Investigation of mobile learning implementation in Botswana secondary schools for improved academic and digital literacy outcomes

Abstract This paper focused on mobile learning (mLearning) integration in Botswana’s public senior secondary schools in line with developing countries’ contexts. The study took an embedded pragmatic stance and collected data through a range of techniques including surveys, interviews, open-ended questionnaires, focus group discussions and classroom observations. The study was guided by the Technology Acceptance Model and Social Constructivist Theory. Study findings indicated the integration of mLearning into public senior secondary schools remained limited and inconsistent. This was primarily due to insufficient teacher and student training, insufficient infrastructure, and lack of adequate policy guidance addressing integration of new technologies. These findings have shown the need for a more systematic and thorough approach to mLearning in schools. Considering the findings, the study designed a Strategic mLearning Implementation Framework (SmLIF) for mobile learning adoption in Botswana schools. The study also indicated a need for systemic reforms in the education sector to provide effective digital learning. SmLIF provides a theory-based, practice-centered approach to improving digital learning in Botswana and other developing countries where large-scale technology integration in education is taking place.