International Journal of Human Research and Social Science Studies

This study aimed at ascertaining the role of mobile learning (m-learning) in enhancing professional development among secondary school teachers in rural areas of South-East Nigeria. Employing a mixed-methods approach, the research surveyed 300 teachers (consisting of males and females) and conducted in-depth interviews with 25 educators and 5 educational officers across the five states in the region. Findings reveal that while a significant majority of teachers possess mobile devices and exhibit a positive attitude towards m-learning, challenges such as inconsistent internet connectivity, high data costs, and limited digital literacy hinder effective implementation. The study concludes that m-learning holds substantial potential for teacher professional development in resource-constrained settings, provided that infrastructural and educational barriers are addressed.

Mobile learning, professional development, secondary education, rural Nigeria, teacher training

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