Enhancing Marketing Education Through Problem-Based Learning: A Comprehensive Review

1. Introduction

The marketing industry is continuously evolving, necessitating that education programs adapt to accommodate new developments. Graduating marketing students must possess the requisite knowledge and skills to meet current job market demands. Geitz et al. [1] highlight the importance of creating learning environments that enable learners to acquire knowledge through complex and meaningful real-life experiences. This approach ensures that students can perform as marketing professionals at various levels, including the “micro-level of the customer, meso-level of value constellation, and macro-level of society” (p.2). Problem-based learning (PBL) offers students opportunities to address real-life problems, thereby fostering the development of critical skills such as critical thinking and decision-making.

Rosenbaum et al. [2] describe PBL as an instructional and curriculum strategy designed to empower students to devise viable solutions to specific problems by integrating theory and practice, conducting research, and applying their knowledge and skills. This approach emphasizes active learning and student engagement, encouraging learners to take responsibility for their educational journey.

PBL is an integral component of marketing education, as it equips new marketing professionals with real-world experience and the ability to meet employers’ expectations. Marketing requires creativity, strategic thinking, and the ability to adapt to rapidly changing market conditions and consumer behaviors. Geitz et al. [1] identify PBL as an effective strategy for helping students develop these essential capabilities. PBL engages students in projects that require them to integrate marketing theories with practical applications, such as developing marketing strategies for new products, analyzing consumer data, and creating advertising campaigns [3]. This hands-on experience is invaluable, as it prepares students for actual marketing challenges and enhances their confidence and competence.

Additionally, Mardani et al. [4] found that the collaborative nature of PBL aids students in developing interpersonal and communication skills. For instance, students are required to work effectively in teams, present their ideas persuasively, and negotiate differing viewpoints. This dynamic creates opportunities for feedback, which Geitz et al. [1] identify as a tool for promoting deep learning and fostering self-efficacy among marketing students. Therefore, PBL provides a robust framework for equipping future marketers with the skills and mindset needed to thrive in their careers.

This systematic literature review with bibliometric analysis (SLRBA) synthesizes data on the concept of PBL and its integration into marketing education. The research findings are organized into sections based on identified themes, including the definition of the PBL concept, strategies to promote PBL in marketing education, and the advantages and challenges associated with its implementation.

2. Materials and Methods

The researcher employed a systematic literature review with bibliometric analysis (SLRBA) methodology, which offers a comprehensive and objective approach to evaluating existing literature. This method ensures that the research encompasses a broad range of studies and theoretical perspectives. Problem-Based Learning (PBL), being an interdisciplinary approach, integrates educational theory, marketing practices, and pedagogical innovations. The SLRBA method facilitates the identification, analysis, and synthesis of data across multiple academic fields.

Unlike traditional literature reviews, SLRBA utilizes a replicable, scientific, and transparent process designed to minimize bias by conducting an exhaustive search of both published and unpublished literature relevant to the study topic. Additionally, the researcher provides an audit trail, enabling readers to evaluate the quality of the included studies, research procedures, and conclusions.

The SLRBA process involves a comprehensive screening and selection of information sources through three phases and six steps, as detailed in Table 1, to ensure the validity and accuracy of the presented data.

The researchers conducted their literature search using the Scopus database, a highly respected resource in the scientific and academic communities. However, it is important to acknowledge the study’s limitations due to its exclusive reliance on Scopus, thereby excluding other scientific and academic databases. Ideally, the literature search should encompass peer-reviewed publications up until May 2024.

The initial search in the Scopus database used the keywords “problem-based learning,” yielding 21,612 sources. The researchers then screened the titles, abstracts, and keywords to assess relevance to the study topic. Following this, duplicates were eliminated, and inclusion and exclusion criteria were applied. The included studies had to focus on PBL and its integration into marketing education. Additionally, the researchers selected sources with clear methodologies and robust data.

The results were further filtered by publication type, including peer-reviewed journal articles, conference papers, books, book chapters, dissertations, and theses. This process reduced the search results to 521 sources. Finally, incorporating the keyword “marketing” narrowed the relevant sources to 71, which were synthesized in the final report (Figure 1).

A set of standards aimed at improving the transparency and quality of systematic reviews is crucial for ensuring robust and reliable scientific evidence. The PRISMA guidelines provide a detailed checklist and a flow diagram to assist researchers in reporting their systematic reviews clearly and comprehensively. This effort is essential for facilitating informed decision-making in both clinical practice and scientific research.

For data analysis, we employed content and thematic analysis methods to categorize and discuss the diverse documents, as recommended by Rosário and Dias. The 71 documents indexed in Scopus were analyzed both narratively and bibliometrically to deepen our understanding of the content and identify common themes that directly address the research question. Among the selected documents, 46 are articles, 14 are conference papers, 7 are part of a book series, and 4 are books.

3. Publication Distribution

Problem-Based Learning Marketing Peer-Reviewed Articles through May 2024. The year 2019 had the highest number of peer-reviewed publications, reaching 9. Figure 2 summarizes the peer-reviewed literature published through May 2024.

The publications were sorted out as follows, with 2 (Strategic Marketing Planning And Control Third Edition; Sefi Annual Conference 2011; Reference Services Review; Nature Biotechnology; Journal Of Public Health Management And Practice; Journal Of Marketing Education; International Symposium On Project Approaches In Engineering Education; American Journal Of Pharmaceutical Education; Advances In Intelligent Systems And Computing); and the remaining publications with 1 document.

Similarly, Figure 3 illustrates the regions with the most significant literature contributions on the topic. The USA, Canada and SPAIN stand out with the highest levels of scientific output in related fields, among other countries publishing on the subject.

The publications were categorized as follows: 2 publications each for “Strategic Marketing Planning And Control Third Edition,” “Sefi Annual Conference 2011,” “Reference Services Review,” “Nature Biotechnology,” “Journal Of Public Health Management And Practice,” “Journal Of Marketing Education,” “International Symposium On Project Approaches In Engineering Education,” “American Journal Of Pharmaceutical Education,” and “Advances In Intelligent Systems And Computing.” The remaining publications each had 1 document.

In Table 2, we analyze the Scimago Journal & Country Rank (SJR), the best quartile, and the H index for various journals, including “Nature Biotechnology” with an SJR of 18,120, Q1, and an H index of 511. There are a total of 17 publications in Q1, 13 publications in Q2, 6 publications in Q3, and 3 publications in Q4. Publications in the best quartile Q1 represent 27% of the 62 publication titles; best quartile Q2 represents 21%; best quartile Q3 represents 10%; and best quartile Q4 represents 5% of the 62 publication titles. Finally, 24 publications without indexing data represent 39% of the publications. As shown in Table 2, the significant majority of publications are in quartile Q1.

The 71 scientific and academic documents covered a wide range of subject areas: Social Sciences (35), Engineering (18), Business, Management and Accounting (16), Computer Science (12), Medicine (10), Pharmacology, Toxicology and Pharmaceutics (5), Economics, Econometrics and Finance (5), Biochemistry, Genetics and Molecular Biology (5), Mathematics (4), Nursing (3), Health Professions (3), Psychology (2), Immunology and Microbiology (2), Decision Sciences (2), Chemical Engineering (2), Materials Science (1), Energy (1), Chemistry (1), Arts and Humanities (1), and Agricultural and Biological Sciences (1).

The most cited article was “Barriers to the Circular Economy—Integration of Perspectives and Domains,” with 320 citations. Published in Nature Biotechnology, this article has an SJR of 18,120, is in the top quartile (Q1), and has an H index of 511. It explores how the proliferation of new media and industry involvement in academic research affect public trust and engagement in science, providing recommendations to enhance science communication.

Figure 4 analyzes citation trends for documents published until May 2024. The period from 2014 to 2024 shows a positive net growth in citations, with an R2 of 73%, reaching a total of 809 citations by May 2024.

The h-index measures the productivity and impact of a published work based on the maximum number of articles that have been cited at least that same number of times. Among the documents considered for the h-index, 13 were cited at least 13 times.

From the period ≤2014 to May 2024, the 71 scientific and academic documents accumulated a total of 809 citations, with 21 of these documents not receiving any citations. During the same period, the self-citation count was 723.

The bibliometric analysis aimed to explore and identify metrics revealing the patterns and development of scientific or academic content within the documents, using principal keywords (Figure 5). In this visualization, the size of each network node indicates the frequency of the associated keyword, representing how often it appears. Additionally, the connections between the nodes signify keyword co-occurrences, where keywords appear together. The thickness of these links highlights the frequency of these co-occurrences, illustrating how often the keywords are found together.

In these diagrams, the size of a node corresponds to the frequency of its keyword, while the thickness of the links between nodes indicates the frequency of keyword co-occurrences. Each color represents a different thematic cluster, with the nodes illustrating the scope of topics within a theme and the links showing the relationships among these topics under the same thematic umbrella.

The results were derived using the scientific software VOSviewer, specifically designed to analyze the key search term “problem-based learning marketing.” This study utilized scientific and academic documents focusing on this area. In Figure 6, we can analyze the connected keywords, illustrating the network of keywords that co-occur in each scientific article. This analysis helps identify the subjects investigated by researchers and pinpoint emerging trends for future studies.

Lastly, Figure 7 displays an extensive bibliographic coupling based on the document analysis, enabling interactive exploration of the co-citation network. This feature allows users to navigate through the network and uncover patterns within “problem-based learning marketing” across different authors.

In summary, the chosen methodology ensured precision and provided comprehensive data for other researchers to build upon this review. By addressing key issues, the methodology enhanced coherence and improved the overall validity and reliability of the findings. Consequently, we adhered to established guidelines for systematic reviews and meta-analyses, achieving a high methodological standard. These aspects will be discussed in further detail below.

4. Theoretical Perspectives

In recent years, employers have increasingly expressed concerns about graduates’ inadequate knowledge and skills. For example, Lisá et al. [8] found that most employers refrain from hiring graduates due to a lack of practical and discipline-specific skills. Rapid technological advancements have further highlighted significant gaps in students’ abilities to perform effectively in marketing roles. Problem-Based Learning (PBL) addresses this issue by exposing learners to real-world challenges, thereby better preparing them for their future careers. This literature review section synthesizes data on the PBL concept and its effectiveness in marketing education.

4.1. Understanding the Concept of Problem-Based Learning (PBL)

Problem-Based Learning (PBL) is an educational approach that emphasizes student-centered learning through the exploration and resolution of real-world problems. First introduced in 1969 at McMaster University, PBL serves as an alternative to traditional lecture-based instruction. This method engages students by encouraging them to adopt active, self-directed learning approaches, such as establishing learning objectives, searching for appropriate educational resources, collaborating with peers to create solutions, and assessing their progress over time.

Geitz et al. indicate that students work collaboratively in small groups to identify what they need to learn to address the problem, engage in self-directed research, and apply their findings to develop and propose solutions. In this model, the instructor’s role shifts from being the primary source of information to acting as a facilitator who guides the learning process, supports student inquiry, and encourages critical thinking. Consequently, this approach helps students develop a deeper understanding of the subject matter and enhances essential skills such as critical analysis, problem-solving, teamwork, and effective communication.

PBL is grounded in constructivist learning theories, which posit that knowledge is constructed through active engagement and contextual experiences. This makes PBL particularly effective in preparing students for the complexities of real-life professional environments.

4.2. Strategies Used in PBL in Marketing Education

Multiple strategies are used to implement PBL in marketing education. According to Cunningham et al. [9], students have different learning preferences, and each approach has varying results, such as various levels of student engagement and outcomes. Given that PBL is meant to be student-centric, understanding its different techniques can help implement effective programs based on individual student preferences and needs.

4.2.1. Social Media

Social media platforms enable students to engage with real-world marketing environments, analyze market trends, and interact with consumers and brands. According to Antonoff [12], students can use social media to develop and test marketing campaigns, gather and analyze consumer feedback, and observe the immediate impact of their marketing strategies. For instance, students can create and manage social media pages for hypothetical or real products, learn how to craft engaging content, optimize posts for different audiences, and use social media analytics to measure campaign success [13,14]. This hands-on approach enhances their understanding of digital marketing and equips them with practical skills in content creation, community management, and data analysis.

4.2.2. Serious Games

Serious games are educational tools that incorporate game-based elements to facilitate learning engagingly and interactively. They are used in PBL marketing education to simulate real-world market scenarios where students must apply marketing principles to make strategic decisions. Correia and Simões-Marques [15] explain that these games often involve challenges such as product launches, competitive market analysis, pricing strategies, and advertising campaigns. A serious game in PBL might require students to manage a virtual company, where they need to balance budgets, respond to consumer trends, and compete against other virtual businesses [16]. This immersive learning experience allows students to experiment with different marketing tactics, understand the consequences of their decisions, and develop problem-solving skills in a risk-free environment [15]. In addition, the immediate feedback and realistic consequences provided in serious games help students grasp complex marketing concepts more effectively and prepare them for real-life marketing challenges.

4.2.3. E-learning

E-learning leverages digital platforms and online resources to deliver educational content, enabling a flexible and interactive learning experience. In PBL for marketing education, e-learning can encompass a wide range of tools and activities, including online courses, webinars, interactive modules, and virtual collaboration spaces. Delgado-Peña and Subires-Mancera [17] indicate that e-learning platforms provide students with access to multimedia content, discussion forums, and quizzes that reinforce learning. Therefore, students can use these platforms to work on marketing problems at their own pace and access resources such as case studies, tutorials, and industry reports [18,19]. In addition, Monedero-Perales et al. [20] imply that e-learning facilitates remote collaboration, allowing students to work in virtual teams, share insights, and develop solutions to marketing challenges using tools like Google Docs, Slack, or Trello. This approach supports students’ diverse learning needs and helps them build digital literacy and collaboration skills that are crucial in modern marketing [21]. Therefore, integrating e-learning into PBL enables educators to create a learning environment that enhances student engagement and prepares them for the digital aspects of marketing careers.

4.2.4. Feedback

Feedback provides students with valuable insights into their performance and progress. In PBL, feedback can come from various sources, including instructors, peers, industry professionals, and even consumers. Armengol et al. [22] explain that this feedback helps students refine their problem-solving approaches, improve their marketing strategies, and enhance their overall learning experience. For instance, instructors can provide formative feedback on assignments and projects, highlighting strengths and areas for improvement. Peer feedback, facilitated through group discussions and peer review sessions, encourages collaborative learning and diverse perspectives [23]. In addition, McDonald [24] indicates that feedback from industry professionals through guest lectures, mentorship, or project evaluations bridges the gap between academic learning and real-world application. Students can also gather consumer feedback through surveys or social media interactions, allowing them to understand market reactions to their marketing campaigns. Armengol et al. [22] explain that effective feedback in PBL is timely, specific, and constructive, guiding students to reflect on their learning, identify gaps, and make necessary adjustments. PBL programs with robust feedback mechanisms result in continuous improvement and help students develop critical thinking and adaptive skills.

4.2.5. Audience Response Systems

Audience response systems (ARS) are interactive technology tools that allow instructors to gather immediate feedback from students during lectures and discussions. These systems are used in PBL programs to enhance engagement, assess understanding, and facilitate active learning [25]. In addition, they enable instructors to pose questions related to marketing problems or case studies and receive instant responses from students through handheld devices or smartphones. According to Wood and Shirazi [26], educators use ARS to quickly gauge students’ comprehension of key marketing concepts, track their progress, and identify areas that may require further explanation. Immediate feedback allows for responsive teaching, where the instructor can adjust the lesson based on the student’s responses [27,28]. It also facilitates a more interactive and engaging learning environment. Besides, ARS can promote active participation among students reluctant to speak up in traditional classroom settings. They can anonymously submit their answers and contribute to discussions without the fear of judgment [25]. As a result, this strategy encourages a more inclusive and participatory classroom atmosphere. This use of ARS in PBL supports real-time formative assessment and helps students develop critical thinking skills as they analyze and respond to complex marketing scenarios.

4.2.6. User-Generated Content

User-generated content (UGC) refers to any form of content, such as videos, blogs, discussion posts, digital images, and social media updates, created by users or students rather than by instructors or marketers. UGC in PBL programs is a powerful tool for engaging students and enhancing their learning experience [29]. They are encouraged to create and share their content as part of their problem-solving activities. For example, they might develop marketing campaigns, produce promotional videos, write blog posts, or create social media content [30]. This approach allows students to apply marketing theories and concepts creatively, thereby developing practical skills in content creation and digital marketing. Generating content enables students to experiment with different marketing strategies, receive feedback from peers and instructors, and refine their approaches based on real-world responses [31,32]. This hands-on experience is invaluable in preparing students for the demands of the marketing industry, where user engagement and content creation are critical. Moreover, incorporating UGC in PBL supports a collaborative learning environment. Students can share their work with classmates, discuss various approaches, and collectively analyze the effectiveness of different marketing strategies [33]. This collaborative aspect of UGC helps build a sense of community and enhances peer-to-peer learning, as students learn their experiences from the insights and feedback of others.

4.2.7. Simulation Exercises

Simulation exercises are immersive, interactive activities that replicate real-world marketing scenarios. They allow students to practice and refine their skills in a controlled environment [34]. In PBL programs for marketing education, simulation exercises provide experiential learning opportunities where students can apply theoretical knowledge to practical situations. These exercises can take various forms, such as virtual simulations, role-playing games, or computer-based simulations [35,36]. In these environments, students can analyze market data, adjust their strategies based on simulated consumer feedback, and observe the outcomes of their decisions over time. As a result, simulation exercises are associated with multiple educational benefits, including improving students’ understanding of the complexities of market dynamics and developing strategic thinking skills [37]. Simulating real-life challenges allows students to gain insights into the cause-and-effect relationships inherent in marketing decisions. Consequently, this enhances their problem-solving abilities. Finally, simulations often include scenarios that require teamwork and collaboration. These practices help students develop essential interpersonal skills [38]. For example, while working in groups, students must communicate effectively, negotiate roles, and collaborate to achieve common goals. This teamwork aspect mirrors the collaborative nature of the marketing profession, thereby preparing students for future roles in the industry.

4.2.8. Educational Robotics

Educational robotics involves using programmable robots as learning tools to teach various concepts and skills through hands-on, interactive activities. They are commonly associated with STEM education. However, educational robotics can also be effectively integrated into PBL for marketing education to enhance students’ understanding and engagement [39]. For instance, students might program robots to perform tasks that simulate consumer interactions, automate marketing processes, or demonstrate product features. This hands-on approach helps students understand the application of technology in marketing, such as how automation and artificial intelligence can optimize marketing campaigns and improve customer experiences [40,41]. Working with educational robotics in a PBL context encourages students to think creatively and solve problems related to marketing strategies and consumer engagement. They can design and program robots to carry out specific marketing activities, such as distributing promotional materials, conducting surveys, or even interacting with potential customers at simulated trade shows or events [42]. These activities require students to apply marketing principles while also developing technical skills in programming and robotics.