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

Quamina, L., Ghandour, R., Hardley, F. and Baig, A. 2026. From Disruption to Design: Educator-Led Generative AI Learning Interventions in Marketing Education. Marketing Education Review. Advanced online publication. https://doi.org/10.1080/10528008.2026.2703575

TitleFrom Disruption to Design: Educator-Led Generative AI Learning Interventions in Marketing Education
TypeJournal article
AuthorsQuamina, L., Ghandour, R., Hardley, F. and Baig, A.
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 recognise that educators play a central role in mediating GenAI’s pedagogical relevance in marketing education.

KeywordsGenerative artificial intelligence; AI, marketing education; student agency; educator intervention; AI integrated pedagogy
JournalMarketing Education Review
ISSN1052-8008
2153-9987
Year2026
PublisherTaylor & Francis
Publisher's version
License
CC BY-NC-ND 4.0
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.1080/10528008.2026.2703575
Publication dates
Published online21 Jul 2026

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