Experiential Learning for Applying Green Patents in Sustainable Education

Abstract

The primary objective of this study is to enrich students’ learning experiences by integrating “Experiential Learning Methods” with “Green Patent Strategies”. This study categorizes experiential learning into four distinct modules, each systematically analyzed with the inclusion of four variables. These modules comprise Module 1: Reflective Observation, focusing on the “Corporate Sustainability Policy” variable; Module 2: Abstract Conceptualization, centering on the “Business Model Analysis” variable; Module 3: Active Experimentation, emphasizing the “Patent Strategy Layout” variable; and Module 4: Concrete Experience, delving into the “Case Analysis” variable. Within the “Patent Strategy Layout” module, additional depth is provided through subtopics such as “Green Patents”, “Keywords for Patent Application Writing”, “Zero-Carbon Patent Search Technology”, and “Enterprise Detection and Operation Analysis”, contributing to the thoroughness of the research analysis. The survey results indicate that students have attained a lucid understanding of sustainability-related subjects, including “Business Model Analysis”, “Corporate Sustainability Policy”, and “Patent Strategy Deployment”. Practical exercises have further elevated their comprehension of green patent strategies. The overarching goal of this study is to stimulate inspiration for future curriculum designs that seamlessly integrate sustainability elements, fostering interdisciplinary learning opportunities for students within the framework of sustainable education.

1. Introduction

In recent years, global attention to issues of sustainability and climate change has been steadily increasing. This trend has become even more pronounced following the “UN Climate Change Conference (COP26)” summit, where countries worldwide articulated more definitive directions for action. In 2022, Taiwan also actively planned a series of related activities, aligning itself with this global movement. Simultaneously, many young students have been engaged in years of planning and collaboration in relation to sustainability and climate change issues, establishing close ties with the R20 Climate Action Regional Organization. R20 is a coalition of sub-national governments, private companies, international organizations, NGOs, and academic and financial institutions. Its mission is to accelerate sub-national infrastructure investments in the green economy to meaningfully contribute to the Sustainable Development Goals (SDGs). Given this context, we have been contemplating how to incorporate these crucial topics into the mandatory courses of the third and fourth years of university. Our aim is to enable graduating students to gain practical experience, either through hands-on exercises or mentor-guided learning, so that they can have a comprehensive understanding of sustainability and ESG (environmental, social, and governance) issues before entering the workforce. This will help them cultivate practical skills and instill sustainability principles and ESG citizenship in the next generation of professionals.

The primary objectives of this study are to use experiential learning methods and leverage four dimensions, students’ experiences, theoretical concepts, self-reflection, and self-action, to help students design three key course maps:

• Theory Map: This map encompasses “Stakeholder Business Models” and the “Business Model Canvas”. Each class will include two group discussions to assist students in integrating case studies into theoretical models;
• Analysis Techniques Map: This section covers “Patent Layout”, “Patent Application Writing”, “Zero-Carbon Patent Search Techniques”, and “Corporate Detection and Business Analysis”. Industry experts will guide students through practical case studies. Students will also utilize keywords such as “carbon reduction”, “carbon trading”, “carbon emissions”, and “carbon rights” from the World Intellectual Property Organization’s (WIPO) green catalog for comparison. Each student group will select specific keywords and conduct in-depth interviews with partner companies;
• Project Proposal Map: To assist students in successfully formulating zero-carbon patent layout project proposals, this teaching approach simulates scenarios starting from venture capital investment demands. Given the large class size, the final presentations will be divided into “preliminary rounds” and “finals”. The finals will be jointly assessed by external experts.

2. Literature Review

The literature review for this study design is divided into two main sections: one focuses on exploring experiential learning methods, and the other centers around the business model layout primarily based on patent analysis. The experiential learning method is employed to design the course’s reflection and process, and it examines whether such a teaching approach can enhance students’ learning outcomes. The business model layout through patent analysis is aimed toward developing sustainable zero-carbon issues, allowing students to integrate practical experiences and apply the theories learned in class to address real-world challenges that companies face. The relevant literature is elaborated on as follows.

