MODELS OF MOBILE LEARNING: NATIONAL AND INTERNATIONAL EXPERIENCE

Abstract

The article examines the transformation of the educational space under the influence of mobile technologies, which in contemporary conditions - such as the COVID-19 pandemic, martial law, and global digital transformation − have evolved from auxiliary tools into a core mechanism for ensuring the continuity of learning. The relevance of the study is driven by the need to systematize fragmented mobile learning (M-Learning) models in order to develop an enhanced methodological approach to the implementation of this technology in educational institutions.

The purpose of the study is to conduct a comparative analysis of key domestic and international mobile learning models, identify their structural characteristics, and, on this basis, develop a generalized integrated model adapted to current educational challenges.

The research employs methods of theoretical analysis of scholarly sources and modeling to construct an original integrated mobile learning model, as well as systematization and classification of existing conceptual frameworks and models. Fundamental international approaches revealing the synergy between the device, the learner, and the social environment are analyzed. A three-level evaluation system is examined, enabling the assessment of learning effectiveness at the micro-, meso-, and macro-levels. The SMILE system (Stanford Mobile Inquiry-based Learning Environment) is highlighted as an example of successful implementation of inquiry-based learning. Within the national context, the evolution of perspectives is traced − from early models designed for school education to contemporary solutions developed under conditions of distance learning. Based on the synthesis of these approaches, the article presents a generalized authorial integrated mobile learning model that combines international evaluation frameworks with practical experience in implementing M-Learning in Ukrainian educational institutions. This model makes it possible to mitigate the risks of digital inequality and enhance learner engagement. It integrates four key components: the technological component (device characteristics), pedagogical design (content structure), the psychological-cognitive component, and the digital interaction ecosystem. The model accounts for content adaptability and the continuity of feedback. It is demonstrated that the effectiveness of mobile learning depends not on the number of gadgets available, but on the depth of their integration into the pedagogical system.