REIMAGINING EDUCATION IN AFRICA: THE TRANSFORMATIVE POTENTIAL OF MOBILE TECHNOLOGY
Dr. Bernardine Ngozi Nweze & Odoh Ukamaka Precious
Department of Science Education,
Enugu State University of Science and Technology
Emails:
ngo.nweze@esut.edu.ng,
drbnnweze@yahoo.com,
08033539585
fancyice2@gmail.com,
07066633857
Abstract
The persistent challenges of limited access to quality education, inadequate infrastructure, and a shortage of trained teachers in Africa’s education sector call for innovative and inclusive solutions. This article investigates the transformative potential of mobile technology in addressing these systemic barriers. Using a qualitative review of existing scholarly literature, regional policy documents, and real-world case studies, the study explores how mobile platforms can redefine education across the continent by enhancing equity, flexibility, and access.
Findings indicate that mobile technology enables personalized learning, improves learner engagement, and extends educational opportunities to marginalized populations, particularly in remote and underserved areas. Additionally, mobile tools have proven effective in inclusive education, teacher training, crisis-response learning (e.g., during pandemics), and language localization. These capabilities make mobile technology a strategic tool in bridging educational gaps.
The article concludes that mobile technology presents a scalable solution for addressing Africa’s educational challenges and advancing Sustainable Development Goal 4 (SDG 4) on inclusive and equitable quality education. Realizing this potential requires committed investment in infrastructure, teacher development, and supportive policy frameworks.
Keywords
Mobile Technology, Education, Africa, Personalized Learning, Inclusive Education, Educational Innovation