Using Generative Artificial Intelligence in the Education in Marketing (a didactic experiment)

Students increasingly rely on Generative Artificial Intelligence (Generative AI) tools when completing academic assignments, which fundamentally transforms learning dynamics in higher education. From a pedagogical perspective, this shift raises critical questions regarding students’ attitudes toward Generative AI, their level of competence in using such tools, and the implications for teaching and learning in applied disciplines such as Marketing. Drawing on constructivist and self-regulated learning perspectives, the present study conceptualizes Generative AI as a cognitive and metacognitive support that mediates knowledge construction rather than replacing human learning processes. Based on a targeted didactic experiment conducted as a workshop within an undergraduate Marketing course, the study addresses three interrelated research questions: (1) how frequently students use Generative AI tools and how they assess their own level of preparedness; (2) how students evaluate the educational benefits of Generative AI usage; and (3) which factors they perceive as critical for the successful integration of Generative AI into academic work. Empirical data were collected through a twophase design combining artifact analysis, expert evaluation, and a structured questionnaire (n = 54). The results indicate a high frequency of Generative AI usage: 43% of students report using Generative AI tools often or continuously, while 44% use them occasionally. Most respondents assess their level of Generative AI competence as at least “decent,” with ChatGPT being universally used. Students identify productivity gains, support in information synthesis, and assistance with preparatory tasks as key benefits, while emphasizing prompt formulation, prior knowledge, and output validation as essential success factors.