We illustrate the potential of using learner-generated music videos as engagement and outreach tools in Responsible Management education initiatives in Higher Education. Integrating pedagogical methods that align with contemporary student experiences and digital literacy has become essential. Music videos, as a creative and accessible medium, enable students to articulate their understanding of ethical, social, and sustainability issues in a format that resonates with peer audiences.

Students’ interests and their means of self-expression are constantly evolving, influenced by technology and media trends. The pervasiveness of digital tools shapes how students establish their presence, engage with peers, and express their authentic selves. With artificial intelligence and digital resources, students can expand their creative potential, integrating multimodal communication, data visualisation, and storytelling into their learning. However, the impact of student autonomy in expressing Responsible Management perspectives through music videos remains underexplored.

Through a case study design, we used participant observation to collect data on learners’ engagement with a given scenario tied to financial crypto scams, and its impact on their experience. The process of music video creation encouraged critical thinking, creativity, and problem-solving while reinforcing key sustainability, ethical leadership, and social responsibility principles. The produced artefacts reflected theoretical knowledge and demonstrated their ability to apply Responsible Management concepts to real-world contexts.

Our findings highlight that teams embracing collaborative and dialogical learning demonstrated high levels of verbal interaction, peer feedback, and fluid role allocation, leading to more refined and conceptually grounded outputs. The iterative process of storyboarding, lyric composition, and digital editing encouraged deeper reflection on responsible management principles. The use of character modelling, animation, and lyrics in videos underscores students’ technical proficiency, adaptability, and iterative development. This aligns with our observation that students who effectively utilised digital tools, experimented with different creative choices, and engaged in continuous refinement produced polished and conceptually robust music videos.

Teams that systematically evaluated the ethical and cultural dimensions of their projects and adapted their lyrics, visuals, and narrative structures according to audience preferences and Responsible Management frameworks exhibited higher-order thinking. Iterative refinement and structured peer feedback loops enhanced the quality, relevance, and impact of the final artefacts. Groups that engaged in experimentation and interactive discussions displayed higher emotional investment, enthusiasm, and deeper learning outcomes.

Our findings confirm that learner-generated music videos in Management Education serve as powerful engagement tools, eliciting both emotional and cognitive investment. Peer-supported teams exhibited stronger problem-solving skills, interdisciplinary thinking, and greater ownership of learning. By aligning assessment methods with students’ digital habits, creative capacities, and cultural expressions, Responsible Management education fosters intellectually rigorous and emotionally resonant learning experiences.

Keywords: Responsible Management education, PRME, social sustainability, music videos, pedagogical innovation.