Tag: authentic

Using UGC and Authentic Storytelling For Education Marketing
Reading Time: 9 minutes

Today’s schools need to get creative to promote their programs in a way that resonates with prospects. To spur action from your audience, you need to build trust, create engagement, and foster an emotional connection. How do you do that with so many other schools competing for the spotlight? One of the most effective strategies for making a strong impression on your audience is combining user-generated content and authentic storytelling.

These methods allow your institution to showcase real experiences, highlight student voices, and differentiate itself from competitors in an increasingly crowded educational landscape. Keep reading to discover the unique advantages of these effective education marketing tactics, get actionable insights into how to use them to reinvent your marketing plan, and examine real examples for inspiration.

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What Is User-Generated Content (UGC)?

User-generated content refers to any content, such as testimonials, social media posts, blogs, and videos, created by students, alumni, faculty, or other stakeholders rather than your institution itself. By leveraging UGC, you can present an unfiltered, genuine representation of student life and success. This makes your marketing feel more authentic and increases engagement and reach across digital platforms.

Why is user-generated content important in marketing? UGC is created by your students and alumni; it is perceived as more trustworthy than traditional promotional materials. Prospective students are more likely to trust and engage with content created by their peers rather than content crafted solely by an institution. This credibility makes UGC a powerful tool for increasing enrollment and engagement.

The Unique Advantages of User-Generated Content in Education Marketing

A key user-generated content advantage is its ability to build trust. When prospective students see real stories from current students or alumni, they develop a connection to your institution. This sense of authenticity makes them more likely to inquire about programs and ultimately enroll.

Another advantage is the ability to foster engagement across digital platforms. Content created by students, such as Instagram stories, TikTok videos, or blog posts, generates far higher engagement than traditional ads. People love sharing their experiences, and prospective students love seeing real perspectives from peers who have been in their shoes.

A major user-generated content advantage is cost-effectiveness. Instead of investing heavily in producing marketing materials, you can encourage students and alumni to share their stories organically. This reduces costs and enhances your reach, as UGC spreads naturally through networks.

Another reason why user-generated content is important in marketing is its adaptability across multiple platforms. UGC can be repurposed into social media campaigns, website testimonials, video promotions, and email marketing efforts. This versatility allows you to maintain a steady stream of fresh, compelling content.

Source: HEM

What Is Authentic Storytelling in an Educational Marketing Context?

Authentic storytelling goes beyond traditional marketing materials to craft compelling narratives highlighting real student and faculty experiences. Instead of relying solely on promotional messages, this approach uses emotion, relatability, and personal journeys to engage prospective students.

What is the power of storytelling in education? Authentic storytelling is powerful because it transforms abstract institutional values into relatable, real-world experiences. It allows prospective students to see themselves in your stories, making their decision-making process more personal and impactful. This approach humanizes your institution and strengthens your brand identity.

One of the best ways to incorporate authentic storytelling into your marketing strategy is by featuring in-depth student and alumni stories. A compelling blog could follow the experiences of an international student adjusting to life in a new country while studying at your institution. A video series could showcase students discussing their educational journey, including their challenges and triumphs. By doing this, you create content that is informative and emotionally engaging.

The Advantages of Authentic Storytelling in Education Marketing

Unlike traditional promotional content, authentic storytelling builds emotional connections that influence student decision-making. By sharing real experiences from your students and faculty, you provide prospects insight into your institution’s culture, values, and impact.

One of the greatest advantages of authentic storytelling is its ability to make your institution’s messaging more relatable. Instead of generic promotional materials, prospective students see real-life success stories, challenges, and personal growth journeys, helping them visualize their own future at your school.

Another unique benefit is the ability to enhance brand trust and credibility. People connect with stories, not advertisements. By showcasing genuine experiences through student interviews, alumni journeys, and behind-the-scenes campus life, your school appears more transparent and welcoming. This approach fosters a deeper connection with your audience, making them more likely to engage with your institution.

Authentic storytelling also strengthens retention and alumni relations. When students feel emotionally connected to your institution through compelling narratives, they are more likely to remain engaged throughout their education and beyond. Alumni who feel valued through storytelling initiatives often become ambassadors for your school, further enhancing your brand reach.

