Teaching digital marketing in higher education: a systematic review
La docencia en marketing digital en educación superior: una revisión
sistemática
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January-June of 2025
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How to cite this article:
López Bolás, A.; Puente Domínguez, N. and Gutiérrez Díaz, R. (2025). Teaching digital marketing in higher education: a systematic review.
Doxa
Comunicación
, 40, pp. 183-202.
https://doi.org/10.31921/doxacom.n40a2026
Alba López Bolás.
PhD in Communication and a Bachelor’s Degree in Audio-visual Communication from the University
of Vigo. She also holds a Master's Degree in Journalistic Editing from the University of La Coruña, and a second Master's
Degree in Communication Research from University of Vigo as well. She is also accredited by
ANECA
. Professor López
Bolás currently gives lectures regarding advertising and digital marketing on the Faculty of Business and Communication
at the International University of La Rioja, where she also serves as Academic Coordinator of the Master's Degree in
Digital Marketing. She has ten years of professional experience working in media outlets, agencies, and departments of
communication in companies. She has also worked as a professor and researcher at both the University of Santiago de
Compostela and the University of Vigo. She has published a large number of scientic articles, which have appeared in
high impact journals or as book chapters, and she has participated in conferences of international prestige as well. Her
lines of research include advertising, social networks, digital marketing, and teaching in higher education.
International University of La Rioja (UNIR), Spain
[email protected]
ORCID: 0000-0002-3885-4007
Nuria Puente Domínguez.
PhD
cum laude
in Communication Science and a Master's Degree in Digital Marketing and
Advertising from Antonio de Nebrija University. She also holds a Bachelor’s Degree in Audio-visual Communication
from the University of Burgos, as well as a Postgraduate Degree in Innovation Management from the International
University of La Rioja. Currently, Professor Puente Domínguez serves as Deputy Academic Director of the Marketing and
Communication Department on the Faculty of Business and Communication at the International University of La Rioja,
where she is also the Director of the Master's Degree in E-Commerce, in addition to being accredited by
ANECA
for her
teaching. She has more than ten years of professional experience in digital marketing and e-commerce in companies,
which she combines with giving lectures at various universities and business schools. She has several scientic
publications in high impact journals, as well as book chapters, and she has participated in prestigious international
conferences as well. Among her lines of research are e-commerce and teaching in higher education.
International University of La Rioja (UNIR), Spain
[email protected]
ORCID:
0000-0003-0483-2691
is content is published under Creative Commons Attribution Non-Commercial License. International License CC BY-NC 4.0
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Recibido: 02/10/2023 - Aceptado: 16/04/2024 - En edición: 16/05/2024 - Publicado: 01/01/2025
Resumen:
El artículo presenta un análisis de las investigaciones publicadas sobre do
-
cencia en marketing digital y se identican futuras líneas de investigación
con el objetivo de ampliar el conocimiento teórico y práctico en este cam
-
po. Concretamente, se seleccionaron 19 artículos publicados en las bases
de datos de Web of Science y Scopus. Se observa que no existe una vincula
-
ción entre estas publicaciones y que se centran sobre todo en la realización
de pruebas aisladas en diferentes instituciones educativas relacionadas
con el uso de herramientas en el aula y la realización de simulaciones con
empresas para mejorar la experiencia del alumnado, sus habilidades y su
empleabilidad. Los resultados informan de la necesidad de incrementar la
investigación con estudios sobre cómo capacitar a los docentes en las me
-
todologías prácticas, de qué forma integrar las herramientas digitales en
el aula y cómo establecer colaboraciones con empresas para el desarrollo
de simulaciones reales con los estudiantes.
Palabras clave:
Marketing digital; universidad; metodología docente; enseñanza
universitaria; revisión sistemática.
Received: 02/10/2023 - Accepted: 16/04/2024 - Early access: 16/05/2024 - Published: 01/01/2025
Abstract:
is article explores the research related to digital marketing
education. It also aims to identify future lines of study in order
to expand the theoretical and practical knowledge in this area.
Specically, 19 articles published in the Web of Science and Scopus
databases have been selected for analysis. e authors have not
observed any connection between these publications. Moreover,
the articles mainly focus on isolated tests at various educational
institutions related to the use of tools in the classroom, and to
simulations with companies to improve students’ experience,
skills, and employability. e results indicate the need for further
research regarding ways to train professors in how to use practical
methodologies, how to integrate digital tools in the classroom, and
ways to collaborate with companies in developing real simulations
with students.
