Leveraging Mobile Technology and Open Schooling to Address Educational Disparities among Children of Urban Mobile Workers in Nigeria: A Review of Current Evidence and Practices

Abstract: Children of urban mobile workers in Nigeria face persistent educational disadvantages due to parental occupational mobility, poverty, and limited access to conventional schooling. This review synthesizes recent literature from 2007 to 2024 on the educational challenges faced by these children and critically examines the role and effectiveness of mobile technologies, open schooling, and flexible learning models in bridging educational gaps. Using a narrative review approach, we analyzed peer-reviewed articles, government reports, and grey literature focusing on Nigeria and comparable contexts. The review highlights key barriers such as school discontinuity, child labor, poverty, infrastructural deficits, and gender norms. It evaluates mobile learning’s flexibility and learner-centered benefits alongside challenges including digital divides, infrastructure limitations, and social acceptance. Open schooling models—radio/TV instruction, online courses, and community-based centers—are assessed for their adaptability to mobile populations. Findings indicate that while mobile technology and open schooling offer promising solutions, their success requires addressing access inequities, teacher training, and policy support. We recommend a multi-sectoral approach combining technology, community engagement, and government action to ensure inclusive education for vulnerable urban children in Nigeria. This review contributes actionable insights for policymakers, educators, and researchers working to promote equitable educational opportunities.