4, 0.5 and 0.5, respectively, indicating a large effect. It was found to be determined that there was found to be a statis considered to betically significant difference between the mean scores of the experimental and control groups of nursing students in terms of group, time and group*time interaction. Kahoot application was found to be found to explain 45 % of the increase in exam achievement level and 45 % of the increase in motivation level related to instructional material. Kahoot application was found to be an effective method in increasing the exam achievement and motivation of nursing students taking pediatric emergency nursing lessons.

Facilitating students' critical thinking, metacognition and problem-solving tendencies in geriatric nursing class: A mixed-method study.

The aim of this study was to explore the use of generative artificial intelligence (GenAI) in geriatric nursing classes for the design of older adult activities to educate students on how to pose clear questions, provide and identify potentially suitable daily activities for older adults. Researchers in various educational fields are increasingly employing GenAI tools such as ChatGPT for curriculum development and research. Question generation is an essential skill for all students to learn to acquire knowledge. However, there is limited experimental evidence on teaching students to correctly use GenAI for assisting with question generation ability and empirical data related to improving students' capacity for solving complex problems remains scarce. A mixed-method study design with both quantitative and qualitative analysis. This study investigated the effectiveness of a GenAI-guided prompt-based learning approach implemented in a geriatric nursing class for first-year undergraduate students, involving a cohort of 56 participants. Experimental results indicated that the GenAI-guided prompt-based learning approach significantly enhanced students' critical thinking, metacognition and problem-solving tendencies and their question generation via prompts performance. Moreover, participants who engaged in the GenAI-guided prompt-based learning approach found the tasks easier to complete and required less cognitive effort. Nursing students using the GenAI-guided prompt-based learning approach outperformed the control group in cognitive network analysis dimensions of clarity, relevance, complexity, precision and engagement. Thus, integrating GenAI prompts into course activities can effectively improve student learning outcomes, reduce metacognitive load and assist in solving learning problems.

人工智能赋能金融学课程创新：理论、实践与展望Artificial Intelligence-Driven Innovation in Finance Courses: Theories, Practices, and Prospects

本文探讨了人工智能（AI）技术在金融学课程创新中的应用，旨在为高校金融学教学改革提供指导。随着AI技术的快速发展，金融行业正经历深刻变革，对复合型金融人才的需求愈发迫切。文章首先梳理了建构主义、行为主义、混合式学习和联接主义学习理论在AI赋能金融学课程中的应用，包括情境模拟、个性化辅导、程序教学、强化机制、在线与面对面教学结合以及知识图谱技术建立知识点联系等。实践路径上，提出了基于AI的个性化教学策略、智能互动式教学模式和虚拟仿真实验教学应用，通过数据分析定制学习路径、智能工具增强课堂互动以及虚拟环境提升实操能力。此外，文章还探讨了AI优化教学评价，通过多维度数据驱动的评价指标体系、自动化与实时化评价过程以及促进学生全面发展的评价导向，实现对学生学习情况的全面、科学评估。最后，文章总结了研究结论，并对未来研究方向进行了展望。通过本文的研究，期望为高校金融学教学改革提供有益参考，助力培养适应新时代需求的高素质金融人才。 This paper explores the application of artificial intelligence (AI) technology in innovating finance courses, aiming to provide guidance for teaching reform in finance education at colleges and universities. With the rapid development of AI technology, the financial industry is undergoing profound transformations, and the demand for multidisciplinary financial talents is becoming increasingly urgent. Firstly, the paper examines the application of constructivism, behaviorism, blended learning, and connectivism learning theories in AI-empowered finance courses. These include scenario simulation, personalized tutoring, programmed instruction, reinforcement mechanisms, the integration of online and face-to-face teaching, and the establishment of knowledge point connections through knowledge graph technology. In terms of practical approaches, the paper proposes AI-based personalized teaching strategies, intelligent interactive teaching models, and virtual simulation experimental teaching applications. These involve customizing learning paths through data analysis, enhancing classroom interaction with intelligent tools, and improving practical operation skills within virtual environments. Additionally, the paper explores the optimization of teaching evaluation through AI. This includes a multi-dimensional, data-driven evaluation index system, an automated and real-time evaluation process, and an evaluation framework aimed at fostering students’ all-round development, enabling comprehensive and scientific assessments of their learning outcomes. Finally, the paper summarizes the research findings and discusses future research directions. It is expected that the insights provided by this study will serve as a valuable reference for teaching reform in finance education, contributing to the cultivation of high-quality financial talents equipped to meet the demands of the new era.

Challenges and Strategies Adopted for Remote Teaching of Biochemistry During the COVID-19 Pandemic: Protocol for a Scoping Review.

