School management teams’ perceptions of smartphone use for mobile learning in South African secondary schools: Implications for sustainable integration

The integration of mobile technologies into education has gained global traction, yet their adoption in South African secondary schools remains limited. This study investigates the perceptions of School Management Team (SMT) members, principals, deputy principals, and heads of departments, regarding the use of smartphones as mobile learning (m-learning) tools in secondary education. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), the research explores how constructs such as performance expectancy, effort expectancy, social influence, and facilitating conditions shape SMT members’ attitudes and readiness to support smartphone integration. Employing an explanatory sequential mixed-methods design, the study first collected quantitative data from 140 educators and SMT members across ten secondary schools in the King Cetshwayo District, followed by qualitative interviews with eight school principals. Findings reveal a generally favourable disposition towards smartphone use for educational purposes, with respondents recognising its potential to enhance learner engagement, access to resources, and teaching flexibility. However, significant barriers persist, including inadequate infrastructure, insufficient professional development, and the absence of school-level policies, all of which directly affect the UTAUT constructs and hinder sustainable adoption. The study contributes to the discourse on educational technology integration in resource-constrained environments by linking local contextual challenges to theoretical determinants of technology acceptance. It recommends developing contextually relevant policies, investing in ICT infrastructure, and implementing targeted training programmes to empower SMTs and educators. These interventions are essential for fostering inclusive, resilient, and future-oriented learning environments in South African secondary schools. The findings have implications for policymakers, educational leaders, and stakeholders seeking to promote equitable access to digital learning and to harness the pedagogical potential of smartphones in secondary education.