Modern scientific approaches to interpreting the concept of “mobile learning”

- Носенко, Ю.Г. (orcid.org/0000-0002-9149-8208) (2026) Modern scientific approaches to interpreting the concept of “mobile learning” Наукові записки Вінницького державного педагогічного університету імені Михайла Коцюбинського. Серія: Педагогіка і психологія (87). pp. 22-28. ISSN 2415-7872

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Abstract

The purpose of the study is to conduct a systematic analysis and generalization of modern scientific approaches to interpreting the concept of “mobile learning” in domestic and foreign pedagogical research, as well as to clarify its essential characteristics based on comparative analysis. The research methodology is based on the application of a set of theoretical methods, including analysis, synthesis, comparison, generalization, and content analysis of scientific publications indexed in the Scopus and Web of Science databases, as well as Ukrainian professional journals. The use of systemic, activity-based, learner-centered, and contextual approaches made it possible to consider mobile learning as a multidimensional pedagogical phenomenon within a digital educational environment. The scientific novelty of the study lies in the systematization of modern approaches to interpreting the concept of “mobile learning”, the identification of four main groups of approaches (technological, spatio-temporal, pedagogical, and context-oriented), and their integrative generalization. A structural-component model of mobile learning has been substantiated, which includes technological, pedagogical, personal, and contextual components and reflects their interrelationships within a digital educational environment. An author’s interpretation of the concept of “mobile learning” is proposed as an integrated, context-sensitive educational process that ensures personalized and continuous learning of a learner through mobile digital technologies. It has been established that mobile learning is a complex multidimensional pedagogical phenomenon characterized by the absence of a unified definition. It is proven that modern scientific approaches demonstrate a shift from a technocentric to a pedagogically and context-oriented understanding of mobile learning. The generalization of the research results made it possible to identify its key characteristics, including mobility, accessibility, personalization, contextuality, interactivity, continuity, and integrativity. The obtained results provide a theoretical basis for further development of mobile learning and its effective implementation in educational practice in the context of digital transformation of education.

Item Type:	Article
Keywords:	mobile learning; mobile devices; digitalization of education; digital technologies
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.7 Computer communication. Computer networks > 004.77 General networking applications and services Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method
Divisions:	Institute for Digitalisation of Education > Department of Technologies of Open Learning Environment
Depositing User:	пров.н.с. Ю.Г. Носенко
Date Deposited:	24 Jun 2026 08:10
Last Modified:	24 Jun 2026 08:10
URI:	https://lib.iitta.gov.ua/id/eprint/749666

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