Mobile Learning (m-Learning) for Higher Education: Delivering Education through Smartphones Rather than Computers

The rapid advancement of information and communication technologies (ICTs) has transformed teaching and learning practices in higher education worldwide. Universities are increasingly adopting digital technologies to improve access to education, enhance student engagement, and support flexible learning environments (UNESCO, 2023). However, in many developing countries, including Zambia, access to personal computers remains limited due to economic constraints and inadequate technological infrastructure. In Zambia, mobile technologies have become the primary means of accessing digital services and the Internet. The 2022 National Survey on Access and Usage of Information and Communication Technologies by Households and Individuals reported that 63.3% of the adult population had access to mobile phones, while only 36.8% of mobile phone users owned smartphones (ZICTA, 2023). Furthermore, the survey indicated that smartphones are the dominant devices used to access the Internet, whereas the use of portable and fixed computers remains considerably low. These statistics demonstrate the growing importance of smartphones in facilitating access to digital information and online services in Zambia. ([ZICTA][1]) In recent years, smartphones have become the most widely used digital devices among university students because of their affordability, portability, and multifunctionality (Naveed et al., 2023; Gupta et al., 2021). These devices enable learners to access e-learning platforms, participate in virtual classes, communicate with lecturers and peers, and retrieve educational materials from anywhere and at any time (Sophonhiranrak, 2021). Consequently, higher education institutions are increasingly recognizing the potential of mobile learning (m-learning) as an alternative and complementary approach to traditional computer-based e-learning (Crompton & Burke, 2021). Mobile learning refers to the use of portable digital devices, particularly smartphones and tablets, to facilitate teaching and learning beyond the limitations of fixed locations and conventional classrooms (Naveed et al., 2023). The flexibility and accessibility offered by smartphones make them particularly suitable for developing countries, where mobile phone ownership is significantly higher than computer ownership. In Zambia, evidence from national surveys suggests that smartphones are increasingly becoming the principal digital tools through which individuals access the Internet and digital services. ([NADA ZamStats][2]) Despite the growing adoption of smartphones in education, the implementation of mobile learning in higher education faces several challenges, including inadequate digital infrastructure, limited institutional readiness, insufficient lecturer training, and the absence of clear policies guiding smartphone integration in academic environments (Al-Emran & Shaalan, 2022; Naveed et al., 2023). Furthermore, empirical evidence on the effectiveness of smartphone-based mobile learning in the context of Zambian higher education remains limited. Therefore, there is a need to investigate how smartphones can be effectively utilized to deliver education and improve learning outcomes in higher education institutions. This study, therefore, seeks to explore mobile learning in higher education by examining the use of smartphones as primary learning devices rather than relying solely on computers. The findings are expected to contribute to the growing body of knowledge on m-learning and provide recommendations for enhancing digital inclusion and educational accessibility in Zambian higher education institution References * Zambia Information and Communications Technology Authority (ZICTA). (2023). *2022 National Survey on Access and Usage of Information and Communication Technologies by Households and Individuals*. Lusaka, Zambia. ([ZICTA][1]) * UNESCO. (2023). *Global Education Monitoring Report 2023: Technology in Education – A Tool on Whose Terms?* * World Bank. (2022). *Digital Development and Education: Expanding Access to Technology-Enabled Learning in Developing Countries*. [1]: zicta.zm "2022 NATIONAL SURVEY ON ACCESS AND USAGE OF INFORMATION AND COMMUNICATION TECHNOLOGIES BY HOUSEHOLDS AND INDIVIDUALS A Demand Side Assessment of Access and Usage of ICTs in Zambia None | | | |" [2]: nada.zamstats.gov.zm "Zambia - 2022 National Survey on Access and Usage of Information and Communication Technologies (ICTs) By Households and Individuals"