Teachers' Adoption and Challenges of Mobile Learning Platforms in Nigerian Schools

This study examined teachers’ adoption of mobile learning platforms and the challenges associated with their integration into instructional processes in Nigerian schools. The study was guided by 5 research questions and 4 hypotheses. A descriptive survey research design was adopted, involving 173 teachers drawn from primary, secondary, and tertiary institutions across Nigeria through voluntary response or self-selection sampling. Data were collected using a validated structured digital questionnaire titled Teachers’ Adoption and Challenges in the Use of Mobile Learning Platforms Questionnaire (TAPMLPQ), with a reliability coefficient of 0.70 determined using Cronbach’s Alpha. Descriptive statistics (mean, standard deviation, frequency, and percentage) and inferential statistics (independent sample t-test, Pearson correlation, regression analysis, and ANOVA) were used to analyze the data at the 0.05 level of significance. The findings revealed that teachers demonstrated a high level of readiness and positive attitudes toward adopting mobile learning platforms for instructional purposes. Although teachers acknowledged numerous challenges, including inadequate infrastructure, poor internet connectivity, and insufficient professional development opportunities, they recognized the significant potential of mobile learning to improve students’ literacy, numeracy, engagement, and overall academic performance. The study further found no significant differences in readiness, perceived challenges, and professional development needs based on gender, teaching qualification, or years of teaching experience, whereas school ownership significantly influenced teachers’ attitudes towards mobile learning adoption. The study concludes that strengthening teachers’ capacity through continuous professional development, improved digital infrastructure, and supportive educational policies is essential for the successful integration of mobile learning platforms and the enhancement of teaching and learning outcomes in Nigerian schools.