The Growth of Mobile Learning in Developing Countries

In many low- and middle-income countries, mobile phones are the primary or sometimes the only means through which large segments of the population access the internet. According to GSMA data, nearly 200 million people used mobile internet for the first time in 2024, bringing the global number of mobile internet users to more than 4.7 billion. Despite this growth, only around 54 per cent of people in low- and middle-income countries were using mobile internet, compared with more than 80 per cent in high-income countries.

This difference demonstrates that mobile technology has considerable potential to expand access to education. However, access to a device and network coverage alone are not enough to ensure meaningful learning.

What is mobile learning?

Mobile learning refers to the purposeful use of mobile phones, tablets and other portable devices for learning. It can take place at school, at home, in the workplace, while travelling or in almost any other setting.

Examples of mobile learning include:

• reading electronic books and articles;
• watching educational videos;
• listening to audio lessons;
• participating in online courses;
• receiving resources through messaging applications;
• completing short quizzes;
• participating in learning groups;
• accessing teacher professional development programmes;
• supporting communication among students, teachers and families.

Its main advantage is flexibility. Learners can access content at a time and place that suits them, particularly when face-to-face instruction or computer equipment is unavailable.

Why has mobile technology become important in developing countries?

In many communities, purchasing a computer remains difficult for families, teachers and students. Mobile phones, however, are comparatively more accessible and are already widely used in everyday life.

GSMA has reported that mobile technology is the main means of internet access in low- and middle-income countries. In 2023, approximately 84 per cent of broadband internet connections in these countries were provided through mobile networks.

This situation has encouraged governments, education institutions and development organizations to explore mobile-based learning as a way to:

• deliver content to remote areas;
• continue education during emergencies;
• provide teacher professional development;
• support literacy and foundational skills;
• expand learning opportunities for women and girls;
• teach digital skills;
• provide access to affordable educational materials.

UNESCO has also noted that mobile devices sometimes the only technology available to disadvantaged learners have been used in remote areas and emergencies to distribute educational resources, complement face-to-face instruction and maintain communication among students, teachers and parents.

Access to books and educational content

One of the earliest important uses of mobile learning was providing access to reading materials and books. In settings where printed books are scarce, expensive or difficult to transport, even a basic mobile phone can open a pathway to written resources.

UNESCO research on mobile reading found that people in developing countries read books and long-form stories even on small screens and basic devices. This finding highlighted the importance of mobile technology in places where access to books and printed materials is limited.

Today, mobile access can include:

• textbooks;
• teaching guides;
• lesson plans;
• articles;
• PDF files;
• audio materials;
• low-bandwidth videos;
• exercises and quizzes;
• resources designed specifically for teachers.

However, very large files or materials designed only for computer screens can be difficult to use on a mobile phone. Content should therefore be designed from the beginning with small screens, limited storage and weak internet connections in mind.

Teacher professional development through mobile learning

Mobile learning is not limited to students. In countries with remote communities, limited teacher-training centres or travel restrictions, mobile technology can support teachers’ continuous professional development.

In 2026, UNESCO and the International Institute for Capacity Building in Africa launched a mobile-based professional development initiative in South Sudan. The programme was designed to bring learning opportunities closer to teachers who face barriers related to distance, economic pressure, crisis and limited infrastructure. It also gave particular attention to women teachers and school leaders.

A similar initiative involving UNESCO and the Pan African University was designed to strengthen mobile learning opportunities for women teachers and school leaders in several African countries.

For teachers, mobile learning may include:

• short professional courses;
• video or audio lessons;
• peer experience-sharing groups;
• webinars;
• teaching guides;
• self-assessment quizzes;
• coaching and mentoring;
• access to professional opportunities;
• notifications and reminders.

This model is particularly useful when content is short, practical, low in data consumption and adapted to teachers’ real working conditions.

The role of messaging applications and low-bandwidth content

In many developing countries, mobile learning does not necessarily take place through an advanced application. Messaging platforms, text messages, audio files, PDFs and simple links can also form part of a learning programme.

For example, a teacher professional development programme might use the following sequence:

1. Share a short file or video.
2. Assign a practical activity.
3. Facilitate discussion in a messaging group.
4. Ask teachers to respond to a small number of questions.
5. Provide feedback.
6. Hold a short online meeting.

This approach can be less expensive and easier for new users than a complex learning-management system. Nevertheless, group moderation, discussion quality, data protection and the prevention of misinformation must be taken seriously.

Benefits of mobile learning

1. Wider access

Mobile technology can deliver content to people who live far from education centres or cannot participate regularly in face-to-face classes.

2. Flexible timing

Learners can study at a time that suits them. This is particularly important for working teachers, women with family responsibilities and people living in remote communities.

3. Comparatively lower costs

Using a device that a learner already owns can reduce the need to purchase new equipment. However, mobile data charges and the cost of smartphones may still create barriers.

4. Short and continuous learning

Content can be divided into smaller units so that users can study a limited amount each day. This approach can be particularly useful for practical skills and professional development.

