Online master’s degree: Analyzing the accessibility of international education in the Philippines – A global marketing perspective. Part II.

This systematic review investigates the accessibility of online master’s degree programs in the Philippines through a global marketing lens. Despite the growing prevalence of digital education in international higher education, significant gaps remain in understanding accessibility challenges in developing economies. Through a structured analysis of 40 elusive peer-reviewed articles (2015-2023), this study evaluates five key accessibility factors: technological infrastructure, affordability, institutional reputation, cultural relevance, and marketing strategies. The research integrates Technology Acceptance Model, Diffusion of Innovation, and Community of Inquiry frameworks to develop a multidimensional understanding of accessibility barriers. Findings reveal persistent digital divides, particularly in rural areas (where connectivity reaches only 30-45% of urban levels), and demonstrate how targeted marketing strategies can address these barriers. The COVID-19 pandemic has accelerated digital transformation while exposing infrastructure limitations and readiness gaps. This research contributes a multi-dimensional accessibility framework integrating technological, economic, cultural, and marketing dimensions, providing actionable insights for higher education institutions, policymakers, and global education marketers seeking to enhance accessibility in developing economies like the Philippines.

3.3 Data extraction and analysis

Data extraction followed a structured protocol using a standardized extraction template designed to capture key dimensions of each study:
1. Bibliographic information (author, year, journal, impact factor)
2. Methodological characteristics (design, sample, analytical approach)
3. Context specificity (geographic focus, institutional setting)
4. Key findings related to accessibility dimensions
5. Marketing implications and recommendations

Two independent reviewers extracted data to ensure consistency and minimize bias, resolving discrepancies through consensus discussions. The extracted data was organized in a comprehensive database for systematic analysis.

Data analysis employed a thematic synthesis approach in three phases:
1. Descriptive coding of findings related to accessibility factors
2. Development of interpretive themes across studies
3. Generation of analytical themes addressing the research questions

This approach enabled the identification of patterns across studies while preserving the nuanced contexts of individual research. A descriptive table summarizes the key characteristics and contributions of selected studies (Table 1), providing a foundation for subsequent thematic analysis.

Table 1: Summary of most relevant articles
Source: Author’s analysis based on the systematic literature review via databases

3.4 Reliability and validity

A standardized protocol was employed to ensure reliability for literature selection and data extraction. The search strategy and inclusion criteria were consistently applied across both databases. Two independent reviewers cross-verified the selected articles to eliminate bias, ensuring the consistency of results (Lincoln and Guba 1985).
To enhance validity, triangulation was used by comparing findings across multiple studies and sources, strengthening the credibility and dependability of results (Patton 2015). Peer-reviewed articles were exclusively selected, ensuring methodological rigor. Additionally, detailed documentation of the search and selection process was maintained to provide transparency and replicability. This methodology provides a comprehensive foundation for analyzing the accessibility of online master’s degree programs in the Philippines.

4 Results and discussion

The findings of the study explore the accessibility of online master’s degree programs in the Philippines from a global marketing perspective. The discussion integrates the results with the literature reviewed, offering insights into the implications for international higher education institutions (HEIs), policymakers, and stakeholders.

4.1 Results

4.1.1 Accessibility of online master’s degree programs

The accessibility of online master’s degree programs in the Philippines is influenced by a combination of technological, economic, cultural, and institutional factors.
The systematic review highlights multiple interrelated factors influencing the accessibility of online master’s programs in the Philippines. Quantitative trends show technological infrastructure (85%), affordability (72%), cultural relevance (65%), and institutional reputation (58%) as key determinants. Earlier studies (2015-2018) focused primarily on technology, while more recent research (2019-2023) emphasizes cultural and institutional dimensions as show in Table 2.

4.1.2 Technological infrastructure

Urban-rural disparities remain significant, with internet penetration at 70-80% in cities versus 30-45% in rural areas (Aristovnik et al. 2020; Hayashi et al. 2020). Moreover, 38% of Filipino adults report low confidence in using learning platforms, reflecting a digital participation gap beyond mere connectivity (Joaquin et al. 2020).

4.1.3 Affordability

Despite being 30-40% cheaper than traditional programs, online master’s tuition still imposes a burden, often comprising 25-35% of a middle-class household’s annual income (Malbas et al. 2023), posing a major barrier to access.