Keywords:
Digital marketing; university; teaching methodology; university
teaching; systematic review.
Rocío Gutiérrez Díaz.
PhD
cum laude
in Communication Science and a Master's Degree in Communication from
the University of Vigo in Pontevedra. She also has a Bachelor’s Degree in Journalism from SEK University of Segovia.
Professor Gutiérrez Díaz currently serves as Academic Director on the Master's Degree in Communication and Political
Marketing at the International University of La Rioja. She also gives lectures in the same degree, as well as on the
Master's Degree in Digital Marketing, in addition to creating content for various subjects. She has extensive professional
experience as Head of Marketing and Communication in various sectors, both nationally and internationally. She has
published a diversity of scientic articles and book chapters, and has collaborated as a specialist for various national
media outlets, in addition to giving speeches at several national and international conferences. Her lines of research
include digital marketing, communication, information law, and communication related to politics and election
campaigns.
International University of La Rioja (UNIR), Spain
[email protected]
ORCID:
0000-0003-2470-6860
1. Introduction
Nowadays, marketing education faces numerous challenges that have emerged from the digital disruption. As the world of
marketing has now become digitised, it is imperative that marketing education should also be digital (Uribe-Saldarriaga,
Ortiz-Pradilla and Echeverry-Gómez, 2022). Employers claim that students do not have the necessary skills to be 21st century
marketing managers (Zahay et al., 2022). Despite the fact that the protagonist of university teaching has always been the
professor, who is responsible for organising and planning the students’ learning, thereby leaving students in the background
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(Rodríguez-Borges et al., 2021; Ausín et al., 2016), there is an increasing gap between what students need to learn and the
knowledge they are actually receiving in the classroom (Zahay et al., 2022;
Observatorio de Innovación Educativa
, 2020).
One of the root causes of this situation is that the technology currently being used in workplace marketing has arisen outside
the educational environment of traditional marketing, which makes it vitally important to provide professors with the training
they need to master these skills before imparting such knowledge in the classroom (Robson and Mills, 2022; Zahay et al.,
2022). As lectures are not the most eective educational technique, especially in the area of marketing (Tuzovic, et al., 2011),
professors in the 21st century must nd new ways to engage students in order to improve learning outcomes (Leventhal and
Swanson, 2016).
In spite of the fact that the number of training courses and university degrees in digital marketing has grown incessantly in
recent years, the scientic literature focussed on this eld has not experienced the same level of growth, and there is not a
broad theoretical framework to address this eld of study. It is considered essential to analyse the research that has been
carried out to date in order to establish new lines of exploration and broaden the knowledge base regarding digital marketing
education.
In this regard, the main objective of this study is to analyse the features of the research published on methodologies used to
teach digital marketing. e second objective is to identify future lines of research that might contribute to expanding the
theoretical and practical knowledge in this eld.
To achieve these objectives, the following research questions are set forth: RQ1: In which years and in which journals have
studies on this topic been carried out, and how many citations have they received? RQ2. Which authors are doing the most work
in this eld, and in which country have the studies been published? RQ3: What teaching methodologies have been analysed
in the research? RQ4: What is the main objective of the analysis, and what are characteristics of teaching digital marketing in
higher education have been found in the studies? RQ5: What is the relationship between the features of the teaching analysed
and its practical objectives?
2. eoretical framework
Experiential learning transforms knowledge into practical know-how by enabling students to perform a series of hands-on
tasks and solve problems with the aim of learning from their actions. is pedagogical approach is highly recommended in the
literature for the marketing area (Tuzovic et al., 2011), especially for digital marketing, which is a discipline based on practical
skills as well as theory (Zahay et al., 2022). Consequently, many degree programmes are incorporating company projects
(Atwong, 2015), simulations (Bolton, Chapman and Mills, 2019), and industry partnerships (Richards and Marshall, 2019), for
the purpose of reinforcing students’ technical knowledge.
ese interactive methodologies make students the protagonists of their own learning, thereby enabling them to think and
learn for themselves (Leventhal and Swanson, 2016; Tuzovic, et al., 2011). erefore, students often perceive experiential
methodologies, especially projects with real companies, as more eective for their learning, which makes them more engaged
and motivated compared to traditional lectures (Rana and Dwivedi, 2018; Salminen, 2014; Tuzovic, et al., 2011). Moreover,
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the fact that these methodologies not only allow them to develop skills, but also to put them into practice, enhances their
employability (Zahay et al., 2022).
