Marketing in Education: The Boundary between Promotion and Pedagogy

In an era where educational institutions operate in increasingly competitive environments, the boundary between promotion and pedagogy becomes crucial for preserving educational values. The aim of this study is to critically analyse the relationship between corporate marketing, brand relationships, and the pedagogical mission of educational institutions, with a particular focus on the question: where does educational purpose end and marketing logic begin? Methodologically, the paper is based on a theoretical synthesis of key concepts: Balmer’s theory of corporate identity, Grönroos’s service marketing theory, and Freire’s critical pedagogy. It also draws on Liessmann’s critique of the instrumentalization of education to examine the role of school management in shaping institutional identity. The analysis shows that marketing strategies can support the educational mission when aligned with the school’s values but also highlights the risk of commodifying education when promotional efforts overshadow pedagogical goals. Ultimately, the study advocates for a balanced approach in which marketing serves as a tool of strategic communication, rather than a substitute for pedagogy. In this context, education is viewed as a social value that must not be subordinated to market principles. School branding should emerge from pedagogical authenticity, not from the need for competitive positioning. The theoretical analysis points to the need to redefine the role of school management as a guardian of educational values.