MOBILE LEARNING AS A PATHWAY TO EDUCATIONAL EQUITY IN RURAL AND INDIGENOUS COMMUNITIES

Abstract

Mobile learning (m-learning) has emerged as a transformative approach to expanding educational access, particularly in rural and Indigenous communities where traditional educational infrastructure is limited. By utilizing mobile devices such as smartphones and tablets, m-learning enables flexible, personalized, and context-based learning that supports both formal and informal education. This paper examines the evolution, relevance, and application of mobile learning in the 21st century, highlighting its role in promoting digital equity and culturally responsive education. It also explores how mobile technologies support Indigenous language preservation, literacy development, and community-based knowledge sharing. Government and institutional initiatives demonstrate the growing global adoption of mobile learning, while empirical research confirms its positive impact on learning outcomes. However, several challenges persist, including language barriers, limited internet connectivity, inadequate infrastructure, restricted access to digital devices, and insufficient teacher training. The study emphasizes sustainable strategies such as community-centered design, digital inclusion policies, and capacity building to ensure effective and equitable mobile learning implementation.