Book Title: Advanced Studies in Multidisciplinary Research and Innovation (ASMRI)
Chief Editors: Dr. Jagdish Kumar Sahu and Dr. Krishna Ashutoshbhai Vyas
Associate Editors: Dr. N. Ramesh Chandra Srikanth and Dr. Lourdu Vesna J
Co-Editors: Dr. Aarti Sharma and Dr. Pushpa Mamoria
ISBN: 978-93-7183-010-2
Chapter: 30
DOI: https://doi.org/10.59646/745/30
Authors: Ms. Prarthana Mahapatra, and Mrs. Sneha Dixit
Abstract
Mobile technologies have drastically changed opportunities for learning and access to education in developing education systems. This research paper explores how mobile assisted learning contributes to digital equity, and investigates adoption rates, accessibility, and learning outcomes in underserved and relatively well-resourced learning environments. This study adopts a mixed-method research design, combining the data gathered from student participation records and mobile learning usage statistics with data collected through structured interviews with teachers, students and education administrators. The results show significant differences in the level of integration of mobile-assisted learning in schools: in urban and well-resourced schools, network infrastructure, digital literacy, and institutional policies were more conducive to greater integration, while in rural and marginalized schools there were still obstacles such as limited internet connectivity, device shortages, affordability constraints, and limited technical support. Despite these obstacles, mobile-assisted learning (MAL) has opened up educational opportunities in several ways, such as creating flexible learning that allows students to learn at their own pace and location, overcoming geographical constraints, enabling educational continuity in crisis situations, and facilitating self-paced learning. The analysis also highlights the students’ preference for continuity, accessibility, and convenience of learning, as well as the teachers’ focus on professional development and a reliable digital infrastructure. The paper outlines policy options that can help close the digital divide such as specific investments in mobile connectivity, low-cost device programs, digital literacy programs, teacher training, and supportive regulatory structures. The study shows the transformative potential of mobile-assisted learning in education and structural inequalities that need to be addressed to enable digital equity. The comparative results offer practical implications for policy makers, teachers, technology vendors, and development agencies who are developing strategies for mobile learning that are sustainable and inclusive for developing education systems.
Keywords: Mobile-assisted learning, Digital equity, Developing education systems, Mobile learning, Educational access, Digital divide, ICT in education, Rural education, Educational technology, Inclusive learning