2.1. Experiential Learning Method

The precursor to this learning method can be traced back to the 1920s and 1930s and was developed by Dewey [1], a prominent American pragmatist educator. Drawing inspiration from empirical philosophy, Dewey systematically elucidated the essence of experiential learning, proposing the educational philosophy that “education is life”, “education is experience”, and “learning by doing”. He argued that traditional learning methods overly emphasized individual knowledge, classroom instruction, and the role of the teacher while neglecting the significance of students’ social activities. Dewey advocated that in order to impart knowledge that students would never forget and to equip them with practical skills, children should be given something to do rather than being passive listeners and readers. He emphasized that “an experience is always what it is because of a transaction taking place between the individual and, what at the time, constitutes the environment” (Dewey [2], 43). “ Dewey is considered one of the first proponents of concepts related to experiential learning, and his experiential theory can be summarized as “direct experience and reflection”.

Following Dewey, Jean Piaget, a French developmental psychologist and constructivist, further developed theories on how intelligence is formed through experience. Piaget’s theory posits that four dimensions—experience, concept, reflection, and action—constitute the fundamental continuous developmental thinking in adults [3]. While there are various interpretations of the concept of experiential learning, it primarily encompasses three aspects: teacher guidance, student hands-on practice, and teacher–student reflective interaction. The phrase “learning by doing” is often used to describe experiential learning, where learners understand their actions, thoughts, and feelings through experiences. This approach fosters learners’ creativity, critical thinking, problem solving abilities, and application of solutions through reflection and the use of newly acquired skills in future decision-making.

In recent years, experiential learning methods have gained widespread attention. Raja [4] compared experiential learning methods with traditional learning methods to explore which approach could enhance the communication skills of private university business management students. Their study demonstrated that experiential learning methods were more effective than traditional methods in improving students’ communication skills. Klanèiè [5] employed an instructional experimental approach in environmental studies for third-grade elementary students. By motivating and guiding students during experiential teaching, teachers helped students find correct solutions through effort, research, and experimentation. Cao [6] analyzed the application of experiential learning methods in practical elderly care education. The study found that the foundational aspects of the experiential learning model, which focuses on integrating research-oriented learning, deepening students’ efficient cognition, and promoting team development, were highly effective. Arseven [7] investigated the applicability of experiential learning theory using a qualitative case study approach. Through the framework of experiential learning theory, qualitative case studies were made consistent with principles such as subjectivity, environmental interaction, holism, contextuality, constructivism, and information acquisition (theorization), enhancing the effectiveness of pre-service teacher training. Zhong and Zhou [8] discussed the cultivation of high-quality, innovative talents and the limitations of traditional education in talent development. Their research employed a mixed approach of inquiry-based and experiential learning and found that both inquiry-based and experiential teaching were effective methods for cultivating high-quality, innovative talents.

According to Kolb [9] and Kolb and Kolb [10], the Kolb’s experiential learning cycle (as shown in Figure 1) consists of four components:

• Concrete Experience: encountering new experiences or situations or reinterpreting existing experiences;
• Reflective Observation of the New Experience: particularly important is the identification of any contradictions between the experience and one’s understanding;
• Abstract Conceptualization: thinking generates a new concept or modification of an existing abstract concept (what the individual has learned from their experience);
• Active Experimentation: learners apply their ideas to the surrounding world to see what will happen.

Later, a more detailed explanation of these four elements is provided, as shown in

Table 1. Learning characteristics and ability traits of Kolb’s experiential learning cycle (Huang [11]).

Experiential Learning Cycle	Characteristics	Examples	Methods
Concrete Experience	Emphasis on feeling and practice	Practice/hands-on experience/interviews	Demonstrations/practice/interviews/observations
Reflective Observation of the New Experience	Careful listening and watching	Personal thoughts/experience sharing/brief explanations	Small group discussions
Abstract Conceptualization	Emphasis on thinking	Conceptual diagrams/example classification and element categorization	Lectures/literature review
Active Experimentation	Emphasis on doing	Applying problem solving in real-life situations	Small group problem solving design

.