Table 2: Accessibility
Source: Author’s analysis based on the systematic literature review via databases

The analysis identified two major marketing strategies as shown in Table 3, that enhance accessibility to online master’s programs in the Philippines. Digital marketing and strategic partnerships were noted in 78% of studies as key drivers in expanding reach, enabling targeted campaigns and collaborations between local and international HEIs – forming „accessibility bridges” (Kanwar and Carr 2020). Such partnerships boost credibility and address geographical barriers (Symaco and Tee 2019).
Localized strategies, highlighted in 65% of studies, focus on culturally relevant messaging and inclusive content that addresses local economic and technological challenges. Toquero (2020) found that culturally adapted content boosts engagement, while Fung et al. (2022) reported up to 40% higher conversion rates when strategies are tailored to local contexts. Over time, cultural contextualization has gained prominence as a key to improving program accessibility.

Table 3: Marketing strategies and their effectiveness
Source: Author’s analysis based on the systematic literature review via databases

As shown in Table 4, the digital divide remains the most persistent barrier to accessing online master’s programs in the Philippines. Rather than a simple access issue, it spans connectivity quality, device availability, and digital literacy. Rural internet reliability averages only 30-45% of urban levels (Carbonilla Gorra and Bhati 2016), while 38% of learners lack the digital skills needed to navigate online platforms (Alipio 2020).
The COVID-19 pandemic accelerated digital adoption but revealed readiness gaps. Although 92% of HEIs shifted to online delivery (Aristovnik et al. 2020), only 47% offered adequate support for digitally disadvantaged learners. Institutions that focused solely on infrastructure saw attrition rates 35% higher than those providing user support (Rashid and Yadav 2020). These findings underscore the need for holistic strategies beyond connectivity to include learner-centered digital support systems.

Table 4: Challenges and opportunities in digital transformation
Source: Author’s analysis based on the systematic literature review via databases

4.2 Discussion

4.2.1 Repercussion for HEIs

HEIs must adopt hybrid models that combine online and face-to-face learning to cater to diverse learner needs. Popenici and Kerr (2017) suggest integrating advanced technologies, such as artificial intelligence and augmented reality, to enhance learning experiences. Additionally, fostering partnerships with local stakeholders can strengthen program credibility and reach (Joaquin et al. 2020).

4.2.2 Role of policymakers

Policymakers play a pivotal role in creating an enabling environment for online education. This includes refining regulatory frameworks, such as the Universal Access to Quality Tertiary Education Act, to support online learning initiatives (Ortiz et al. 2019). Investments in infrastructure and digital literacy programs are also critical (Hayashi et al. 2020).

This study sums up the necessity for further research on:
• The long-term impact of global marketing strategies on the accessibility of online education.
• Best practices for creating equitable online education ecosystems in developing countries.
• The integration of emerging technologies to address accessibility challenges.

The findings underscore the complex interplay of technological, economic, cultural, and institutional factors shaping the accessibility of online master’s degree programs in the Philippines. By leveraging inclusive marketing strategies, advanced technologies, and robust policy support, HEIs and stakeholders can create sustainable online education models that bridge educational gaps and empower Filipino learners.

5 Conclusion and recommendations

5.1 Conclusion

This study underscores the multifaceted nature of accessibility challenges for online master’s degree programs in the Philippines, shaped by technological, economic, cultural, and institutional factors. Global marketing strategies, when localized and inclusive, hold the potential to bridge these gaps, empower Filipino learners, and create sustainable online education ecosystems. The COVID-19 pandemic has served as a catalyst for innovation but also highlighted the disparities in infrastructure and readiness among HEIs and learners. Addressing these challenges requires collective action from institutions, policymakers, and stakeholders.

5.2 Recommendations

The findings from this systematic review offer significant implications for enhancing the accessibility of online master’s programs in the Philippines through global marketing strategies. These recommendations directly address the multidimensional barriers identified in the analysis and align with the theoretical anchorage that integrates Technology Acceptance Model, Diffusion of Innovation, and Community of Inquiry perspectives.

5.2.1 Framework development

HEIs and policymakers should adopt a multi-dimensional accessibility framework incorporating four essential elements that address the research questions posed in this study. This framework responds directly to the researcher’s findings that accessibility barriers exist across multiple domains rather than in isolated dimensions.

5.2.2 Technological readines

Strategic investment in digital infrastructure and training programs are required to enhance digital literacy. The analysis of the Technology Acceptance Model (Davis 1989) demonstrates that perceived ease of use significantly impacts adoption decisions. By investing in user-friendly interfaces and comprehensive digital skills development, institutions can reduce the „complexity“ barrier identified in Rogers’ (2003) Diffusion of Innovation theory, accelerating adoption across different segments of Filipino society. The findings reveal that 85% of studies identified technological barriers as primary constraints, making this dimension particularly critical.