In order to maintain student interest, it is necessary to promote memorable, innovative and stimulating interaction (Tuzovic
et al., 2011), which is even more necessary in online education, as students participate less compared to in-person teaching.
is is due to the autonomy granted to students, which makes it dicult to engage them (Vander Schee, Andrews and Stovall,
2021; Leventhal and Swanson, 2016). However, this type of experiential learning method requires intense preparation and
involvement by professors (Zahay et al., 2022).
In today’s digital environment, the technology used in professional marketing has fundamentally changed the set of skills that
graduates need, making it essential for them have the ability to use certain tools (Zahay et al., 2022). erefore, a commitment
is now being made to combine in-class exercises with hands-on learning techniques, and/or experiential activities, in order to
give students the opportunity to apply marketing concepts to the “real world” (Zahay et al., 2022).
However, this combination of a knowledge-based and hands-on approach to marketing education through experiential
learning is not intended to detract from the theoretical foundation of marketing, but rather to integrate the practical skills
required in the workplace (Zahay et al., 2022).
For marketing degrees to keep up with the latest and most relevant skills required by the industry, business and marketing
educators have suggested, among other approaches, using third-party certication schemes, such as Google, Hootsuite, and
HubSpot, as part of the curriculum (Spiller and Tuten, 2019; Zahay et al..., 2019). In fact, studies indicate that such programmes
have a positive impact on both learning (Spiller and Tuten, 2019) and student employability (Laverie et al., 2020; Kim et al.,
2019).
3. Methodology
A systematic literature review, or SLR, was conducted for the purpose of collecting and analysing research papers related to
digital marketing teaching in higher education. is type of review identies, evaluates and interprets all the relevant research
available for a given subject (Kitchenham and Charters, 2007). e stages of the review are as follows:
1. Research questions and variables. As the main objective was to analyse the characteristics of the research studies published
to date with regard to teaching methodologies in the area of digital marketing, the following research questions and
variables associated with each are posed:
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Table 1. Research questions and analysis variables
Research questions (RQ)
Variables
RQ1. In which years have studies on this topic been published, in
which journals, and how many citations have they received?
Year of publication
Journal article or book chapter
Name of the journal or book
Number of citations
RQ2. Which authors are doing most of the work in this eld, and in
which country are the studies being carried out?
Names of the authors
Countries where the studies are being conducted
RQ3. What teaching methodologies have been analysed in the re
-
search?
Methodologies analysed
RQ4. What is the main objective of the analysis, and what are features
of digital marketing teaching in higher education have been found
in the studies?
Objective of the analysis
Teaching features:
Teamwork
Use of online tools
Simulations and hands-on activities
Professor-student communication and segment adaptation
Contests between the students
RQ5. What is the relationship between the characteristics of the
teaching analysed and its practical objectives?
Practical objectives of the teaching:
To increase the student’s experience
To improve students’ skills and learning
To enhance student employability
Source: created by the authors
2. Search and inclusion criteria: a search equation was used as a starting point, and the inclusion criteria stated that the title,
abstract, and key words of the articles had to include topics related to digital marketing in higher education. e following
equation was inserted into the Scopus and Web of Science (WoS) databases: (TITLE-ABS-KEY [“digital marketing” OR
“online marketing” OR “on-line marketing”] AND TITLE-ABS-KEY [“higher education” OR universit*]). is equation
yielded 223 documents from Scopus and 200 documents from WoS, between 2011 and February 2023, the latter being
the date when the research started. e search was not delimited by time, as it was found that 90.3% of the articles were
concentrated in the last 10 years. Nor was it demarcated by language and geographical area, as the authors considered it
relevant to analyse an international sample that did not exclude any country.
3. First review and article exclusion. Of the 423 documents, 91 were duplicate articles, which were detected using the
Zotero tool, and these were excluded. is process resulted in 332 documents. As the search equation did not contain
any references to teaching methodologies, an initial review of the abstracts of the 332 articles was carried out in order
to eliminate those that did not refer to teaching digital marketing. As a result, 19 valid documents were obtained for the
systematic review, of which 17 articles were published in journals, and two were book chapters.
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Review and analysis of the sample. An Excel le was prepared with the variables indicated for each research question, and
the answers were drafted after reviewing each of the documents. A quantitative and qualitative content analysis was then
carried out. For the quantitative research, the main numerical results of the articles under study were collected, analysed, and
presented, while the qualitative analysis focused on the dierent activities identied by this research from the point of view
of the methods used by professors in teaching digital marketing, the type and size of the samples chosen to carry out these
methodologies, and their scope.
