Rodoula H. Tsiotsou (Florida State University, Ph.D.) is currently a Professor of Services Marketing at the Department of Business Administration, University of Macedonia, Greece. She is the founder and director of the marketing laboratory, MARLAB, at the University of Macedonia. Since 2019, the Science-wide Author Database developed by Elsevier and Stanford University has ranked Professor Tsiotsou in the World’s Top 2% of Scientists. She is an associate editor for the Journal of Services Marketing, the International Journal of Consumer Studies, and the Journal of Sustainable Marketing. She is the chair of the American Marketing Association Sports and Sponsorship-linked Marketing Special Interest Group.
Historically, education has changed individuals and society by disseminating information, maintaining culture, cultivating critical thinking, and advancing democracy and social justice. As societies progress, education evolves to address new challenges and opportunities in a progressively interconnected society. As a result, education has been seen as essential for development by enhancing political and social awareness and augmenting knowledge and skills via workforce training. Consequently, investment in education fosters economic growth and national development while fulfilling a social welfare role. Nevertheless, the over-commercialization of education creates new challenges that question its sustainability.
Historic development of higher education
In ancient Greece, education served as a foundational pillar for society, emphasizing the development of well-rounded citizens capable of contributing to their communities. Plato promoted philosophical inquiry as pivotal to education, while Socrates emphasized the importance of dialogue and critical questioning. Aristotle further strengthened this framework with empirical methodologies. Epicurus developed a unique approach to education that emphasized critical thinking and inquiry. At his school, Garden, where slaves and women were allowed, Epicurus underscored the need to pursue happiness, ethical behavior, and cultivating wisdom to foster thoughtful and reflective citizens. These philosophers significantly impacted Western educational philosophy.
The renewed interest in classical learning and humanism brought by the Renaissance in the 12th century established the model of student-centered education that is still prevalent today. Philosophers like John Locke and Jean-Jacques Rousseau fostered moral integrity and autonomous reasoning. They argued for universal education that would serve the public good by teaching citizens reason and making them responsible participators in a democratic society. With the Industrial Revolution came a new emphasis on public schooling, as communities nationwide developed ways to ensure that all children received at least some primary education. In the 20th century, public education was propelled forward with the United Nations Universal Declaration of Human Rights in 1948 (article 26) and various social movements ensuring equal educational opportunities.
The commercialization of higher education and its implications
Today’s educational systems increasingly recognize the need to incorporate multicultural perspectives and prepare students for a globalized world. Modern education emphasizes academic knowledge and critical thinking, creativity, collaboration, and digital literacy—skills essential for navigating complex societal challenges. However, the late 20th century saw a rise in private colleges and universities, fueled by diminishing public support and an increased desire for access to higher education. Commercialization in education means considering educational services as a commodity instead of a public service and a human right. The commercialization of education has also altered the definition of degrees from “societal goods” that support society to “individual goods” that benefit an individual. Commercialization implies the transformation of educational institutions into businesses with profit motives. Thus, educational institutions often implement marketing practices to attract students who perceive themselves and behave as “customers/consumers”. The transformation of students into “customers” alters their identity and role from active participants in the educational process to passive consumers, prioritizing personal benefits (e.g., focus on grades rather than valuing learning) over academic engagement. This consumer-oriented ethos may result in transactional relationships with higher education institutions, compromising the depth of students’ learning experiences, their overall educational development, and critical thinking.
Commercialization in education is driven by profit motives, leading to increased tuition fees; curriculum changes prioritizing market demands over educational needs – emphasis on vocational training over critical thinking and creativity- and a consumer mentality to students and parents undermining the intrinsic value of learning. The implications of the commercialization of education are several, including a) inequality in access to education due to high costs excluding economically disadvantaged students and exacerbating social inequalities; b) credentialism where there is an overemphasis on obtaining degrees as a means to secure employment, rather than fostering genuine learning and skill acquisition; c) materialistic mentality as students learn to focus on personal gain rather than to how to contribute to society; and d) quality challenges as educational institutions may prioritize profit maximization over educational quality.
The impact of the commercialization of higher education on the achievement of the UN’s Sustainable Development Goals (SDGs)
The commercialization of education poses significant challenges to achieving several Sustainable Development Goals, particularly those related to quality education (SDG 4), reduced inequalities (SDG 10), and ethical governance (SDG 16). There are many ways commercialization hinders these SGDs:
Impact on quality education (SDG 4). The 2024 UNESCO report shows insufficient progress toward SDG 4 benchmarks, with only 18% of countries achieving the benchmark for public education expenditure. Commercialization results in reduced public education expenditures and elevated tuition rates while it establishes obstacles for low-income students, impeding their access to quality education, a crucial element of SDG 4, which seeks to provide inclusive and equitable quality education for all. Furthermore, commercialized educational institutions prioritize vocational training and marketable skills above critical thinking and holistic development. This shift can undermine the broad educational goals specified in SDG 4, which advocates for cultivating creativity, critical thinking, and lifelong learning opportunities.
Exacerbation of inequalities (SDG 10). According to the 2024 United Nations report, although technology has enhanced educational possibilities, it has simultaneously exacerbated disparities, resulting in millions lacking access to education, particularly in disadvantaged and low-income groups. The commodification of education results in a double-standards system, wherein wealthier individuals can access high-quality education while disadvantaged groups are relegated to inferior alternatives. This perpetuates social disparities, directly opposing the objective of SDG 10 to reduce inequalities within and between nations. Thus, the commodification of education impedes social mobility. As education becomes increasingly commodified, social mobility is hindered. Individuals from lower socioeconomic backgrounds face significant obstacles in obtaining quality educational opportunities, exacerbating existing disparities. This situation jeopardizes initiatives that foster equitable opportunities for all, as highlighted in SDG 10.
Impact on ethical governance (SDG 16). Education is traditionally considered a public good essential for societal advancement. The shift towards commodification challenges this perspective, threatening to convert education into a market-oriented commodity instead of recognizing it as a fundamental human right essential for fostering inclusive societies and ensuring justice for all. This conflict undermines the notion of universal access to quality education, hence hindering the attainment of SDG 16. The excessive commercialization of higher education generates ethical issues related to accountability and governance. Higher education institutions may prioritize enrollment figures over maintaining academic standards (e.g., erosion of academic standards such as inflated grades and reduced academic rigor), potentially leading to a decrease in quality. Therefore, the commercialization of education does not align with SDG 16, which focuses on fostering peaceful and inclusive societies while ensuring effective governance at all levels.
In conclusion
In sum, commercialization threatens the sustainability of education and the achievement of the UN’s SDGs by jeopardizing quality and equity while lowering ethical standards and societal values. Addressing these challenges necessitates a reassessment of education’s objectives and structure, highlighting its role as a public good and a human right rather than merely a commodity. Sustainable educational models and practices must emphasize holistic development, equal access, and the inherent value of knowledge to guarantee that education continues to serve individual and societal flourishing.