Digital Analytic and Marketing Competencies Needed By Business Education Students in the Fourth Industrial Revolution

This study ascertained the digital analytic and marketing competencies needed by business education students in the fourth industrial revolution. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted a descriptive survey design and was carried out in public tertiary institutions in Anambra State. The population of the study comprised 116 business educators from universities and colleges of education in Anambra State. A structured questionnaire was used for data collection. Mean and standard deviation were used to analyze the research questions, while t-test was used to test the null hypotheses. Findings from the study revealed several digital analytic competencies and digital marketing competencies, that are needed by business education students for adaptation in the fourth industrial revolution. The study concluded that digital analytic and marketing competencies are indispensable to business education students in the fourth industrial revolution. Based on the findings of the study, it was recommended among others that Business Education curriculum planners should integrate practical instructions on digital marketing platforms such as Google Ads, Facebook Ads Manager, Search Engine Optimization (SEO) and Pay-per click advertising which could help the students to design, manage and evaluate marketing strategies in the dynamic digital environment.

Business education Students, Digital Competencies, Fourth Industrial Revolution

1. Adelaja, T. (2018). Digital analytic competency in business education. Bridging the gap for the fourth industrial revolution. Journal of Digital Skills and Education, 4(1), 45–59. [Google Scholar] [Crossref]

2. Adeyemi, A. (2022). The impact of digital skills on employability in the digital economy: Perspectives from business education students. Business Education Review, 34(2), 121-137. [Google Scholar] [Crossref]

3. Amaonye, C. B., Anyikwa, N. E. & Abang, S. O. (2025). Digital competence as a predictor of applicability of artificial intelligence in managing higher learning institutions in Nigeria: Economic educational outcomes. UNIZIK Journal of Educational Laws and Leadership Studies. [Google Scholar] [Crossref]

4. Ayemhenre, O. A., Okoloe, J. N. & Ogidan, O. O. (2023). Integrating digital competencies into tertiary education curricula for employability and productivity. Journal of Business Education Research, 6(2), 112–124. [Google Scholar] [Crossref]

5. Chaffey, D. & Ellis-Chadwick, F. (2019). Digital marketing: Strategy, implementation and practice (7th ed.). Pearson Education. [Google Scholar] [Crossref]

6. Chap, T. Y., Mitrovic, Z., Bjelica, D. & Borozan, T. (2022). Are future project managers ready for a digitalized world? DOI- 10.1007/978-3-031-18645-5_33 [Google Scholar] [Crossref]

7. Chinnapakjarusiri, N., Khotabut, P., Nakpleung, P., Kraiwanit, T. & Moolngearn, P. (2024). Digital Marketing Skills in the Digital Economy: A Review Article. Advance Knowledge for Executives 3(3), No. 44 [Google Scholar] [Crossref]

8. Gupta, S., Leszkiewicz, A., Kumar, V., Bijmolt, T. & Potapov, D. (2020). Digital Analytics: Modeling for Insights and New Methods. Journal of Interactive Marketing, 51(1), 1-17. [Google Scholar] [Crossref]

9. Iankovets, T. (2024). Digital Marketing Automation. Scientia Fructuosa 154(2),100-117. DOI: 10.31617/1.2024(154)06 [Google Scholar] [Crossref]

10. Mbanugo, C. I. & Okeke-Ezeanyanwu, J. A. (2025). Extent of Implementation of Accounting Automation Techniques on Job Performance of Accounting Officers in Tertiary Institutions in Anambra State. International Journal of Research and Innovation in Social Science (IJRISS), 9(4), 3330-3341. DOI: 10.47772/IJRISS [Google Scholar] [Crossref]

11. Nedum-Ogbede, P. O. (2023). Gauging the digital readiness of business education lecturers for students’ skill acquisition for gainful employment. Nigerian Journal of Business Education (NIGJBED), 10(1), 269-281. [Google Scholar] [Crossref]

12. Obidile, J. I., Obi, O. C. & Ikpat, N. H. (2023). Competencies Required for Adaptation in the Fourth Industrial Revolution: Business Educators’ Perspectives. Asian Journal of Managerial Science, 12(1), 32-37. [Google Scholar] [Crossref]

13. Okebiorun, O. (2022). Fourth industrial revolution and digital literacy: The impact on business education students. Journal of Educational Technology and Research, 14(3), 89-102. [Google Scholar] [Crossref]

14. Okoro, C. E. (2025). Digital technology competencies and employability of postgraduate business education students in South South Nigerian universities. American Journal of Education and Social Science, 12(2), 101–118. [Google Scholar] [Crossref]

15. Shaibu, O. G. & Mbaegbu, R. E. (2023). Relevant training skills needed by business education lecturers for effective teaching of business education courses in higher institutions in Imo State. Nigerian Journal of Business Education (NIGJBED), 10(1), 338-346. [Google Scholar] [Crossref]

16. Uzoamaka, I. G. & Okpuzor, V. N. (2025). Digital skills required for business education graduates: Employer perceptions in Delta State, Nigeria. African Journal of Management and Business Research, 18(1), 318–328. [Google Scholar] [Crossref]

17. Uzohuo, O. N. (2022). Digital competencies required for business education graduates in a technology-driven economy. Nigerian Journal of Business Education, 9(2), 101–115. [Google Scholar] [Crossref]

• IFRS S1 and S2: A Global and Indian Perspective with Implications for Auditors
• A Study on Consumer Attitudes and Buying Behavior towards organic Food Products
• India’s Transfer Pricing Framework: Evolution, Challenges, and Future Directions
• Application of Statistical Methods in Business Administration: A Quantitative Study on Organizational Performance
• Decoding Fintech Adoption: The Role of Trust, Risks and Perceived Benefits