How Your School Can Leverage User-Generated Content and Authentic Storytelling

Building a marketing strategy around user-generated content and authentic storytelling requires a proactive approach. Instead of simply encouraging students to share their experiences, you need to create opportunities for engagement, provide platforms for their voices, and consistently highlight their stories. By doing so, you ensure that the content generated aligns with your school’s brand and messaging while maintaining the authenticity that makes it so powerful.

Encourage Student-Generated Social Media Content

One of the best ways to integrate UGC into your marketing strategy is by motivating students to share their experiences on social media. Encourage them to document campus life, extracurricular activities, and classroom experiences.

For example, your university might launch an Instagram challenge where students post their favorite campus spots with a branded hashtag. Similarly, a career college could create a TikTok trend showcasing student projects or daily routines in their training programs.

Example: This video, posted by a UCLA student, is a free promotion for the school’s dining hall. She is making a relatable joke about the proverbial ‘freshman fifteen,’ an expression for the weight gain that tends to occur in the first year of college. The creator credits the delicious food at UCLA for her freshman fifteen, and this is not the only video of its kind on her page. Satisfied students eager to share their experiences are invaluable for generating compelling UGC. Encourage students to use specific hashtags for their UGC as this creator did (#ucla #dininghall, etc).

Watch on TikTok

Source: TikTok

Feature Student and Alumni Testimonials

Prospective students value hearing from those who have already walked the path they are considering. Featuring student and alumni testimonials on your website, in promotional videos, and on social media channels provides relatable insights into your programs.

An example of effective testimonial use is a nursing college that records short video interviews with recent graduates discussing their experiences and career outcomes. These testimonials provide compelling, relatable stories that reinforce the value of your school’s programs.

Example: AAPS regularly posts alumni video testimonials highlighting each graduate’s unique background, career goals, and how the institution supported the attainment of their objectives. Here, Teresa Barnes describes how the Quality Assurance and Regulatory Affairs program at AAPS helped her to find success as a Medical Writer. Your alumni community is probably full of careerists who are proud of their achievements and are excited to talk about their journey. This is an excellent opportunity for effective brand storytelling.

Source: Academy of Applied Pharmaceutical Sciences | YouTube

Develop Long-Form Content With Authentic Storytelling

Creating blog posts or video documentaries featuring students’ journeys can be a powerful way to engage prospects. A compelling blog could follow a student during an internship and how the experience shaped their career aspirations. This approach showcases your school’s opportunities while telling a relatable story that resonates with other students considering similar paths.

Additionally, long-form content allows for in-depth storytelling that goes beyond surface-level promotions. A well-written blog post could feature a student reflecting on their academic journey, describing their challenges, the mentors who guided them, and the personal growth they experienced. Similarly, a video series might document a student’s transition from their first day on campus to their graduation, providing prospective students with a complete picture of what they can expect.

Example: Blogs remain a relevant way to tell your school’s story and give your student body a voice. Here, Algonquin Careers Academy tells the story of one of their dental assistant graduates. By publishing a blog post that features a student interview, the message is personable, inspirational, and authentic. Try to infuse personality into your long-form content whether you choose to blog, post videos, create a newsletter, or all three.

Source: Algonquin Careers Academy

Highlight Behind-The-Scenes Content

Showcasing the day-to-day experiences of students, faculty, and staff makes your institution feel more welcoming and accessible. A behind-the-scenes video series might follow a day in the life of a student in a culinary arts program, walk viewers through a school event, and showcase hands-on learning experiences and interactions with industry professionals.

An effective example comes from business schools that share faculty-led discussions, giving students an inside look at the classroom environment before they apply. This storytelling adds authenticity and provides a window into your school’s culture and academic strengths.

Example: Here, the American Musical and Dramatic Academy showcases its open house event, building anticipation for prospects and providing useful information about what they can expect from the event. Behind-the-scenes videos are easy to film, effective for humanizing your brand, and excellent ways to inform your audience in an engaging, easy-to-digest format.

Watch on TikTok

Source: AMDA College | TikTok

Run UGC Contests and Campaigns

To increase engagement, your school can launch user-generated content campaigns that incentivize participation. This could include video challenges, photo competitions, or student-run social media takeovers. For instance, a digital marketing diploma program might host a competition where students submit real-world marketing campaign ideas, with the winner featured on your school’s website and social media pages. This not only showcases student talent but also strengthens your brand’s credibility.

Example: Seguin High School showcases the artistic talent of one of their students who had won an art contest. Not only is this an excellent way to instill well-deserved pride and support in your students, but it is also a great way to humanize your school brand and display your strong community.

