Analyzing Teachers' Perceptions of Mobile Learning in Senior Secondary Schools: A FRAME Model Perspective in Sub-Saharan Africa

Authors

Dennis Kealeboga Mabalane Junior, University of Botswana, BotswanaFollow

Author ORCID Identifier

Dennis Kealeboga Mabalane：https://orcid.org/0009-0000-4079-3971

Abstract

The paper focuses on a systematic review of existing literature regarding the teachers’ perceptions toward mobile learning (mLearning) in public secondary schools across sub-Saharan Africa. It emphasizes that this research synthesizes previously published work rather than presenting original findings. The review identifies significant challenges and opportunities associated with mLearning implementation, particularly in the context of the COVID-19 pandemic, which has accelerated the adoption of mobile technologies in education. Despite the growing body of literature on mLearning trends in sub-Saharan Africa, there remains a notable lack of systematic reviews specifically addressing stakeholder perceptions. This study aims to fill that gap by providing evidence-based insights into the role of mLearning and its potential to shape emerging pedagogical practices. In summary, this research is pivotal for understanding how teachers perceive mLearning, thus offering a foundation for future studies and policy formulations aimed at enhancing educational practices through technology in sub-Saharan Africa.

DOI Link

https://doi.org/10.18785/jetde.1802.07

First Page

127

Last Page

150

Ethics Approval

Yes

Declaration Statement

N/A

Recommended Citation

Mabalane, D. K. (2025). Analyzing teachers’ perceptions of mobile learning in senior secondary schools: A frame model perspective in sub-Saharan Africa. Journal of Educational Technology Development and Exchange (JETDE), 18(2), 127-150. https://doi.org/10.18785/jetde.1801.07

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.