Abstract:

As at 2021, statistical data from the International Telecommunications Union (ITU), Global System for Mobile Communications Association (GSMA) and World bank shows that mobile-cellular and its services penetration in Sub-Saharan Africa (SSA) region is estimated at 46% coverage. Through internet connectivity, the extent of coverage enables mobile devices and applications to be efficient tools that drive transformation in the health, business and education sectors. In line with United Nations (UN) sustainable development goal (SDG) 4 - Quality Education, several higher education institutions (HEIs) in SSA embraced the use of information and communication technology (ICTs) including mobile devices and applications to support the traditional teaching and learning activities towards making sure that “no one is left behind” during the global COVID-19 pandemic lockdown. This is otherwise known as m-Learning. However, the evidence of transformation attributed to m-Learning outcomes is limited and may likely set students in HEIs of SSA on the back foot, in terms of inclusion and participation in the fourth industrial revolution. The objective of this paper is to analyse the m-Learning outcomes towards achieving SDG 4 in SSA, in terms of reach, engagement, skills development and user satisfaction. Scholarly literature between 2018 - 2023 were identified and analysed to determine the status of m-Learning outcomes and its associated challenges that are influencing reach, engagement, skills development and user satisfaction beyond the COVID-19 induced lockdown. Findings from this study highlights the situational realities of adopting traditional and advanced technologies in higher education and prescribes actionable insights to improve the optimal use of m-Learning towards skills, knowledge and capacity development in Sub-Saharan Africa. In conclusion, without a thorough understanding of the interplay between context of use, user capabilities and technology relevance towards intended learning outcomes and a transformed socioeconomic situation, it becomes difficult and uncertain for SSA youths to attain the SDG 8 - Decent work and Economic growth and SDG 10 - reduced inequalities. This study contributes to the existing literature on m-Learning outcomes by specifically highlighting the need to tailor value captured for transformation in the SSA context to monitoring skills development for youth’ participation in the fourth industrial revolution. In this way, SSA is able to extensively maximise the development opportunities that are closely associated with coverage of mobile-cellular penetration and meaningful internet connectivity within the region.

Keywords:

m-learning, Learning outcomes, Higher Education, Mobile technologies, Sustainable Development Goals, Teaching and Learning, Sub-Saharan Africa.