Universities around the globe have begun implementing outcome-based learning (OBE). The curriculum will be revised, evaluated, and the outcomes of the assessments will be reported as part of this OBE implementation. Due to the importance of the evaluation method, several lecturers are searching for innovative approaches for assessing the effectiveness of the Program Learning Outcome (PLO) and Course Learning Outcome (CLO). This study examined outcome-based education for decision-making instruction and learning in the context of the COVID-19 pandemic. This pandemic has effects on the healthcare industry, such as the exhaustion of the healthcare system, disruption of the educational system, and harm to the economy and several other industries. E-learning platforms played a crucial role in helping schools and universities throughout the pandemic by allowing student learning while they were closed. There is a larger need for lifelong learning as a result of the rising need for qualified professionals in education. On the other hand, current trends favour the paradigms of social and practice-based learning. As a result of digitization, our methods of communication and education are changing. The teaching and learning that took place during COVID-19 had a substantial impact on outcome-based learning. We find it fascinating to show how COVID-19 affects outcome-based education (OBE) in a risk decision support system. [For the complete proceedings, see ED655360.]