2.2. Business Strategies for Patent Analysis

Patent layout in patent learning is well known. It mainly involves applying for multiple patents with similarities or within the same technological scope for a particular technology across different markets, timeframes, and varying degrees of technological depth and breadth. In recent years, due to the 17 advocacy standards of ESG, green patents have gained more attention worldwide. Starting with the Supreme Administrative Court’s Judgment, our current definition and interpretation of green patents include the “greenness” of patents as a legitimate and possible criterion within the traditional patentability requirements. Through the interpretation of “Article 4 of the AEP Reason Four (Invention Patent Accelerated Examination Program Supplemental Reason Four)”, we hope to seek a new legal positioning for green patents that balances substantive and procedural aspects of the law. Additionally, according to the WIPO Carbon Reduction Technology Patent Data Analysis Briefing from the Intellectual Property Office for the years 2011–2021, green patent layouts, when using keywords such as “carbon reduction”, “carbon trading”, “carbon emissions”, and “carbon rights”, will yield the patent map shown in Figure 2 below. If we conduct the search using keywords such as “carbon reduction”, “carbon trading”, “carbon emissions”, and “carbon credits” and aim to analyze the technological means for “green purposes” for example in Taiwan, due to the relatively small number of such patents, we consider an overall view over a period of 10 years without further time distinctions. Among these, the largest and most concentrated category is “time intervals (power machinery)”, which relates to time-based energy management. The second most common technical category is “gas emissions (optimization)”, involving control through data analysis, with patents often centered around controlling machinery through carbon emissions analysis. Through this patent analysis, we aim to educate students on the importance of patent distribution and, in future courses, build business models for green products using green patents.

For businesses, patent strategies are typically pursued in two main directions: strategic patent portfolio and technology-based patent mining.

• Strategic Patent Portfolio: This approach is often explained as a portfolio of patents, representing an investment in patents. It involves managing patents across various market regions, timeframes, technological scopes, depths, and breadths, treating them as a collective whole. It is also recognized as part of decision analysis and business planning;
• Technology-Based Patent Mining: This approach involves delving deeper into patents through technology mining. It focuses on extracting more comprehensive and in-depth patents through technological analysis.

“Green patents” is an emerging topic, and there is limited discussion on it in international academic papers related to the strategic patent portfolio. The WIPO has introduced several categories in its green catalog, including alternative energy, transportation, energy efficiency, waste management, agriculture and forestry, administrative regulation, and more.

International discussions regarding the patent landscape in the context of green patents have been limited. Hsu [12] introduced a perspective on green patents. Traditionally, patents were assessed based on three criteria: industrial utility, novelty, and advancement. However, when considering green patents, they focused on their role as a system designed to encourage clean and innovative environmental protection and regulation while prohibiting pollution production.

Hall [13] raised three critical questions in his article: (a) How and to what extent are patent technologies related to environmental protection? (b) Is patent protection for these technologies valuable? (c) Will royalty-free use of EcoPC (Eco-friendly Personal Computer) patents lead to more widespread dissemination of protected technology and subsequent innovation? These questions encourage discussions on the role of intellectual property in disseminating environment- and climate change-related technologies.

In 2021, Yu [14] analyzed the use of green patents to assess the development of two major sectors in the green economy, green energy and organic agriculture, in Ukraine. Regarding the international perspective on a strategic patent portfolio within the realm of green patents, there is limited research available. Therefore, through our study utilizing experiential teaching methods and green patent analysis techniques in collaboration with domestic businesses, we aim to identify viable future business strategies in this context.

On the other side, in response to the COVID-19 pandemic, hybrid teaching in educational settings has undergone significant transformations. Educators have embraced innovative methodologies, such as the integration of augmented reality (AR) and virtual reality (VR), or the amalgamation of immersive and experiential teaching techniques. Kee and Zhang’s study [15] extensively explores the challenges encountered in horticulture and landscape management during the pandemic, highlighting the strategic and effective utilization of AR and VR for sustainable teaching. Conducted at a higher education institution in Hong Kong, their study thoroughly examines students’ perceptions of digital technology applications in team-based hybrid learning, with a specific focus on sustainable tree management.

Lai [16] discusses augmented reality and virtual reality, collectively termed extended reality (XR), and its significant advancements in both theory and practice within the education sector. Ongoing research primarily concentrates on educators implementing XR to teach real-world phenomena and on students learning through immersive experiences. The article surveys existing XR research, with a special emphasis on the implications of immersive extended realities for teaching and learning engineering mathematics in higher education institutions. It also explores various interactive multimedia associated with XR before delving into the implications of XR as an educational tool for current mathematics pedagogy. Ultimately, the scoping review contributes an adaptable XR implementation framework for educators and suggests potential academic advancements for researchers.

Shifting the focus to business education, Clifft et al. [17] examine the impact of the pandemic on French Business Schools in subsequent teaching. The mandatory implementation of health restrictions has resulted in diverse online and offline teaching methods. Despite acknowledging potential challenges stemming from cultural constraints, the study advocates the adoption of hybrid teaching as a practical and advanced solution.

