The Adoption of an M-Learning Policy in Higher Education: The Professionals Perspective in Developing Countries

Abstract

In this digital age, e-learning has developed rapidly from web-based searches to mobile learning. This study aims to identify an M-learning policy for high schools in developing countries. An expanded theory of planned behavior framework, comprising the core constructs and the additional variables of enabling environment and experience, is employed to predict the significance of adopting M-learning among learners. The data is collected via social media and emails, and analyzed using Smart PLS-SEM 3.0. Of the 205 students completing the questionnaire, 38.5% were male and 61.5% female. The results indicate a satisfactory R² of adoption intention (0.157) for all the variables and moderator, and the school setting is significant for the adoption of an M-learning policy; thus, it is suggested that government policy is a crucial factor to its acceptance in any learning setting. The ubiquity of mobile devices is unavoidable, and an innovative approach could lead to the effective application of this technology in education. A government policy will encourage and strengthen such effectiveness among scholars in developing countries.