Designing a Model for Developing Digital Marketing Skills among Marketing Students
Keywords:
Digital Marketing Skills, Marketing Students, Experiential Learning, Technological CompetenceAbstract
This study aimed to design and validate a comprehensive model for developing digital marketing skills among marketing students. This applied-developmental study used a sequential exploratory mixed-methods design. In the qualitative phase, 15 academic experts and digital marketing professionals were selected through purposive and snowball sampling, and semi-structured interviews continued until theoretical saturation. The data were analyzed using Braun and Clarke’s six-phase thematic analysis in MAXQDA. In the quantitative phase, 660 digital marketing specialists and university faculty members were selected using stratified random sampling. Data were collected through an 80-item researcher-developed questionnaire derived from the qualitative findings. Reliability and validity were evaluated using Cronbach’s alpha, composite reliability, average variance extracted, and the Fornell–Larcker criterion. The structural model was tested using partial least squares structural equation modeling in SmartPLS, and the Friedman test was applied to prioritize the model dimensions. All measurement constructs demonstrated acceptable psychometric properties, with Cronbach’s alpha ranging from 0.909 to 0.936, composite reliability from 0.925 to 0.946, and AVE from 0.553 to 0.637. All hypothesized structural paths were positive and statistically significant at p < 0.001. Experiential learning and practice-oriented education significantly predicted digital marketing knowledge and strategic understanding (β = 0.541), technological and analytical competence (β = 0.628), and communication and content-based competence (β = 0.574). Technological and analytical competence had the strongest direct effect on overall digital marketing skill development (β = 0.368), followed by communication and content-based competence (β = 0.284), digital marketing knowledge and strategic understanding (β = 0.247), and professional adaptability and continuous learning (β = 0.231). The final model explained 69.4% of the variance in overall digital marketing skill development (R² = 0.694). Developing digital marketing skills among marketing students requires an integrated educational framework that combines strategic knowledge, technological and analytical capabilities, communication and content competencies, experiential learning, and continuous professional adaptability.
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Copyright (c) 2026 Maryam Anduz, Alireza Farokhbakht Foomany, Yalda Rahmati Ghofrani (Author)
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