In addition to the integration of AR and VR technologies, scholars often highlight the efficacy of experience-based learning frameworks or experiential approaches in fostering competencies within sustainable education.

Caniglia et al. [18] introduce an experience-based learning framework tailored to enhance student competencies in sustainability. This framework, tested with students in Phoenix/Tempe and Hamburg/Lüneburg through a collaboration between Arizona State University and Leuphana University, combines mental mapping and exploratory walking with theoretical discussions. The results reveal its effectiveness in enhancing students’ understanding of urban systems, applications of sustainability principles, and interdisciplinary collaboration.

Backman et al. [19] critically analyze the discourse on experiential approaches in higher education for sustainable development, identifying limitations and proposing alternative perspectives. They advocate a student-centered, holistic view by introducing the learning landscape metaphor, which emphasizes the significance of student perspectives and various influences on learning.

Ely [20] addresses the pressing challenges of sustainability by exploring the role of experiential learning in higher education sustainability programs. Through a comprehensive evaluation of teaching and learning activities (TLAs) leveraging experiential learning, the study underscores the effectiveness of TLAs such as role-play seminars and case studies in nurturing empathy and understanding diverse sustainability perspectives.

Konrad et al. [21] investigate the development of interpersonal competence within project-based sustainability courses. Utilizing a multi-method case study approach, they find that conflicts within learning communities drive competence development in teamwork and communication, highlighting the potential of conflicts for skill development.

Birdman et al. [22] delve into the role of project-based learning (PBL) in enhancing competencies within graduate sustainability programs. Their study emphasizes the effectiveness of both student-driven and program-driven PBL in enhancing competencies, provided that support and independence are balanced.

In summary, the integration of experiential learning methods with related pedagogical approaches holds promise for innovation and advancement in sustainability education.

3. Methods

In order to integrate the “Experiential Learning Cycle” with “Green Patents” and incorporate the relevant elements into the course, students will engage in activities within four major modules. These modules include posing reflective questions, guided instruction, practical integration, and the ability to take concepts forward. Following Kolb’s [9] “Experiential Learning Cycle” and the three key maps related to patent layout analysis, the course assignments are detailed in

Table 2. The course assignment details linking the “Experiential Learning Cycle” and “Green Patent Layout Analysis-Related Techniques”.

Module	Activity	Description	Kolb’s Theoretical Description	Patent Layout Analysis-Related Maps
Module 1: Reflective Questions	Industry Expert Lectures	Industry experts will deliver talks on various relevant topics. Students will discuss and engage in pre- and post-lecture discussions and seminars.	Reflective Observation (Watching)	Analysis Techniques Map
Module 2: Guided Instruction	Case-Based Learning	Teachers will use case studies to teach students how to develop business models and strategy maps.	Abstract Conceptualization (Thinking)	Theory Map
Module 3: Practical Integration	Immersive Learning and Situated Teaching	Students will participate in the “Lights Off for 60” initiative by cooperating with the company “Ole International Co., Ltd.”. They will experience sustainability and carbon-reduction concepts in a hands-on way.	Active Experimentation (Doing)	Practical Training Map
Module 3: Simulation of Sustainable Business	“Sustainability Board Game Competition”	In a short timeframe, students will gain insights into the circular economy and sustainable business from a supply chain perspective through a board game competition.	Active Experimentation (Doing)	Practical Training Map
Module 4: Take Concepts Forward	Understanding Sustainability	After working through the first three modules, students will have a fundamental understanding of sustainability, zero carbon, and biodiversity.	Concrete Experience (Feeling and Doing)	Project Proposal Map
Module 4: Competition	Final Competition	Students, organized into groups, will select their own topics, develop their project proposals, and compete.	Concrete Experience (Feeling and Doing)	Project Proposal Map

.

The alignment of the assignment activities with Kolb’s experiential learning cycle and the three major patent layout analysis-related maps from the project plan are designed to provide students with a systematic learning experience that closely aligns with practical needs. This approach aims to ensure that the patent analysis and layout reports produced by students are more practical and applicable.

By integrating experiential learning methods and real-world patent analysis techniques, students can gain a deeper understanding of the subject matter and develop the skills and knowledge necessary to analyze patents in the context of sustainability and green technology.