5. Communication and collaboration

Mobile technology allows teachers, students, trainers and families to communicate quickly and collaborate more easily.

6. Access during emergencies

When schools are closed because of insecurity, natural disasters, public emergencies or travel difficulties, mobile technology can help maintain educational communication.

Major challenges

The growth of mobile learning does not mean that all users benefit equally.

Cost of devices and internet access

The price of smartphones and mobile data remains burdensome for many families and teachers. GSMA identifies affordability, digital literacy and skills as major barriers to mobile internet use.

The difference between coverage and actual use

A region may have mobile-network coverage, but people may still be unable or unwilling to use the internet because of cost, lack of devices, limited skills or security concerns. GSMA reports that a significant share of the world’s population lives within mobile-network coverage but still does not use mobile internet.

Gender and social inequalities

Women, low-income households, rural residents, persons with disabilities and people with lower levels of formal education are more likely to experience digital exclusion. At the same time, these groups may stand to benefit the most from flexible learning opportunities.

Limited digital skills

Owning a mobile phone does not necessarily mean that a person knows how to download a file, create an account, identify a secure link or use an educational platform. Digital-skills training should therefore form part of mobile-learning programmes.

Quality of content

Poor-quality, irrelevant or automatically translated content does not become useful simply because it is delivered through a mobile device. Materials must be accurate, practical, understandable and relevant to the local curriculum and culture.

Small screens and limited attention

Small screens are not well suited to long texts, complex tables or large files. Notifications, entertainment applications and social media can also distract learners.

Privacy and security

Educational platforms may collect users’ names, phone numbers, locations, assessment results or other information. Data collection should be limited to what is genuinely necessary, and personal information must be stored securely.

Does mobile technology always improve learning?

A mobile phone is only a tool, and its educational value depends on how it is used. UNESCO has emphasized that technology should be used in education when it clearly supports learning. Unstructured mobile-phone use in the classroom can contribute to distraction, reduced concentration and other difficulties.

It is therefore important to distinguish between:

• Purposeful educational use: reading a resource, completing an exercise, conducting guided research or communicating with a teacher;
• Uncontrolled use: social media, gaming, unrelated messages and distracting content.

The objective of mobile-learning programmes should not simply be to increase screen time. They should aim to improve access, participation and learning outcomes.

Principles of an effective mobile-learning programme

Several principles are important when designing a mobile-learning initiative.

User needs should come before technology

Programme designers should first identify the problem facing teachers or students and determine how mobile technology could help address it. Developing an application should not become the final objective in itself.

Content should be designed for mobile use

Mobile-friendly content should include:

• short, readable text;
• small file sizes;
• compressed video;
• downloadable audio;
• clear buttons;
• offline access where possible;
• compatibility with lower-cost and older devices.

Local language and context should be considered

Content should be available in a language that users understand and should include examples relevant to their communities and experiences.

Human support should remain available

Users should be able to ask questions, receive feedback and obtain technical or educational assistance when they face difficulties.

Learner progress should be measurable

Short assessments, practical activities, feedback and completion records can help measure participation. Simply opening a page should not be treated as evidence that learning has occurred.

Data protection should be taken seriously

Only necessary information should be collected, and access should be restricted. Students’ personal information should not be stored unless there is a clear and justified need.

Actual results should be evaluated

Programmes should examine whether users merely viewed content or whether their knowledge, skills and professional practice genuinely improved.

Opportunities for mobile learning in Afghanistan

Afghanistan has several conditions in which mobile learning could be useful:

• long distances between teachers and training centres;
• limited access to face-to-face education;
• shortages of printed materials in some communities;
• widespread use of mobile phones and messaging applications;
• teachers’ need for continuous learning;
• financial and infrastructure constraints.

However, mobile-learning initiatives in Afghanistan must be realistic. Not all users have advanced smartphones, high-speed internet or the ability to pay for large amounts of mobile data.

For platforms such as Teacher.af, appropriate approaches may include:

• mobile-first design;
• lightweight and fast-loading pages;
• low-bandwidth resources;
• audio and text alternatives alongside video;
• options to save and download resources;
• notifications through messaging applications;
• Dari and Pashto content;
• short professional development programmes;
• question-and-answer forums;
• feedback from teachers about quality and accessibility.

A mobile application may be useful in the future, but only if it addresses a clearly identified need—for example, offline access, notifications, saved resources or continued learning with low data consumption. A lightweight, mobile-friendly website may initially be more affordable and easier to maintain.

Conclusion

Mobile learning is becoming an important part of digital education in developing countries. The reason is clear: mobile phones are more accessible than computers for many people and can bring educational opportunities to communities and groups that have traditionally had limited access.

However, the success of mobile learning does not depend only on the number of phones or applications available. Internet costs, digital skills, content quality, teacher support, language, privacy and the assessment of learning all determine whether the technology produces meaningful benefits.

Mobile technology becomes an effective educational tool when users’ real needs remain at the centre of programme design and technology supports education rather than attempting to replace it.