PRACTICE BARRIERS TO MOBILE LEARNING ADOPTION IN SCHOOL EDUCATION: A CASE STUDY FROM ERITREA WITHIN THE DEVELOPING COUNTRY CONTEXT

Introduction. The rapid advancement of digital technologies globally necessitates their integration into educational systems to enhance teaching and learning processes. In developing countries such as Eritrea, mobile learning (m-learning) presents potential solutions for expanding educational access and improving quality. However, empirical evidence on the barriers to m-learning adoption in Eritrean schools remains scarce. This study addresses this gap by systematically investigating the multi-dimensional barriers hindering effective m-learning integration in Eritrea’s secondary education system. Materials and Methods. Employing a convergent mixed-methods design, the study collected quantitative data through structured questionnaires from 509 teachers and 1,282 students across five regions of Eritrea. Qualitative data were gathered via semi-structured interviews with 12 education experts, school administrators, and pedagogical leaders. Quantitative data were analyzed using SPSS 26.0, employing descriptive statistics, chi-square tests for independence, and multiple response analysis. Qualitative data underwent thematic analysis. Results. Despite 88% of students reporting access to mobile devices, findings reveal a significant implementation gap, with m-learning integration remaining limited and fragmented. Four interrelated barrier categories emerged: Infrastructural; Pedagogical and human capacity; Content-related; and Systemic barriers. Discussion and Conclusion. The findings demonstrate that m-learning barriers in Eritrea are systemic and interrelated, requiring coordinated multi-level interventions. We argue that sustainable m-learning integration demands simultaneous investment in infrastructure, teacher professional development, localized content creation, and curriculum reform. Future research should adopt longitudinal designs to examine barrier dynamics over time and evaluate intervention effectiveness.