This holistic approach to teaching and learning not only helps students grasp theoretical concepts but also empowers them to apply these concepts to real-world scenarios, preparing them to meet the demands and challenges of the field of patent analysis and green technology.

4. Result

This study employed both focus groups and questionnaire surveys. Each focus group consisted of 8 participants, totaling 15 groups interviewed. Each interview session lasted for a total of three hours, with the key points presented in

Table 3. Survey questions.

No.	Survey Questions
Q1	Can you identify companies in Taiwan that are engaged in sustainability initiatives?
Q2	Are you aware if these companies have sustainable strategies outlined in their sustainability reports?
Q3	Do you know if these companies conduct business model analyses for their relevant products?
Q4	Are you familiar with the company-level business models of these companies?
Q5	Do you know the patent foundation of this company?
Q6	Building on the previous question, can you identify the sustainable patents held by this company?
Q7	In your favorite case study, do you find the coverage of sustainability issues comprehensive enough?
Q8	Do these case studies facilitate a quick immersion into sustainability topics for you?
Q9	Do you know the societal impacts of these companies’ implemented sustainability strategies?

. The questions from Table 3 were then translated into a questionnaire survey. In total, 3 classes of students participated in the survey, aged between 19 and 24 years old, including third-year undergraduates, fourth-year undergraduates, and master’s students, totaling 325 individuals. The results of the questionnaire survey are presented in

Table 4. Explanation of model descriptions and corresponding relationship to questions.

Model	Corporate Sustainability Policy	Business Model Canvas Analysis	Patent Strategy Layout	Case Analysis
	Q1/Q2/Q9	Q3/Q4	Q5/Q6	Q7/Q8
Model 1	Y	Y	Y	Y
Model 2	Y
Model 3		Y
Model 4			Y
Model 5				Y

. Also, we divided experiential learning into four modules and incorporated four variables for analysis. These modules include Module 1: Reflective Observation—the “Corporate Sustainability Policy” variable; Module 2: Abstract Conceptualization—the “Business Model Canvas Analysis” variable; Module 3: Active Experimentation—the “Patent Strategy Layout” variable; and Module 4: Concrete Experience—the “Case Analysis” variable. Within the “Patent Strategy Layout” module, subtopics such as “Green Patents”, “Keywords for Patent Application Writing”, “Zero-Carbon Patent Search Technology”, and “Enterprise Detection and Operation Analysis” provide additional depth to the research analysis.

In addition, this study conducted semi-structured interviews in the form of focus groups to gather qualitative data. This approach was instrumental in gaining a deeper understanding of participants’ perspectives on various topics related to the study.

This study employed regression analysis to compare keywords related to carbon emissions and carbon rights under the WIPO green catalog, offering valuable insights into the significance of these keywords in patent applications. The case analysis also contributed to providing practical recommendations for green patents within companies. Questions raised during the focus group interviews, including how to be a sustainable company, their perceptions of the company’s products, their comprehension of carbon emissions/carbon inventories, the company’s patent position, and its existing proprietary business model, contributed to a well-rounded perspective on the research topics.

4.1. Integrating Experiential Teaching Methods into the Content of Four Modules

We have integrated experiential teaching methods into the content of four modules and have redesigned them in Figure 3 below. The details are as follows:

• Reflective: Arranging Industry Expert Lectures

In today’s rapidly evolving business landscape, understanding and mastering the principles and practices of sustainability have become essential skills for both businesses and professionals. To cultivate awareness and knowledge in this field, we have incorporated reflective learning into our curriculum. In this module, we have scheduled industry expert lectures, where different experts will deliver talks on relevant topics, and students will engage in pre- and post-lecture discussions and workshops. The objective of this module is to allow students to hear practical insights from industry experts directly and stay updated on the latest trends and practices in sustainability. Students will have the opportunity to ask questions and share their own perspectives, facilitating in-depth discussions on sustainability issues.

2.

Abstract: Using Case Studies to Teach Business Model and Strategy Map Development

After gaining foundational knowledge about sustainability, students will transition into the abstract thinking learning module. In this phase, the instructor will utilize case studies to teach students how to develop a business model and strategy map. Developing a business model is crucial for a company’s success, especially in the pursuit of sustainability. Students will learn how to identify and analyze key stakeholders, design a business model canvas, and formulate possible strategic directions.

3.

