<p>This study investigates the influence of digital visual tools; video and animation, infographic and visual resource, and virtual reality and virtual tour, on sustainable competitive advantage in Ghanaian higher education institutions. It further examines the moderating effect of institutional policy on these relationships. A quantitative, explanatory research design was adopted. Data were collected from 380 academic, administrative, and ICT staff across four leading public and private universities in Ghana. Structural equation modeling was used to test hypothesized relationships. All three digital visual tools significantly and positively influenced sustainable competitive advantage. Infographic and visual resource exhibited the strongest effect, followed by virtual reality and virtual tour. Institutional policy positively moderated the relationship between video and animation and sustainable competitive advantage but had a negative effect on the relationship between infographic and visual resource and sustainable competitive advantage, and no significant effect on virtual reality and virtual tour and sustainable competitive advantage. The study is cross-sectional and limited to Ghana, which may affect the generalizability of findings. Future studies could explore longitudinal effects or extend the research across different geographic and institutional contexts. The findings highlight the need for universities to integrate digital visual tools strategically and align them with institutional policies. Well-defined governance frameworks enhance the effectiveness of digital visual tools in building a sustainable competitive advantage. This study provides empirical evidence on the strategic value of digital visual tools in higher education and underscores the role of institutional policy as a contextual enabler or constraint, extending the Resource-Based View to digital resource management in higher education institutions.</p>