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Switching mobile learning on in Pakistan: Students' experiences and perceptions of mobile learning activities and applications.

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Title: Switching mobile learning on in Pakistan: Students' experiences and perceptions of mobile learning activities and applications.
Authors: Imtinan, Umera1 umera.imtinan@murdoch.edu.au, Issa, Tomayess2 tomayess.issa@cbs.curtin.edu.au, Mwagwabi, Florence3 florence.mwagwabi@murdoch.edu.au, Hamadi, Mostafa1 mostafa.hamadi@murdoch.edu.au, Shamsi, Uzma Rana4 uzmaranaa@yahoo.com, Issa, Theodora5 theodora.issa@uwa.edu.au, Maketo, Lydia2 lydia.maketo@curtin.edu.au, Balapumi, Rohini2 rohini.balapumi@curtin.edu.au, Siwale, Maka2 maka.siwale@curtin.edu.au
Source: International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft. Feb2026, Vol. 72 Issue 1, p107-133. 27p.
Subject Terms: *Mobile learning, *Curriculum planning, *Higher education, *Open learning
Geographic Terms: Pakistan
Abstract (English): This study was conducted to explore education delivery formats aligned with Pakistan's Vision 2030 for education. Data were obtained from focus group discussions conducted with 31 students (10 female, 21 male) from three mainstream Pakistani universities. Qualitative data were analysed thematically. The authors' findings show that students were excited about the flexibility offered by mobile learning and the opportunity to collaborate with peers and teachers from home and other locations at various times. However, they also reported a number of challenges, such as cost, a lack of awareness, and universities' failure to invest in mobile learning course design. The study's findings and implications for practice are presented in order to help facilitate the implementation of mobile learning in developing countries, both in higher education and in other sectors, such as training, workplace learning and educational outreach to serve remote and disadvantaged communities (e.g. out-of-school children). [ABSTRACT FROM AUTHOR]
Abstract (French): Résumé: Mettre en route l'apprentissage mobile au Pakistan : expériences et regards des étudiants sur les activités et applications d'apprentissage mobile – La présente étude a été menée afin d'explorer des formats d'enseignement conformes à la Vision 2030 du Pakistan pour l'éducation. Des données ont été recueillies auprès de groupes de discussion composés de 31 étudiants (10 femmes et 21 hommes) de trois universités pakistanaises classiques. Les données qualitatives ont fait l'objet d'une analyse thématique. Les résultats montrent l'enthousiasme des étudiants concernant la flexibilité de l'apprentissage mobile et la possibilité qu'il leur offre de collaborer à distance avec leurs pairs et leurs enseignants, de chez eux ou d'ailleurs, et à différents moments. Toutefois, les participants ont également fait état de plusieurs difficultés, notamment du coût, du manque de sensibilisation et de l'absence d'investissement de la part des universités dans la conception de cours sur le modèle de l'apprentissage mobile. Les conclusions de l'étude avec leurs implications dans la pratique sont présentées dans le but de contribuer à faciliter la mise en œuvre de l'apprentissage mobile dans les pays en développement, tant dans l'enseignement supérieur que dans d'autres secteurs comme la formation professionnelle, l'apprentissage sur le lieu de travail ou encore l'éducation au profit des communautés éloignées et marginalisées (notamment à destination des enfants déscolarisés). [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study was conducted to explore education delivery formats aligned with Pakistan's Vision 2030 for education. Data were obtained from focus group discussions conducted with 31 students (10 female, 21 male) from three mainstream Pakistani universities. Qualitative data were analysed thematically. The authors' findings show that students were excited about the flexibility offered by mobile learning and the opportunity to collaborate with peers and teachers from home and other locations at various times. However, they also reported a number of challenges, such as cost, a lack of awareness, and universities' failure to invest in mobile learning course design. The study's findings and implications for practice are presented in order to help facilitate the implementation of mobile learning in developing countries, both in higher education and in other sectors, such as training, workplace learning and educational outreach to serve remote and disadvantaged communities (e.g. out-of-school children). [ABSTRACT FROM AUTHOR]
ISSN:00208566
DOI:10.1007/s11159-025-10143-8