In March 2020, the global landscape witnessed widespread upheavals in both socioeconomic and educational spheres due to the onset of the COVID-19 pandemic. With measures imposed to control the virus's spread, educational institutions around the world embraced digital learning, introducing challenges in the adaptation to virtual education. This shift proved especially daunting in resource-limited nations with limited digital infrastructure. This scoping review aims to explore the experiences of biochemistry educators during the COVID-19 pandemic, focusing on successful pedagogical strategies used to overcome challenges in remote teaching. The goal is to compile valuable information applicable to health-related undergraduate and postgraduate courses. This review considers studies and experiences related to the transition to remote biochemistry education during the pandemic. It encompasses a variety of pedagogical approaches, including online teaching tools, interactive methods, and alternatives to practical laboratory classes. The search spans databases such as MEDLINE, the Cochrane Database of Systematic Reviews, and Joanna Briggs Institute (JBI) Evidence Synthesis, with a focus on identifying systematic or scoping reviews; however, none were identified in the preliminary search. Starting in February 2022, the scoping review protocol was scheduled for completion by July 2024. From an initial pool of 1171 results, 85 articles were selected, with duplicate verification pending for the subsequent phase of the project. The findings from this review on biochemistry teaching strategies will be communicated using a combination of descriptive narrative, graphical, and tabular formats, emphasizing diverse pedagogical approaches pertinent to the subject. Dissemination will occur through regional and national scientific conference presentations, alongside publication in a peer-reviewed journal. This review aims to generate innovative pedagogical approaches and pinpoint learning activities, materials, and tools that support social and collaborative learning across various subjects, including biochemistry. Moreover, it will offer perspectives from students and educators on the implemented activities, with the intention of integrating them as supplementary methods to boost student participation, and thereby, improve learning outcomes and skill development. Open Science Framework VZSA7; https://osf.io/VZSA7/. DERR1-10.2196/59552.

Low-tech serious games in higher education: bridging the digital divide and enhancing student thinking and performance

Serious games in education are often tied to digital learning environments, which require complex gamified content and systems to enhance students’ motivation. However, such digital-focused approaches risk widening the digital divide and may lead to digital addiction. Additionally, games rooted in behaviorism may not meaningfully improve student performance. This paper argues that inquiry-based methods can better engage college students by stimulating their thinking and enhancing learning outcomes in natural, playful settings without relying on advanced digital infrastructure. Through a case study of low-tech serious games in a theory-based and interdisciplinary course in design, this paper demonstrates that hands-on and experiential learning tasks foster a deeper comprehension of the subject matter, bringing significant performance improvements compared to traditional lecture-based instruction. Encouraging critical thinking before introducing new concepts is central to this approach. However, spurring such thinking can also introduce the risk of knowledge confusion, highlighting the need for regular reviews or assignments to mitigate this issue in future implementations. The proposed games are simple to execute and replicate, requiring minimal technical resources. This paper suggests that serious game design for theory courses in higher education can be effectively carried out in low-tech settings, avoiding the deepening of the digital divide while contributing to the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequality).

Building sustainable campuses for the future: the case of MDI Murshidabad

Learning outcomes This case study introduces some elements of strategic management process that instils competitive advantage on an entity such as a higher educational institute (HEI). It endeavours to achieve the following goals: comprehend strategy implementation through the sustainability paradigm; demonstrate the concept of cost-benefit analysis in strategy; analyse the challenges to new product adoption; and deliberate on extension of the project to include newer areas for greening. Thus, students would be taught about strategy implementation through the sustainability paradigm: they would be introduced to the concept of cost-benefit analysis through an application of the concept in strategic decision-making; students would be taught the about the challenges in new product (such as greening equipment) adoption; and they would be guided to deliberate on the extension of the project in newer areas of greening. Case overview/synopsis Prof Atmanand, as the Director of MDI Murshidabad (MDIM), was combating the challenge of leading the campus of the fledgling institute in its initial years. It was May 2023. MDIM was a business school in West Bengal, India. Atmanand had formulated a strategy of “greening” of the campus using a solar lighting system and organic waste converter to start off. The first steps were initiated in early 2021. The possible gains from this move needed to be weighed against the possible costs. Possible benefits included reductions in electricity expenditure, easier conformation to contemporary waste disposal norms, better scores in HEI-ranking exercises and increase in brand value of MDIM. The principal costs were: capital expenditure, possible higher payback period and challenge in adoption of sustainability products such as organic waste converter. The case study engages the student to learn about competitive strategy design and implementation in an HEI, and the resulting challenges. The case study can consequently be used in a Master’s level course in strategic management (competitive strategy) in the context of sustainability management, or as a case in the elective sustainability management offered to the senior batch in the MBA curriculum. The case study weighs out the benefits of the “greening” programme at MDIM against its possible costs. The possible benefits were manifold: reduction in electricity bills, easier conformance to contemporary waste disposal norms and higher scores at HEI-ranking exercises, both at the national and the international levels. Some benefits were not so quantifiable, such as better “press”, and consequent increase in brand value of MDIM. Weighted against these were the costs, capital expenditure, possible higher payback period and lack of in-house operational expertise (such as mechanics). The decision is not easy; although there are numerical tools (indicated in the case), they must be supplemented with a holistic understanding of the context, and any decision to be taken would require a combination of qualitative understanding along with numerical indicators. The case also exhorts the reader to understand problems in adoption of sustainability products and attempts to look to the future in terms of managerial initiatives. Complexity academic level This case study is suitable for postgraduate level (MBA) and executive programmes. Supplementary materials Teaching notes are available for educators only. Subject code CSS4: Environmental Management.