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When AI Wears Many Hats: The Role of Generative Artificial Intelligence in Marketing Education
- Source
- arXiv — Computers and Society
- Published
- Last verified
- 7 Aug 2026
- Confidence
- High
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
Executive summary
What happened, and why should leadership care?
Research from arXiv highlights the growing integration of Generative Artificial Intelligence (GAI) into marketing education, necessitating a framework for its effective use. The study, utilizing syllabi review, educator surveys, and interviews, proposes that GAI can serve as a tutor, teammate, and tool, each impacting teaching, social, and cognitive presence within the Community of Inquiry model.
Why this matters
Why is this strategically important?
The rapid integration of GAI into educational curricula signals a fundamental shift in skill development and talent pipelines for various industries. Understanding how GAI functions as an educational agent — whether as a tutor, teammate, or tool — is crucial for leadership to strategically align educational outcomes with future workforce requirements and technological advancements.
Key insights
What should be noted from the evidence?
- GAI is increasingly being integrated into marketing education.
- The integration of GAI is reshaping the skillsets required for marketing careers.
- A comprehensive framework for effective GAI use in education is needed.
- GAI can assume three roles in marketing education: tutor, teammate, and tool.
- Each GAI role influences teaching, social, and cognitive presence differently.
Evidence and confidence
How far can this assessment be trusted?
High confidence. Named institution, original document retained and analysis corroborated.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by arXiv — Computers and Society · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication