Constructivist Learning of Students in the Age of Generative Artificial Intelligence

Abstract

This quantitative descriptive study explores how generative artificial intelligence (AI) intersects with constructivist learning principles among marketing students at Capiz State University. Guided by the Technology Acceptance Model and Constructivist Learning Theory, the research evaluates student perspectives on technology adoption and key learning dimensions, including exploration, experimentation, problem-solving, and critical thinking. Data were gathered through structured questionnaires administered to marketing students and analyzed using descriptive statistics. The findings demonstrate high overall acceptance and positive perceptions toward generative AI. Students regard these tools as highly useful for streamlining academic tasks, enhancing productivity, and supporting the execution of marketing projects. Generative AI is also perceived as accessible and user-friendly, effectively reducing workload while fostering engagement. Furthermore, students actively leverage AI as an interactive partner for hands-on experimentation, idea generation, and practical problem-solving. Rather than replacing cognitive effort, the technology encourages deeper inquiry, analytical evaluation of marketing strategies, and reflective decision-making. The study’s implications underscore the need to formally integrate generative AI into higher education marketing curricula. Higher education institutions and educators should move beyond foundational theory to provide structured, hands-on opportunities that utilize AI for real-world applications such as strategy development and campaign creation. To maximize benefits, academic programs must pair technical AI literacy with ethical frameworks and guidance on critical thinking, ensuring students verify outputs, avoid overreliance, and develop into adaptable, industry-ready marketing professionals.