Marketing in education is not unethical by nature, but without strong ethical frameworks, it easily becomes exploitative. Given that education shapes futures, the stakes are too high for it to be treated like a commercial product.

So no, educational marketing should not be banned entirely, but it must be regulated, transparent, and held to a higher moral standard than ordinary consumer marketing.

Gurudutta Japee

Marketing of educational institutions should not be banned—but it absolutely must be regulated. Education is not a commercial product like toothpaste or sneakers. It shapes futures, builds identities, and impacts entire communities. When institutions market themselves using exaggerated claims, unverifiable rankings, or emotional manipulation, they risk betraying trust and exploiting vulnerable hopes.

Students (and families) often make life-altering decisions based on glossy brochures and persuasive websites—without access to the fine print about teaching quality, supervision, academic rigor, or post-graduate outcomes. When marketing crosses the line from informing to misleading, it becomes ethically troubling.

Therefore, instead of banning educational marketing, I believe we should:

• Mandate transparency in metrics (e.g., graduate employability, accreditation status)
• Prohibit misleading language (like "world-class" or "top-tier" without evidence)
• Ensure oversight by independent regulators
• Empower students to report marketing malpractice

Education should be a sector where integrity leads the message, not just persuasion.

The commercialization of higher education presents profound ethical challenges that I confront daily as an educator working across multiple continents. In my roles as a faculty member at Mekelle University, Director of Digital Learning at Leadstar University, and Research Scholar at the University of Michigan, I've observed how marketing imperatives often collide with academic integrity. The central dilemma isn't whether to market education - in today's competitive landscape, visibility is essential - but how to do so without compromising our fundamental mission as educators.

A troubling paradox emerges when examining educational marketing practices. While outreach efforts can democratize access by informing potential students about opportunities, they frequently cross into exploitation, particularly in developing higher education markets. I've reviewed recruitment materials that promise "guaranteed employment" for programs with concerning completion rates, raising serious questions about institutional honesty. The digital revolution has further complicated these ethics, as sophisticated CRM systems and targeted advertising - tools I study at Michigan - often get deployed without proper regard for data ethics or truth in messaging when adopted by resource-constrained institutions.

My work in digital learning leadership has shown me how easily marketing can overshadow pedagogy. There's constant pressure to "sell" online programs, but when enrollment metrics trump educational quality, we risk transforming universities into degree factories. This tension between institutional survival and educational integrity demands a principled approach. We need enforceable standards for truth in advertising, including mandatory disclosure of actual employment outcomes and faculty-to-student ratios. Digital marketing practices must be reformed to protect vulnerable populations from predatory targeting. Most crucially, no institution should spend more on marketing than it invests in faculty development and student support services.

The path forward requires educators to reclaim our professional ethics. We must develop marketing approaches that inform rather than manipulate, that expand access without compromising standards, and that always put student welfare before institutional gain. The classrooms we promote should be ones we'd proudly choose for our own children - this simple test should guide all our recruitment efforts. Our profession's credibility depends on maintaining this balance as we navigate the complex realities of 21st-century higher education.

Dr. Gebeyehu Jalu Negassa Faculty of Business and Economics, Mekelle University Director of Digital Learning and Innovation, Leadstar University Research Scholar, University of Michigan