From Disruption to Design: Educator-Led Generative AI Learning Interventions in Marketing Education

Abstract: Generative Artificial Intelligence (GenAI) is transforming marketing practice and in turn marketing education. Yet educators lack empirical guidance on how best to implement GenAI pedagogically in the classroom. This study addresses that gap by examining how educator-led AI interventions, AI-Directed, AI-Supported, and AI-Empowered affect marketing students’ motivation, engagement, satisfaction, and intentions to learn. Drawing on Agency theory and employing a between-subjects experimental design (n = 160), we find that AI-empowered interventions in which educators design open-ended tasks that balance structure with autonomy, significantly enhance motivation, engagement, and learning intentions. Our findings move beyond conceptual debates to offer empirically grounded, theory-informed recommendations for integrating GenAI into teaching practice. We argue for a reorientation toward theory-informed pedagogies that position GenAI as a means to foster agency not automation. Crucially, we recognize that educators play a central role in mediating GenAI’s pedagogical relevance in marketing education.

Author(s): Quaminaa, L.T., Ghandour, R., Hardley, F. & Baig, A.

Date Published: 21 July 2026

Depositing User: Basiratu Kolawole

DOI: 10.1080/10528008.2026.2703575

Keywords: Generative Artificial Intelligence (Generative AI), Marketing Education, Higher Education, AI-Enhanced Learning, Educational Innovation, Curriculum Design & Teaching and Learning

Page(s): 1-20

Place of publication: London, United Kingdom

Publication title: Marketing Education Review

Published URL: https://doi.org/10.1080/10528008.2026.2703575

Publisher: Taylor & Francis

Subject(s): Artificial Intelligence, Educational Technology, Higher Education Studies & Digital Learning

Type of publication: Journal Article