5.2.3 Economic accessibility

This should be enhanced through targeted subsidies and financial aid programs for low-income learners. This recommendation addresses the „relative advantage“ component of innovation diffusion by ensuring that the cost-benefit equation favors online education adoption. The literature indicates that affordability concerns affect 72% of potential Filipino learners, making this a critical accessibility dimension that marketing strategies must explicitly address through transparent value propositions and flexible payment options.

5.2.4 Cultural relevance

Program design must align with Filipino cultural values and address quality concerns. This element directly incorporates the Community of Inquiry framework’s emphasis on social presence (Garrison et al. 2000), which is imperative in the Philippine context. By designing programs that respect and integrate Filipino cultural perspectives, institutions can reduce the psychological distance that often limits international program accessibility.

5.2.5 Marketing effectivenes

This should be enhanced through inclusive strategies emphasizing collaboration between local and international stakeholders. This recommendation responds to the researcher’s finding that integrated marketing approaches addressing multiple accessibility dimensions simultaneously are more effective than narrowly focused strategies. The theoretical integration of TAM with Diffusion of Innovation helps explain why marketing must address both functional barriers (ease of use, usefulness) and social factors (observability, compatibility) to be effective in the Philippine context.

5.2.6 Policy and institutional support

Governments should refine frameworks like the Universal Access to Quality Tertiary Education Act to integrate online education explicitly. This recommendation addresses the research gap regarding policy alignment with technological advancement identified in the problem statement. Policymakers can reduce institutional barriers limiting program development and recognition by creating supportive regulatory environments specifically addressing online education.
Institutions should prioritize partnerships with local industries to enhance credibility and program alignment with market demands. This strategic approach directly addresses the „trialability“ and „observability“ attributes from Rogers’ diffusion theory by creating visible pathways from education to employment (Lim and Wang 2016). The analysis shows that such partnerships significantly enhance program credibility, addressing a key psychological barrier to enrollment in international online programs.

5.2.7 Technology integration

Incorporating advanced technologies such as artificial intelligence, augmented reality, and adaptive learning systems can enrich online learning experiences. This recommendation aligns with the theoretical relevance by enhancing all three presences in the Community of Inquiry model: teaching presence through intelligent tutoring systems, social presence through immersive collaborative environments, and cognitive presence through personalized learning pathways (Lim and Wang 2016). The integration of these technologies directly addresses the quality concerns that emerged as significant barriers in the qualitative analysis.
Leveraging data analytics to personalize learning and address individual challenges represents an evidence-based approach to enhancing accessibility. This strategy operationalizes the theoretically integrated framework by using data to identify specific barriers different learner segments face and creating targeted interventions. This research indicates that personalized approaches significantly outperform standardized solutions in addressing the diverse accessibility challenges Filipino learners face.

Again, with the findings discussed, these recommendations are proposed:
1. Framework development: HEIs and policymakers should adopt a multi-dimensional accessibility framework incorporating the following elements:
o Technological readiness: Investment in digital infrastructure and training programs to enhance digital literacy.
o Economic accessibility: Subsidies and financial aid programs targeting low-income learners.
o Cultural relevance: Program designs that align with Filipino cultural values and address quality concerns.
o Marketing effectiveness: Inclusive marketing strategies emphasizing collaboration between local and international stakeholders.
2. Policy and institutional support:
o Governments should refine existing frameworks, such as the Universal Access to Quality Tertiary Education Act, to integrate online education explicitly.
o Institutions should prioritize partnerships with local industries to enhance credibility and program alignment with market demands.
3. Technology integration:
o Incorporating advanced technologies such as artificial intelligence, augmented reality, and adaptive learning systems to enrich online learning experiences.
o Leveraging data analytics to personalize learning and address individual challenges.