4. Results
To analyse the characteristics and trends of studies on teaching methodologies involving digital marketing, the following
research questions have been addressed.
RQ1. In which years and in which journals have the studies on this topic been published, and how many citations have they
received?
e ndings show that research in this area is fairly recent. In fact, even though the sample was extracted from 2011 onward,
31.5% of the entire sample (N= 6) was published in the single year of 2022, as shown in the graph below.
Graph 1. Number of articles published per year
Source: created by the authors
In terms of the number of citations received by the studies, the article that appeared in the Journal of Marketing Education is
by far the most cited of the sample.
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Entitled “Digital marketing: the time for a new ‘academic major’ has arrived”, the paper describes the need for a change in
marketing education in order to integrate the challenges of the digital age into the university curriculum. It accounts for 88.5%
of all the citations in the sample.
Table 2. Number of citations received by the articles
Name of the journal
Number of citations
received
Journal of Marketing Education
424
Revista Universidad y Sociedad
20
International Journal of Business Information Systems
14
Obrazovanie i Nauka
4
Cases on innovations in educational marketing: Transnational and technological strategies
4
Profesional de la información
3
Journal of Research in Interactive Marketing
3
Marketing Education Review
2
Cutting-edge technologies and social media use in higher education
2
RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao
1
e-Review of Tourism Research
1
Developments in Marketing Science: Proceedings of the Academy of Marketing Science
1
Smart Innovation, Systems and Technologies
0
Onomazein
0
Developments in Marketing Science: Proceedings of the Academy of Marketing Science
0
Journal for Advancement of Marketing Education
0
Revista electrónica calidad en la Educación Superior
0
Journal of Direct, Data and Digital Marketing Practice
0
Source: created by the authors
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RQ2. Which authors are doing the most work in this eld, and in which country are the studies being carried out?
A review of the literature on teaching digital marketing shows that a small number of authors have carried out research on
this topic (Table 3). Of these, the majority have conducted their research in university settings (Baladrón-Pazos, Correyero-
Ruiz and Manchado-Pérez, 2022; Embaye et al., 2022; Uribe-Saldarriaga, Ortiz-Pradilla, Echeverry-Gómez, 2022; Zahay et al,
2022; Vander Schee, Andrews, & Stovall, 2021; Au-Yong-Oliveira, 2019; Rana & Dwivedi, 2018; Salminen, 2014; Reed, 2013;
Tuzovic et al., 2011), with a special focus on public universities (Baladrón-Pazos, Correyero-Ruiz y Manchado-Pérez, 2022;
Embaye et al., 2022; Uribe-Saldarriaga, Ortiz-Pradilla, Echeverry-Gómez, 2022; Zahay et al., 2022;Vander Schee, Andrews y
Stovall, 2021; Au-Yong-Oliveira, 2019; Rana y Dwivedi, 2018; Haugtvedt, 2016), in addition to online settings (Embaye et al.,
2022; Uribe-Saldarriaga, Ortiz-Pradilla, Echeverry-Gómez, 2022; Vander Schee, Andrews, & Stovall, 2021; Reed, 2013), where
the overriding emphasis was on undergraduate degrees (Baladrón-Pazos, Correyero-Ruiz, & Manchado-Pérez, 2022; Uribe-
Saldarriaga, Ortiz-Pradilla, Echeverry-Gómez, 2022; Zahay et al, 2022; Rana and Dwivedi, 2018; Reed, 2013; Tuzovic et al.,
2011).
Table 3. Publications of the study sample
Authors
Article or Book Chapter
JournalYear
Zahay, D.; Pollitte, W.A.; Reavey,
B.; Alvarado, A.
“An integrated model of digital marketing curriculum
design”
Marketing Education Review
2022
Lopez Zurita, Paloma
“Anglicisms in digital marketing within an academic
context”
Onomazein
2022
Embaye, T.; Bogdanovi
ć
,
Z.; Bara
ć
, D.; Naumovi
ć
, T.;
Radenkovi
ć
, B.
“Employing Trait Emotional Intelligence in an Adaptive
E-learning Environment”
Smart Innovation, Systems
and Technologies
2022
Watson, A.; Syrdal, H.; Osborn,
J.; McGrath, R.; Ringleb, A.;
Botten, T.; Leoni, S.; Waller, M.
“Special Session: e University of Google? A Panel
Discussion about the Disruptive Changes in Marketing
Education and What Programs May Look Like in the Not-
So-Distant Future: Abstract”
Developments in Marketing
Science: Proceedings of the
Academy of Marketing Science
2022
Baladrón-Pazos, A.-J.;
Correyero-Ruiz, B.; Manchado-
Pérez, B.
