The rapid integration of artificial intelligence (AI) into higher education has transformed academic discourse, with significant implications for marketing education. This systematic literature review (SLR) synthesizes 59 peer-reviewed studies to examine how AI tools influence academic discourse and shape pedagogical practices, learning outcomes, and AI literacy challenges in marketing education. In accordance with PRISMA 2020 guidelines, studies were obtained from Web of Science and Scopus and subjected to a thematic synthesis. Five themes emerged: (1) AI as discursive mediator; (2) pedagogical integration and curriculum innovation; (3) learning outcomes and cognitive engagement; (4) academic integrity, ethics, and dependency; and (5) AI literacy as an emerging competency. The dominant orientation on artificial intelligence in the studies is generally positive, but concerns remain regarding characteristics such as overconfidence, over-reliance, and the displacement of basic reasoning abilities. The geographical focus on North American contexts, the methodological dominance of perception-based measurements, and the limited theorization at the discourse level in the findings suggest that researchers and practitioners should examine these issues.
CANBULUT et al. (Sat,) studied this question.