THE CURRENT STATE AND PROSPECTS OF USING MOBILE LEARNING TECHNOLOGIES IN THE PROFESSIONAL DEVELOPMENT OF HIGHER EDUCATION LEADERS AND TEACHING STAFF

This article examines the current state and future prospects of applying mobile learning technologies in the professional development of higher education leaders and teaching staff, with particular attention to the context of Uzbekistan. The study aims to explore the advantages of mobile learning, its application areas, and the level of integration within the higher education system. The research methodology combines literature review, content analysis, comparative analysis of foreign experiences, as well as an assessment of the present conditions in domestic universities. International practices from Finland, South Korea, the United States, and Russia were studied to highlight effective models and to identify potential pathways for adaptation to the Uzbek educational system.The findings demonstrate that mobile learning technologies offer several significant benefits, including the expansion of personalized learning opportunities, enhanced accessibility to educational resources regardless of time and place, and the establishment of a foundation for continuous professional development. Despite these advantages, the study reveals several critical challenges to the widespread adoption of mobile learning in Uzbekistan. Among them are organizational and infrastructural limitations, insufficient digital literacy among educators, low motivation to adopt new technologies, and the absence of comprehensive regulatory and accreditation frameworks. To address these barriers, the article emphasizes the importance of strengthening digital infrastructure, developing national mobile learning platforms tailored to local conditions, enhancing teachers’ digital competencies through regular training, and creating incentive mechanisms for active engagement. Overall, the study concludes that while mobile learning technologies present transformative opportunities for the professional development of higher education staff, their effective implementation in Uzbekistan requires a systematic approach that integrates infrastructural development, capacity building, and policy support. By adopting international best practices and aligning them with national priorities, Uzbekistan can advance toward a more dynamic, flexible, and innovation-oriented higher education system.