Active: Simulating Sustainable Business Operations

Following theoretical learning, students will engage in the active participation learning module. During this stage, students will simulate sustainable business operations using products generated from green practices. This segment aims to provide students with a hands-on experience of the challenges and opportunities of sustainable operations. They will participate in simulation activities to understand how to manage supply chains, implement circular economy principles, and effectively reduce carbon emissions.

4.

Concrete: Competition as Application

Upon completion of the first three modules, students will have a fundamental understanding of “sustainability”, “zero carbon”, and “biodiversity”. To further solidify their knowledge and spark innovation, we introduced a competition element. The competitions include the “Sustainability Board Game Competition” and the “Green Patent Strategy Layout Competition”. These competitions require students to apply their knowledge gained from the previous modules to address real-world sustainability challenges. This not only reinforces their learning but also stimulates their competitiveness and innovative thinking.

Through the seamless integration of these four modules, our curriculum aims to cultivate students with reflective, abstract, active, and concrete learning abilities, empowering them to become leaders and advocates for a sustainable future. This holistic learning approach will better equip students to tackle today’s complex sustainability challenges.

4.2. Delivery Process of the Sustainable Curriculum

Subsequently, this study has summarized the delivery process of the sustainable curriculum built on green patents, as shown in Figure 4 below:

In today’s rapidly evolving world, the need for sustainable practices and environmental awareness has never been greater. Educators are constantly seeking innovative ways to integrate sustainability into their teaching methodologies to prepare students for the challenges and opportunities in this field. In this article, we will explore a four-step approach to designing a comprehensive sustainability curriculum that engages students and equips them with the knowledge and skills needed to address pressing environmental issues.

Step 1: Choose a Sustainability-Related Case

The journey toward a sustainable future begins with the selection of a relevant and compelling sustainability-related case. In this step, educators can choose from a range of topics, but for the purpose of our discussion, let us focus on two prominent cases: electric vehicles and sustainable financial international standards. Electric vehicles represent a paradigm shift in the transportation industry, offering a cleaner and more sustainable alternative to traditional gas-powered cars. On the other hand, sustainable financial international standards emphasize responsible financial practices that align with environmental and social goals.

Step 2: Choose Teaching Methods and Engage in Practical Theory Dialogue

With the sustainability case chosen, the next step is to select appropriate teaching methods that encourage practical theory dialogue. Experiential learning, a proven educational approach, can be employed to immerse students in real-world scenarios. In parallel, introducing the concept of green patent layout allows students to explore the intersection between sustainability and innovation. By combining experiential learning with green patent strategies, students gain a deeper understanding of how intellectual property and innovation can drive sustainability.

Step 3: Choose Industry Experts and Lecturers on Sustainability Issues

It is essential to bring industry experts and lecturers into the educational ecosystem to enrich the learning experience. These experts can provide valuable insights and real-world perspectives on sustainability issues. Two critical areas to focus on in this step are zero carbon and biodiversity. Zero-carbon initiatives aim to reduce carbon emissions, combat climate change, and promote cleaner energy sources. Biodiversity preservation is equally crucial as it involves protecting the variety of life on Earth and ensuring ecological balance.

Step 4: Integrate the First Three Steps Through Competitions

The final step in this four-step approach involves integrating the knowledge and skills acquired from the previous stages through competitions. These competitive activities serve as a platform for students to showcase their understanding and creativity while addressing sustainability challenges. One such competition is the “Sustainability Board Game Competition”, where students can design interactive board games that educate players on sustainable practices and their impact on the environment. Another competition, the “Green Patent Strategy Layout Competition”, encourages students to develop innovative patent strategies that promote sustainability.

By following this four-step approach, educators can create a dynamic and engaging sustainability curriculum that equips students with practical knowledge and skills. This approach fosters a deeper understanding of sustainability-related issues and encourages students to become active contributors to a more sustainable and environmentally conscious future.

4.3. Analysis of Four Modules with Four Sets of Variables

In addition, the course also includes the variables from the four modules mentioned above as regression variables. These variables are used to investigate the significant effects of students’ learning processes, which include Module 1: Reflective Observation—the “Corporate Sustainability Policy” variable; Module 2: Abstract Conceptualization—the “Business Model Canvas Analysis” variable; Module 3: Active Experimentation—the “Patent Strategy Layout” variable; and Module 4: Concrete Experience—the “Case Analysis” variable. Based on these four main topics, models 2 to 5 are derived, incorporating all variables from model 1, resulting in a total of five models for the analysis in this study. The results are presented in Table 3, Table 4 and

Table 5. Model interpretability.

