| 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. |
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