“University education in Advertising and Public Relations
in Spain after 50 years: What and how we teach”.
Profesional de la Información
2022
Uribe-Saldarriaga, C.M.; Ortiz-
Pradilla, T.;
Echeverry-Gómez, S.
“What If? A Robot Challenge in a Marketing Course:
Abstract”
Developments in Marketing
Science: Proceedings of the
Academy of Marketing Science
2022
Derindag, O.F.; Cizmeci, B.
“Are we ready for the new normal in e-business education?
Sentiment analysis of learners’ opinions on moocs”
Obrazovanie i Nauka
2021
Vander Schee, B.A.; Andrews,
D.; Stovall, T.
“Enhancing First-Year Course Student Experience with
Virtual Team Support from Senior Marketing Majors”
Journal for Advancement of
Marketing Education
2021
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Hanni-Vaara, P.; Kähkönen, O.;
Paloniemi, P.
“Developing destination experience and digital marketing
in the co-creation process: case cooperation of the Ranua
municipality and Lapland university of applied sciences”
E-Review of Tourism Research
2019
Au-Yong-Oliveira, M.
“Marketing in academia between 2009 and 2019: A
technologically turbulent decade” [“
O marketing na
academia entre 2009-2019: Uma década tecnológica
turbulenta”
]
RISTI - Revista Iberica de
Sistemas e Tecnologias de
Informacao
2019
Rana, N.P.; Dwivedi, Y.K.
“An empirical examination of antecedents determining
students’ usage of clickers in a digital marketing module”
International Journal of
Business Information Systems
2018
Bricio Samaniego, Karina;
Calle Mejia, José; Zambrano
Paladines, Mario
“Digital marketing as a tool for labor performance in the
Ecuadorian environment: a case study of graduates from
the University of Guayaquil”
Revista universidad y sociedad
2018
Vicarioli, Francisco Mora;
Araya, Fabio Sanabria
“Experience of using the e-book as a teaching resource
in the organization and design of the Online Marketing II
course”
Revista electrónica calidad en
la educación superior
2017
Haugtvedt, C.P.
“Digital Natives and the University Classroom and Beyond:
Prompting Analysis, Personal Expression, and Ongoing
Discourse”
Developments in Marketing
Science: Proceedings of the
Academy of Marketing Science
2016
Leventhal, R.C.; Swanson, A.“Technological applications to the marketing classroom”
Journal of Research in
Interactive Marketing
2016
Salminen, J.
“Leveraging Facebook as a peer-support group for
students”
IGI Global
2014
Reed, D.“IDM student competition 2013: English wine week”
Journal of Direct, Data and
Digital Marketing Practice
2013
Wymbs, C.
“Digital marketing: e time for a new ‘academic major’
has arrived”
Journal of Marketing
Education
2011
Tuzovic, Sven; Wetsch, Lyle;
Murphy, Jamie; Tripathi, P;
Mukerji, S
“e Google Online Marketing Challenge: a Transnational
Comparison of Classroom Learning with Real Clients, Real
Money, and Real Advertising Campaigns”
Cases on Innovations in
Educational Marketing:
Transnational and
Technological Strategies
2011
Source: created by the authors
e country with the most research on digital marketing education published in Scopus and WoS is the United States with
31.5% (N=6) of the articles, followed by Spain and Finland, each with 10.5% of the articles (Figure 2).
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Graph 2. Countries where the articles in the research sample were carried out
Source: created by the authors
RQ3. What teaching methodologies have been analysed in the research?
With regard to teaching methodologies or resources analysed, it is true that the articles reviewed are highly diverse, in which
projects involving collaboration with real companies (Hanni-Vaara, Kähkönen and Paloniemi, 2019; Reed, 2013; Tuzovic
et al., 2011), along with the use of social networks (Haugtvedt, 2016; Salminen, 2014), are the most frequently mentioned
topics. However, other topics include the following list: student segmentation through trait emotional intelligence (Embaye
et al., 2022); virtual team support systems in which groups of experienced students assist less experienced learners (Vander
Schee, Andrews and Stovall, 2021); the inclusion of third-party certications (Zahay et al., 2022); the use of resources such as
educational robotics (Uribe-Saldarriaga, Ortiz-Pradilla, Echeverry-Gómez, 2022); utilisation of clickers (Rana and Dwivedi,
2018);
Padlet.com
(Au-Yong-Oliveira, 2019); eBooks (Vicarioli and Araya, 2017); and the inclusion of professors’ screenshots
in the classroom (Leventhal and Swanson, 2016).