	F-Value	p-Value	R-Squared	Adj. R-Squared
MODEL 1	2.93	0.0317	0.6378	0.4204
MODEL 2	3.51	0.0331	0.334	0.2389
MODEL 3	6.26	0.007	0.3627	0.3048
MODEL 4	3.65	0.0429	0.249	0.1807
MODEL 5	7.37	0.0035	0.4013	0.3468

.

In Table 5, we define significance as >0.1, and the p-values for the F values of each model are all less than 0.1. Among them, model 5 (case analysis) shows the highest model significance. Therefore, it can be inferred that when discussing strategies and business operations of companies, it is important to incorporate case analysis. This allows students to gain insights through practical case examples, understand the context and background in which the cases occurred, and subsequently apply appropriate patent analysis and business model analysis.

In models 1 through 5, we defined variables with a p-value less than 10% as having “significant explanatory power”, and we highlighted them in bold in the table (

Table 6. The significance of variables within the models.

	Q1	Q2	Q3	Q4	Q5	Q6	Q7	Q8	Q9
MODEL 1	−1.2 (0.2473)	0.51 (0.6174)	1.88 (0.0799)	−1.98 (0.0669)	−0.45 (0.373)	0.25 (0.8083)	−0.95 (0.3558)	1.26 (0.2276)	1.81 (0.09)
MODEL 2	0.26 (0.7942)	0.61 (0.5458)							1.55 (0.1361)
MODEL 3			3.22 (0.0039)	(1.34) (0.1936)
MODEL 4					1.57 (0.1311)	0.93 (0.3619)
MODEL 5							0.26 (0.7942)	3.19 (0.0042)

). Notably, we can observe that the variable option Q3 exhibits significant explanatory power, whether considering all variables or conducting regression analysis specifically for the business model. This underscores the necessity of offering comprehensive elucidations of the Business Model Nine-Box Grid analysis. The Business Model Canvas, alternatively referred to as the Business Model Nine-Box Grid, constitutes an analytical framework comprising nine key components: Channels, Customer Segments, Key Activities, Revenue Streams, Key Partnerships, Key Resources, Cost Structure, Customer Relationships, and Value Proposition. This framework encompasses a total of nine indispensable elements. Within this study, these nine components are employed to instruct students on their implementation and to evaluate a company’s operational efficiency.

Meanwhile,

Table 7. The results of the simple linear regression models.

F-Value	p-Value	R-Squared	Adj-R	Q1	Q2	Q3	Q4	Q5	Q6	Q7	Q8	Q9
4.65	0.0418	0.1682	0.132	2.16 (0.0418)
6.85	0.0154	0.2296	0.1961		2.62 (0.0154)
10.37	0.0038	0.3107	0.2807			3.22 (0.0038)
1.53	0.2281	0.0625	0.0217				1.24 (0.2281)
6.46	0.0182	0.2194	0.1854					2.54 (0.0182)
4.55	0.0439	0.165	0.1287						2.13 (0.0439)
3.27	0.0837	0.1244	0.0863							1.81 (0.0837)
15.29	0.0007	0.3994	0.3733								3.91 (0.0007)
10.65	0.0034	0.3164	0.2867									3.26 (0.0034)

displays the F-value, p-value, R-squared, and adjusted R-squared for each model where a specific question serves as the independent variable (X). The values in quotation marks represent the coefficients and their associated p-values for each individual question, highlighting those with significant explanatory power based on a p-value threshold of 10%.

In our study, we have closely aligned our planning with both “Experiential Teaching Methods” and the “Green Patent Strategy Layout”, aiming to bring these two teaching approaches into four different teaching modules. The goal is to enable students to gain a deeper understanding of the importance of sustainability, zero carbon, and green patents. Concurrently, we have conducted pre- and post-course surveys to assist teachers in reflecting on their course design.

In the compiled regression analysis, we can observe that students demonstrated significant understanding and appreciation for various aspects of strategic planning during the course. Whether it was the foundational analysis using business models, the importance of corporate sustainability, or the strategic layout of corporate patents, combined with the subsequent case analysis discussions, it is clear that the core focus of this study has had a substantial and positive impact on students’ understanding of strategic aspects in business.