Source: Seguin High School | Instagram

Get Support as You Elevate Your Education Marketing Strategy

In today’s highly competitive and interconnected world, attracting qualified student prospects online is essential to a successful recruitment strategy. Schools and universities must implement innovative and authentic marketing techniques, leveraging user-generated content and authentic storytelling to connect with their audiences on a deeper level. Working with a marketing agency specializing in education marketing can be a game changer for your results.

For over 15 years, Higher Education Marketing has crafted successful digital marketing strategies for schools worldwide. Our deep understanding of education marketing allows us to design multichannel campaigns that drive engagement and enrollment. We provide tailored services, including:
- Content Marketing
- Search Engine Optimization (SEO)
- Social Media Marketing
- Paid Advertising Campaigns
Partner with us to harness the power of storytelling in education and leverage the benefits of user-generated content to drive real engagement. Contact us today to explore how our expert digital marketing solutions can transform your student recruitment efforts and enhance your institution’s online presence.

Struggling with enrollment?

Our expert digital marketing services can help you attract and enroll more students!

Frequently Asked Questions

Question: Why is user-generated content important in marketing?

Answer: UGC is created by your students and alumni; it is perceived as more trustworthy than traditional promotional materials. Prospective students are more likely to trust and engage with content created by their peers rather than content crafted solely by an institution.

Question: What is the power of storytelling in education?

Answer: Authentic storytelling is powerful because it transforms abstract institutional values into relatable, real-world experiences. It allows prospective students to see themselves in your stories, making their decision-making process more personal and impactful. This approach humanizes your institution and strengthens your brand identity.
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April 9, 2025
AI-authored abstracts “more authentic” than human-written ones

Journal abstracts written with the help of artificial intelligence are perceived as more authentic, clear and compelling than those created solely by academics, a study suggests.

While many academics may scorn the idea of outsourcing article summaries to generative AI, a new investigation by researchers at Ontario’s University of Waterloo found peer reviewers rated abstracts written by humans—but paraphrased using generative AI—far more highly than those authored without algorithmic assistance.

Abstracts written entirely by AI—in which a large language model was asked to provide a summary of a paper—were rated slightly less favorably on qualities such as honesty, clarity, reliability and accuracy, although not significantly so, explains the study, published in the journal Computers in Human Behavior: Artificial Humans.

For instance, the mean score for honesty for an entirely robot-written abstract was 3.32, based on a five-point Likert scale (where 5 is the highest rating), but just 3.38 for a human-written one.

For an AI-paraphrased abstract, it was 3.82, according to the paper, which asked 17 experienced peer reviewers in the field of computer game design to assess a range of abstracts for readability and guess whether they were AI-written.

On some measures, such as perceived clarity and compellingness, entirely AI-written abstracts did better than entirely human-written summaries, although were not seen as superior to AI-paraphrased work.

One of the study’s co-authors, Lennart Nacke, from Waterloo’s Stratford School of Interaction Design and Business, told Times Higher Education that the study’s results showed “AI-paraphrased abstracts were well received” but added that the “researchers should view AI as an augmentation tool” rather than a “replacement for researcher expertise.”

“Although peer reviewers were not able to reliably distinguish between AI and human writing, they were able to clearly assess the quality of underlying research described in the manuscript,” he said.

“You could say that one key takeaway from our research is that researchers should use AI to enhance clarity and precision in their writing. They should not use it as an autonomous content producer. The human researcher should remain the intellectual driver of the work.”

Emphasizing that “researchers should be the primary drivers of their manuscript writing,” Nacke continued, “AI [can] polish language and improve readability, but it cannot replace the deep understanding that comes with years of experience in a research field.”

Stressing the importance of having distinctive academic writing—a desire expressed by several reviewers—he added that, “In our AI era, it’s perhaps more essential than ever to have some human touch or subjective expressions from human researchers in research writing.”

“Because this is really what makes academia a creative, curious and collaborative community,” said Nacke, adding it would be a pity if scholars became “impersonal paper-producing machines.”

“Leave that last part to the Daleks,” he said.

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December 20, 2024
Alternatives to the essay can be inclusive and authentic

I lead our largest optional final-year module – Crime, Justice and the Sex Industry – with 218 registered students for the 24–25 academic year.