In short, from a qualitative point of view, it could be asserted that the research on this subject is highly fragmented, as the
studies have examined the results of specic and isolated activities, yet they do not delve into how the practice in question
can be improved in order to eectively integrate the activity into the daily work of professors. e same situation occurs with
the research method and tools used, as there are articles that take a more qualitative approach in investigating topics such as
curricular reviews (Zahay et al., 2022; Wymbs, 2011), text analysis (Lopez, 2022), sentiment analysis (Derindag and Cizmeci,
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2021), expert panels (Watson et al., 2022), interviews (Vicarioli and Araya, 2017), self-ethnography exercises (Au-Yong-Oliveira,
2019), whereas others take a more quantitative approach by relying on surveys and questionnaires (Vander Schee, Andrews
and Stovall, 2021; Bricio, Calle and Zambrano, 2018; Rana and Dwivedi, 2018; Vicarioli and Araya, 2017). Added to this state
of aairs is the fact that the type and size of the research sample is also diverse, and in many cases they are not representative
of the universe studied. Some rely on students (Vander Schee, Andrews, & Stovall, 2021; Rana & Dwivedi, 2018; Vicarioli &
Araya, 2017; Salminen, 2014; Tuzovic et al, 2011), others on graduates (Bricio, Calle and Zambrano, 2018), and still others
on professors (Leventhal and Swanson, 2016), or experts (Watson et al., 2022), although some articles focus on analysing
curricula (Zahay et al., 2022; Wymbs, 2011).
RQ4. What is the main objective of the analysis, and what features of digital marketing teaching in higher education have been
found in the studies?
After analysing the articles, the main topics have been grouped into the ve most frequently repeated variables with regard to
the features of teaching. Most of the publications (57.9%) have examined on the need to use online tools and new technology
in the classroom. In 31.6% of the cases, the focus is on including practical activities and simulations with real companies into
the teaching. Teamwork is mentioned as a feature in 21% of the research. e importance of good communication between
professors and students is addressed, also in 21% of the articles. And in the nal position at 15% is organisation of contests
between students.
Table 4. Teaching characteristics analysed in the articles as the object of analysis
Article
Object of analysis
Teamwork
e use of
online tools
and new
technology in
the classroom
Simulations
and hands-on
activities
Professor-
student
communication
and segment
adaptation
Contests
between
students
“An integrated model
of digital marketing
curriculum design”
Learning through
projects with
companies and
marketing simulations
X
“Anglicisms in digital
marketing within an
academic context”
Unnecessary
Anglicisms in
marketing studies
X
“Employing
Trait Emotional
Intelligence in an
Adaptive E-learning
Environment”
Tailoring educational
marketing content
according to student
segmentation
X
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“Special Session: e
University of Google?
A Panel Discussion
about the Disruptive
Changes in Marketing
Education and What
Programs May Look
Like in the Not-
So-Distant Future:
Abstract”
Incorporating Google
certicates into
university marketing
degrees
X
“University education
in Advertising and
Public Relations in
Spain after 50 years:
What and how we
teach”
e prevalence of
hands-on activities in
university degrees in
this eld
X
“What If? A Robot
Challenge in a
Marketing Course:
Abstract”
e use of robotics in
education to introduce
new technology into
undergraduate degrees
X
“Are we ready for
the new normal in
e-business education?
Sentiment analysis of
learners’ opinions on
moocs”
Practical skills
obtained from online
courses compared to
those attained through
university degrees
X
“Enhancing First-
Year Course Student
Experience with
Virtual Team Support
from Senior Marketing
Majors”
Teamwork and
simulations to
enhance the learning
experience
XX
“Developing
destination experience
and digital marketing
in the co-creation
process –case
cooperation of the
Ranua municipality
and Lapland University
of Applied Sciences”
Teamwork between
universities and
companies to improve
employability and
create real projects
XX
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“Marketing in
academia between
2009 and 2019: a
technologically
turbulent decade”
Teamwork, the use
of tools (Padlet), and
contests between
students to enhance
motivation.
XXX
“An empirical
examination
of antecedents
determining students’
usage of clickers in
a digital marketing
module”
Contests between
students and the
use of classroom
tools (clickers) to
increase motivation,
participation, and
learning.
