Implementing Mobile Learning Technologies in School Education in Developing Countries: Opportunities and Barriers (Scientific Review) (In Eng.)
Author(s):
Okubamichael Tesfu Tekle, Postgraduate Student, https://orcid.org/0009-0000-9880-1532, Institute of Foreign Languages, Patrice Lumumba Peoples’ Friendship University of Russia
6 Miklukho-Maklaya St, Obruchevsky district, Moscow, 117198, Russia, tel: +7 (495) 7873827, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract: Introduction. Despite its potential to enhance educational access and outcomes, m-learning adoption remains hindered by infrastructural limitations, socioeconomic disparities and education policy gaps. Little research examines how these barriers interact to impede implementation of m-learning, which leaves a critical gap in addressing equitable education in developing regions. The purpose of the study is to examine the challenges and prospects of mobile learning technologies use within school education in developing countries. The objectives of this research are to assess current trends in adopting these technologies, evaluate their impact on student engagement and learning outcomes and propose effective recommendations for scalability of applied practices.
Materials and Methods. A mixed-method approach was employed, combining qualitative case studies from initiatives such as MobiReach (India), Bridge International Academies (Kenya), Rora Digital Library (Eritrea), CARNET Mobile Learning Project (Croatia), Plan Ceibal (Uruguay), Education Reform for Knowledge Economy (Jordan), and The ReMaLIC project (Nepal) with quantitative data from UNESCO and World Bank reports. To ensure the validity and reliability of sources, Boolean terminology was employed to extract data from various academic databases.
Results. Findings indicate that m-learning significantly improves accessibility and performance, particularly in underserved rural areas and within low-income communities. However, barriers such as unreliable internet, high device costs and resistance to pedagogical change limit its widespread implementation.
Discussion and Conclusion. The paper underscores the need for coordinated policy interventions, including infrastructure investment, teacher training and localized content development. Practical strategies such as blended learning models and public-private partnerships are recommended to enhance sustainability. The research also highlights the transformative potential of m-learning in overcoming educational inequities while creating a basis for further investigation into long-term academic and socioeconomic impacts.
Keywords: Mobile Learning, Developing Countries, Education Technology, Accessibility, Digital Infrastructure, Educational Barriers, Educational Gaps, Learning Outcomes
For citation: Okubamichael Tesfu Tekle. Implementing Mobile Learning Technologies in School Education in Developing Countries: Opportunities and Barriers (Scientific Review). Pedagogical IMAGE. 2025; 19 (2), pp. 143-161. (In Eng.). 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
UDС: 373:004.9
The article was submitted to the editorial office on 09.03.2025, approved after review on 05.06.2025, and accepted for publication on 15.06.2025.