Внедрение технологий мобильного обучения в школьное образование в развивающихся странах: возможности и препятствия (научный обзор) (на англ. яз.)
Автор(ы):
Окубамикаэль Тесфу Текле, аспирант, https://orcid.org/0009-0000-9880-1532, Институт иностранных языков, Российский университет дружбы народов имени Патриса Лумумбы
Россия, 117198, г. Москва, Обручевский район, ул. Миклухо-Маклая, 6, тел.: +7(495)7873827, Этот адрес электронной почты защищён от спам-ботов. У вас должен быть включен JavaScript для просмотра.
Аннотация: Введение. Несмотря на то, что мобильное обучение обладает потенциалом в контексте улучшения доступа к образованию и получаемых результатов, его использование по-прежнему сдерживается инфраструктурными ограничениями, социально-экономическим неравенством и несовершенством политики в области образования. Взаимосвязи данных барьеров уделяется недостаточно внимания, что препятствует внедрению мобильного обучения и оставляет значительный пробел в решении проблемы неравенства образовательных возможностей в развивающихся регионах. Целью исследования является изучение проблем и перспектив в сфере использования технологий мобильного обучения в школьном образовании в развивающихся странах. Задачи исследования заключаются в оценке сегодняшних тенденций внедрения данных технологий, определении их влияния на вовлечённость учащихся и результаты обучения, а также в формулировании эффективных рекомендаций по масштабируемости применяемых практик.
Материалы и методы. Был использован «смешанный» подход, объединяющий качественные тематические исследования в рамках таких инициатив, как MobiReach (Индия), Bridge International Academies (Кения), Rora Digital Library (Эритрея), Проект мобильного обучения CARNET (Хорватия), Plan Ceibal (Уругвай), Реформа образования для экономики знаний (Иордания) и проект ReMaLIC (Непал), с количественными данными из отчётов ЮНЕСКО и Всемирного банка. Для обеспечения достоверности и надёжности источников при извлечении информации из различных академических баз данных использовалась терминология булевой алгебры.
Результаты. Результаты показывают, что мобильное обучение значительно способствует доступности и повышению эффективности обучения, особенно в сельских районах с ограниченным доступом и среди малообеспеченных групп населения. Однако такие барьеры, как ненадёжный Интернет, высокая стоимость мобильных устройств и сопротивление педагогическим инновациям, ограничивают широкое внедрение данных технологий.
Обсуждение и заключение. В статье подчёркивается необходимость скоординированных политических действий, включая инвестиции в инфраструктуру, подготовку учителей и разработку локализованного контента. Для повышения устойчивости внедрения рекомендуются практические стратегии, такие как смешанные модели обучения и государственно-частное партнёрство. Также в исследовании акцентируется внимание на преобразующем потенциале мобильного обучения в преодолении образовательного неравенства, одновременно создающем основу для дальнейшего изучения долгосрочных образовательных эффектов и социально-экономических результатов.
Ключевые слова: мобильное обучение, развивающиеся страны, школьное образование, качественное образование, образовательные барьеры, пробелы в образовании, результаты обучения
Для цитирования: Окубамикаэль Тесфу Текле. Внедрение технологий мобильного обучения в школьное образование в развивающихся странах: возможности и препятствия (научный обзор) // Педагогический ИМИДЖ. 2025. Т. 19, № 2. С. 143–161. DOI: https://doi.org/10.32343/2409-5052-2025-19-2-143-161
DOI: https://doi.org/10.32343/2409-5052-2025-19-2-143-161
УДК: 373:004.9
Статья поступила в редакцию 09.03.2025, одобрена после рецензирования 05.06.2025, принята к публикации 15.06.2025.
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