XX
“Digital marketing
as a tool for labor
performance in
the Ecuadorian
environment: a case
study of graduates
from the University of
Guayaquil”
e need for classroom
tools to enhance
employability
X
“Experience of
using the eBook as a
teaching resource in
the organization and
design of the Online
Marketing II course”
e use of online
tools in the
classroom to improve
professor-student
communication
bookXX
“Digital Natives
and the University
Classroom and
Beyond: Prompting
Analysis, Personal
Expression, and
Ongoing Discourse”
Use of social media
to improve student
learning and stimulate
online debates
X
“Technological
applications to the
marketing classroom”
Using video in the
classroom to increase
motivation
X
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“Leveraging Facebook
as a Peer-support
Group for Students”
Using Facebook groups
for active student
learning
X
“IDM Student
Competition 2013:
English Wine Week”
Student contests to
produce a marketing
plan for a company
XX
“Digital Marketing: e
Time for a New
‘academic major’ has
Arrived”
Adapting curricula
and faculty training to
respond to the needs
of business in this eld
X
“e Google Online
Marketing Challenge:
A Transnational
Comparison of
Classroom Learning
with Real Clients,
Real Money, and
Real Advertising
Campaigns”
Using Google tools
for teamwork and
to increase student
participation and
motivation
XXX
Source: created by the authors
RQ5. What is the relationship between the features of the teaching analysed and its practical objectives?
In terms of scope, there are dierences, as some studies analyse a single subject, focussing on all of the students collectively,
or only on one segment. Others focus on an entire subject, one module (Zahay et al., 2022; Vander Schee, Andrews and Stovall,
2021; Hanni-Vaara, Kähkönen and Paloniemi, 2019; Rana and Dwivedi, 2018), or on a group of subjects (Tuzovic et al., 2011),
while others extend the analysis to encompass an entire degree (Embaye et al., 2022; López, 2022; Uribe-Saldarriaga, Ortiz-
Pradilla, Echeverry-Gómez, 2022), or several degrees (Baladrón-Pazos, Correyero-Ruiz and Manchado-Pérez, 2022; Derindag
and Cizmeci, 2021; Au-Yong-Oliveira, 2019), and even to several educational centres (Wymbs, 2011).
Nor is the same educational level analysed in all the cases, as there is research related to the undergraduate level as well (Zahay
et al., 2022; Watson et al, 2022; Baladrón-Pazos, Correyero-Ruiz and Manchado-Pérez, 2022; Uribe-Saldarriaga, Ortiz-Pradilla,
Echeverry-Gómez, 2022; Hanni-Vaara, Kähkönen and Paloniemi, 2019; Rana and Dwivedi, 2018; Bricio, Calle and Zambrano,
2018; Reed, 2013; Tuzovic et al, 2011), in addition to the postgraduate area (Lopez, 2022; Haugtvedt, 2016; Tuzovic et al., 2011),
and university courses (Embaye et al., 2022; Derindag and Cizmeci, 2021; Vander Schee, Andrews and Stovall, 2021; Au-Yong-
Oliveira, 2019; Salminen, 2014; Wymbs, 2011).
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After analysing the sample, three main objectives of digital marketing education were identied: to improve the experience,
skills, and employability of students. Subsequently, a comparative analysis was carried out, which showed that when the aim is
to improve the students’ experience in the classroom by fostering participation and motivation, the teaching analysed includes
online tools and new technologies in the classroom (40%). is feature is also the main attribute when the objective is to foster
students’ employability (42.8%). On the other hand, if the teaching is based on simulations with real companies and activities
using practical cases, the articles tend to focus on verifying whether this implies an improvement in the acquisition of skills
and knowledge by the students (37.5%).
Although it has been observed that certain tools and simulations are being implemented in order to adapt digital marketing
teaching for the purpose of converting the students into future professionals, a signicant gap is seen in both the training
of students and in research contributions on the subject, due to the lack of coherence and homogeneity among methods,
samples, and scope. As such, the methodologies implemented to date and reported in the research have a clear practical
application, yet they have not proven to be widely eective, as they are not representative.
Table 5. Correlation between teaching features and practical objectives
Increase the students’ experience
(motivation, participation, etc.)
Improve student’s skills
and learning
Enhance student
employability
Teamwork15%12.5%14.2%
Use of online tools and new
technology in the classroom
40%
25%
42.8%
Simulations and practical
activities
15%
37.5%
28.5%
Professor-student
communication and segment
adaptation
15%12.5%14.2%
Contests between the students
15%12.5%0%
Source: created by the authors
5. Conclusions
e rst conclusion of this research is the scant amount of scientic studies published in Scopus and WoS on teaching
methodologies in the area of digital marketing. Nevertheless, the trend is positive, as the largest number of publications have
been concentrated in recent years, yet there is still a need to increase the amount of research in this area, especially with regard
to postgraduate degrees, which are barely addressed in the existing literature.