Additionally, in the final competition, we allowed students to select a case company and perform a patent analysis and product layout for that company. Students utilized the plastic properties of a PCR (polymerase chain reaction) and identified the company’s niche in this packaging. Leveraging the patent knowledge they acquired during the course, they attempted to provide recommendations to the company, using concepts of patent sharing and standardization. The students’ concepts are illustrated in Figure 5, utilizing green patents to identify “O” company’s product strategy layout, as shown below.

5. Discussion

This study aims to address specific questions and serve as a foundation for discussions, with the overarching goal of validating the contributions of this paper to educational practices.

Discussion Question 1: Enhancing Understanding of Green Patent Strategies through Experiential Learning:

In this study, we have selected four course modules to delve into the understanding of green patent strategies. Specifically, these modules aim to deepen students’ comprehension through the following components:

• Reflective Observation Module: centered on variables related to corporate sustainability policies, this module guides students in understanding how enterprises practice sustainability through reflective observation.
• Abstract Conceptualization Module: focused on variables in business model analysis, this module facilitates a deeper understanding of how companies achieve sustainability through abstract conceptualization.
• Active Experimentation Module: prioritizing variables related to patent strategy layout, this module involves students participating in active experimentation to gain insights into the application and practicality of green patent strategies.
• Concrete Experience Module: centered around case analysis variables, this module allows students to gain a profound understanding of how companies implement green patent strategies through concrete experiences.

Discussion Question 2: Integrating Sustainable Development and ESG Issues into University Curricula:

The core objective of this discussion, aligning with the initial purpose of this study, revolves around incorporating sustainability issues into university curricula. This is a widely acknowledged concern among educators. Key concepts include the following:

• Define Course Objectives and Learning Outcomes: establish clear course objectives and learning outcomes to ensure students gain practical experience and a profound understanding of sustainable development and ESG issues.
• Utilize Experiential Learning Methods: employ experiential learning methods, including case studies, competitions, and field visits, enabling students to apply acquired knowledge and skills in practical settings.
• Invite Industry Experts and Lecturers: include industry experts and lecturers in the course to provide valuable insights and real-world perspectives, enriching students’ learning experiences.
• Establish Practical Experiences: through internships, laboratory experiments, and community service, students can apply their knowledge and skills in real-world scenarios, gaining practical experiences.

Discussion Question 3: Comprehensive Coverage of Sustainability Issues in Case Studies:

• This study employs a case study approach, using green patents to explore a company’s direction in green product development. Beyond green patents, sustainability issues encompass the guidance of corporate sustainability strategies. Guiding students to swiftly comprehend a company’s green patent layout and product strategy is challenging. However, through guided case studies using various methodologies such as business model analysis, students can systematically gain in-depth insights.

Discussion Question 4: Driving Sustainable Development through Business Model Analysis:

• The pivotal element in a business model lies in value positioning. In this study, experiential teaching methods integrate business models into discussions, gradually familiarizing students with the importance of value positioning. Assuming every company incorporates sustainability-related issues into its value positioning, the impact on environmental sustainability can be substantial. This approach facilitates identifying the company’s direction for sustainable development.

6. Conclusions

The planning of this study leveraged the concepts of “Experiential Learning Methods” and the “Green Patent Strategy Layout” to a great extent, seamlessly integrating them into four distinct teaching modules. This strategic integration provided students with an opportunity to delve deeper into the significance of “sustainability”, “zero carbon”, and “green patents”. Additionally, we conducted pre- and post-course surveys to facilitate reflective teaching practices among instructors.

Based on the regression analysis conducted in this study, the following conclusions have been drawn. Significant results were observed for “Business Model Analysis”, “Corporate Sustainability”, and “Corporate Strategy Layout”, as indicated by their respective p-values. Furthermore, the case analyses highlighted the critical importance of the core concepts covered in the course, thereby further enhancing students’ understanding of corporate strategy. Additionally, students engaged in practical exercises regarding green patent layout for various companies during the process of applying for green patents, ultimately leading to product layout development.

Drawing from the insights gained through this study, we aspire to see future course designs incorporate elements from diverse industries. We have already successfully integrated topics related to the United Nations biodiversity concerns into our curriculum, and we hope to foster more opportunities for industry–academic collaborations and mentorship. This approach will empower junior and senior students with the capacity to autonomously conduct model analyses while gaining a deeper understanding of the concept of “sustainability”. Moreover, through interdisciplinary learning across various schools within the university, we aim to broaden the horizons of business school students, enabling them to progress and grow continuously in their educational journey.