Bridging Branding Theory and Digital Learning: A Conceptual Framework for Teaching Branding Equity Via Micro-Credential

This conceptual paper examines how Customer-Based Brand Equity (CBBE) can be taught through micro-credential-based digital learning. Although CBBE is an important branding theory, many learners may understand the concept but struggle to apply it in real branding situations. At the same time, micro-credentials are becoming more relevant in higher education because they offer flexible, focused and skills-based learning. This paper proposes a conceptual framework that connects five micro-credential design elements, namely module structure, digital badge recognition, constructivist learning, learner autonomy and perceived career or industry relevance, with CBBE learning effectiveness.CBBE learning effectiveness is explained through cognitive, behavioural and affective outcomes. Cognitive outcomes refer to learners’ understanding of key CBBE concepts such as brand awareness, brand image and brand resonance. Behavioural outcomes focus on learners’ ability to apply CBBE through practical activities such as brand audits, positioning analysis and brand persona development. Affective outcomes include motivation, confidence and willingness to use CBBE knowledge in academic or professional contexts. The proposed study will use a questionnaire among undergraduate marketing students and working professionals. This paper contributes to marketing education by positioning CBBE as a digital learning framework that supports both theoretical understanding and practical branding competency.

Micro-Credential, Branding. Brand Equity, Learning Effectiveness, Digital Learning

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