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Likewise, it can also be armed that the teaching methodologies published to date with regard to marketing are not clearly
linked to each other, nor do they follow a roadmap with a common objective. Instead, they are fairly specic actions proposed
or implemented on an individual basis.
While it has been conrmed that hands-on training through experiential methodologies can improve students’ learning and
empower them with skills that can increase, among other things, employability, the analysis shows that they are not being
implemented on an ongoing basis, nor do they have a long-term strategy. Rather, they focus on “pilot” tests in order to see how
students react to this type of learning.
e analysis also reects a signicant gap in terms of providing training to professors in these practical methodologies. At the
moment, there are no articles addressing this specic aspect, which should be a key element in providing students with the
necessary skills to meet their learning objectives.
In short, it clear that the articles do not analyse how to integrate the constant changes occurring in the eld of digital marketing
into the academic curricula. e method of assessing students in this area is a key teaching feature that is not explored in the
articles in the sample. e existing literature conrms the eectiveness of incorporating tools such as Facebook groups and
Google certicates into the classroom, yet there is no discussion on how to assess student learning. e theoretical framework
on the teaching of digital marketing must provide adequate guidance to both professors and researchers in this regard.
To achieve this aim, the use of tools should not only be analysed as a technique for motivating students or assisting their
employability, but also as part of the degree curriculum to be assessed.
In terms of research on teamwork, the authors have not observed the inclusion of variables associated with the organisation
of the subject from the beginning to the nal exam, nor regarding assessment. Another relevant issue is that several articles
highlight the advantages of working with real companies in the classroom, such as those of Zahay et al. (2022), and Hanni-
Vaara, Kähkönen and Paloniemi (2019), yet they do not focus on specic ways to incorporate these companies into digital
marketing studies.
e analysis also shows that the country with the most publications is the USA, which conrms the fact that there is still
considerable room for improvement in terms of research on teaching methodologies in the area of digital marketing in other
regions of the world.
On the other hand, although emphasis has been placed on the need to use more digital tools and new technology in the
classroom, as well as on practical activities and simulations with real companies, there have been no proposals regarding how
to develop these projects eectively, nor how professors and students can work with these ventures in the classroom.
Moreover, there has not been any focus on how to consolidate methodologies in degree curricula that are based on using online
tools and working with companies. is eld requires research into techniques that can be used by professors to maintain
genuine contact between universities and companies, as well as ways of assessing the practical learning acquired by students.
Beyond verifying the eectiveness of practical methodologies in achieving students’ professional goals, research is needed
into mechanisms for building and updating exible degree programmes that are open to the constant change demanded by
the digital marketing eld.
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One of the main shortcomings of this research is the small sample size found in the Scopus and WoS databases. is does
not allow the authors to draw general conclusions about the teaching methodologies used in digital marketing that might
assist students in meeting their learning needs. Nevertheless, this study has opened new avenues of research based on the
limitations revealed in the articles analysed.
Regarding the main lines of future research, in addition to the gaps that have not been addressed in studies on teaching
methodologies in digital marketing, the following might be considered:
How to train professors in digital marketing, given the continuous advances in this area.
How to implement a teaching programme in which the activities are linked to each other within a comprehensive experiential
methodology.
Ways to achieve collaboration with companies and organisations that will enrich the digital marketing curricula.
Which online tools to include in the classroom.
How to eectively develop a hands-on methodology in the classroom.
Ways to improve the employability of students.
6. Acknowledgements
is article has been translated into English by Charles E. Arthur, to whom we are grateful for his meticulous work.
Sources of funding: International University of La Rioja, (UNIR), Spain
7. Specic contributions of each author
Name and Surname
Conception and design of the workAlba López Bolás, Nuria Puente Domínguez and Rocío Gutiérrez Díaz
Methodology
Alba López Bolás
Data collection and analysisAlba López Bolás, Nuria Puente Domínguez and Rocío Gutiérrez Díaz
Discussion and conclusionsAlba López Bolás, Nuria Puente Domínguez and Rocío Gutiérrez Díaz
Drafting, formatting, version review and approvalAlba López Bolás, Nuria Puente Domínguez and Rocío Gutiérrez Díaz
8. Conict of interest
e authors declare that there is no conict of interest contained in this article.
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