When AI Wears Many Hats: The Role of Generative Artificial Intelligence in Marketing Education

Abstract

 

Generative Artificial Intelligence (GAI) is increasingly being integrated into marketing education and is reshaping the skillsets required in marketing careers. While early studies highlight both the promise and risks of incorporating GAI into education, there remains a need for a comprehensive framework to guide its effective use. In this research, we conduct a multipronged analysis, including a review of marketing course syllabi, a survey of marketing educators, and follow-up qualitative interviews. Building on Role Theory and the Community of Inquiry (COI) model, we propose that GAI can assume three distinct roles in marketing education: tutor, teammate, and tool. Each role influences teaching, social, and cognitive presence differently, shaping the learning experience and preparing students for workplace demands. For instance, as a tutor, GAI can aid students in grasping theoretical concepts, while as a teammate, it can foster collaboration by supporting brainstorming and problem-solving activities. However, ethical considerations such as data privacy, plagiarism, dependency on AI, and fairness in assessment must be addressed to ensure its responsible adoption. We provide concrete examples for GAI’s careful integration in marketing courses, and its implications for marketing educators and policymakers.

Keywords: Generative AI, education, marketing, public policy, learning