That is a lot of students to assess.

For that module in the context, I was looking for an assessment that is inclusive, authentic, and hopefully enjoyable to write.

I also wanted to help make students into confident writers, who make writing a regular practice with ongoing revisions.

Inspired by the wonderful Katie Tonkiss at Aston University, I devised a letter assessment for our students.

This was based on many different pedagogical considerations, and the acute need to teach students how to hold competing and conflicting harms and needs in tension. I consider the sex industry within the broader context of violence against women and girls.

The sex industry, sexual exploitation, and violence against women in girls are brutal and traumatic topics that can incite divisive responses.

Now more than ever, we need to be able to deal well with differences, to negotiate, to encourage, to reflect, and to try and move discussions forward, as opposed to shutting them down.

Their direction and pace

During the pandemic, I designed my module based on a non-linear pedagogy – giving students the power to navigate teaching resources at a direction and pace of their choosing.

This has strong EDI principles, and was strongly led by my own dyslexia. I recognised that students often have constraints on their time and energy levels that mean they need to engage with learning in different patterns during different weeks – disclosing that they “binge watch” lecture videos, podcasts, or focus heavily on texts during certain weeks to block out their time.

The approach also honours the principles of trauma-informed teaching, empowering students to navigate sensitive topics of gender-based and sexual violence.

As I argue here with Lisa Anderson, students are now learning in a post-pandemic context with differing expectations, accessibility needs, and barriers including paid work responsibilities.

The “full-time student” is now something of an anachronism, and education must meet this new reality – there are now more students in paid employment than not according to the 2023 HEPI/Advance HE Student Academic Experience Study.

We have to meet students where they are, and, presently, that is in a difficult place as many students struggle with the cost of living and the battle to “have it all”.

Students may not be asked to write exam answers or essays in their post-university life, but they will certainly be expected to write persuasively, convincingly, engaging with multiple viewpoints, and sitting with their own discomfort.

This may take the form of webpage outputs, summaries, policy briefings, strategy documents, emails to stakeholders, campaign materials. As such, students are strongly encouraged to think about the letter from day one of semester, and consider who their recipient will be.

They are told that it is easier to write such a letter to somebody with an opposing viewpoint – laying out your case in a respectful, warm and supportive way to try and progress the discussion. Students are also encouraged to acknowledge their own positionality, and share this if desirable, including if they can identify a thinker, document or moment that changed their position.

Working towards change

An example is a student who holds a position influenced by their faith, writing their letter to a faith leader or family member, acknowledging that they respect their beliefs, but strongly endorsing an approach that places harm-reduction and safety first. Finding a place of agreement and building from there, and accepting that working towards change can be a long process.

Another example is a student who holds sex industry abolitionist views, writing to a sex worker, expressing concern and solidarity with the multiple forms of harm, stigma and violence they have experienced, including institutional violence.

They consider how the law itself facilitates the context that makes violence more likely to occur. This is particularly pertinent at the moment as we experience a fresh wave of digital “me too” and high-profile cases of sexual violence and victim-blaming.

In this way, students are taught to examine different documents and evidence, from legal, policy, charity briefings and statements, journal articles, books, reports, documentaries, global sex worker grassroots initiatives, news reports, social media campaigns and footage, art, literature, etc.

By engaging with different types of sources, we challenge the idea that academic material is top of the knowledge hierarchy, and platform the voices who often go unheard, including sex workers globally.

The students cross-reference resources, and identify forms of harm, violence and discrimination that may not make official narratives. This also encourages students to be active members of our community, contributing to each workshop either verbally or digitally, in real-time, or asynchronously via our class-wide google doc.

Students are also taught that it is OK to not have the definitive answer, and to instead ask the recipient to help them further their knowledge. They are also taught that it is ok to change our position and recommendations depending on what evidence we encounter.

Above all, they are taught that two things can be true at the same time: something might be harmful, and the response to it awful too.

Students responded overwhelmingly in favour of this approach, and many expressed a new-found love of writing, and reading. Engaging with many different mediums including podcasts, tweets, reels, history talks, art exhibitions, gave them confidence in their reading and study skills.

Putting choice and enjoyment in the curriculum is not about “losing academic rigour”, it is about firing students up for their topics of study, and ensuring they can communicate powerfully to different audiences using different tools.

Dear me, I wish we had tried this assessment sooner. xoxo

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December 17, 2024