Figure 2 presents an example of a multidimensional accessibility framework emphasizing the critical role of global marketing strategies in enhancing accessibility to online master’s degree programs. It illustrates how five essential dimensions – technological, economic, cultural, pedagogical, and institutional – collectively shape accessibility and are strategically addressed through targeted global marketing approaches. Drawing from theoretical foundations, this framework integrates insights from Diffusion of Innovation Theory (Rogers 2003), emphasizing factors such as relative advantage, compatibility, complexity, trialability, and observability in adopting innovations. Complementing this, the Technology Acceptance Model (TAM) (Davis 1989; Venkatesh and Davis 2000) explicates how perceived ease of use, usefulness, and user attitudes toward technology significantly impact learners’ adoption behaviors. Lastly, the Community of Inquiry (CoI) framework (Garrison et al. 2000) highlights the importance of social, cognitive, and teaching presence, underscoring pedagogical and interactional aspects crucial for student engagement.
Specifically, the integrated framework identifies digital marketing techniques, strategic partnerships, and culturally relevant program designs as pivotal global marketing strategies. These strategies not only facilitate effective promotion but also ensure that online master’s programs are comprehensively accessible, culturally relevant, and responsive to the specific needs of Filipino learners. Consequently, this theoretically informed, multidimensional approach provides practical pathways for bridging accessibility gaps within the Philippine educational landscape, promoting inclusive and sustainable international education opportunities.

Figure 2: Multidimensional accessibility framework (Sample integration)
Source: Author

5.3 Limitations of the study

This study is constrained due to its dependence on secondary data from a systematic literature review. While comprehensive, the findings are constrained by the availability and scope of existing research, which may not capture emerging trends or localized nuances in real time.

6 Areas for future research

This review identifies several key areas where empirical research is needed to advance understanding of how marketing strategies influence accessibility to online master’s programs in the Philippines. Future studies should adopt mixed-methods designs, combining large-scale surveys with in-depth interviews, to evaluate which strategies most effectively reduce access barriers and drive enrollment. Longitudinal research tracking learners from initial awareness through program completion would offer valuable insights into how marketing interventions shape perceptions and decisions at critical points in the educational journey. Institutional case studies should move beyond descriptive analyses and incorporate evidence-based metrics, such as conversion rates, cost-per-acquisition, and retention linked to marketing exposure, while also exploring variations across demographic segments. Additionally, experimental research is needed to assess the effectiveness of technological solutions – such as low-bandwidth platforms and offline capabilities – in addressing infrastructure challenges, with a focus on usage patterns and learning outcomes. Finally, comparative studies across Southeast Asian countries using standardized methodologies can distinguish between marketing strategies with regional applicability and those requiring local adaptation. Collectively, these empirical directions would provide robust, actionable evidence to inform institutional marketing practices and education policy.

END OF PART II.

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Kľúčové slová/Key words

online master’s degree, accessibility, international education, global marketing, higher education
online magisterský titul, dostupnosť, medzinárodné vzdelávanie, globálny marketing, vysokoškolské vzdelávanie

JEL klasifikácia/JEL Classification

I23, M31, L86, O33

Résumé

Online magisterský titul: Analýza dostupnosti medzinárodného vzdelávania na Filipínach – perspektíva globálneho marketingu. Časť II.

Táto systematická štúdia skúma dostupnosť online magisterských programov na Filipínach z pohľadu globálneho marketingu. Napriek rastúcej prítomnosti digitálneho vzdelávania v medzinárodnom vysokoškolskom vzdelávaní zostávajú významné medzery v pochopení výziev dostupnosti tohto vzdelávania v rozvojových ekonomikách. Pomocou štruktúrovanej analýzy 40 ťažko dostupných recenzovaných článkov (2015-2023) táto štúdia hodnotí päť kľúčových faktorov prístupnosti: technologickú infraštruktúru, cenovú dostupnosť, reputáciu inštitúcie, kultúrnu relevantnosť a marketingové stratégie. Výskum integruje model prijatia technológie, difúzie inovácií a oblasť skúmania komunity, aby vyvinul multidimenzionálne porozumenie prekážkam v oblasti dostupnosti vzdelania. Zistenia odhaľujú pretrvávajúce digitálne rozdiely, predovšetkým v oblastiach mimo mesta (kde pripojenie na internet dosahuje iba 30-45% úrovne miest). Zistenia ukazujú, ako môžu cielené marketingové stratégie tieto prekážky prekonať. Pandémia COVID-19 urýchlila digitálnu transformáciu a zároveň odhalila obmedzenia infraštruktúry a medzery v pripravenosti. Tento výskum prispieva k viacrozmernému rámcu dostupnosti, ktorý integruje technologické, ekonomické, kultúrne a marketingové dimenzie, ako aj poskytuje praktické poznatky pre vysoké školy, tvorcov politík a globálne vzdelávaných marketérov, ktorí sa snažia zlepšiť dostupnosť digitálneho vzdelávania v rozvojových ekonomikách ako sú Filipíny.

Recenzované/Reviewed

6. March 2025 / 14. March 2025