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<p>Mobile learning is increasingly essential in higher education. However, its implementation and continued utilization are inconsistent across contexts, especially in environments hindered by infrastructural limitations and digital inequalities. This systematic thematic review consolidates empirical research on the challenges affecting students’ attitudes and behavioural intentions toward mobile learning in higher education. Through a PRISMA-guided screening approach, 31 peer-reviewed studies published between 2021 and 2025 were identified from Google Scholar and Scopus and evaluated using thematic synthesis. The review identifies eight interconnected categories of adoption challenges: technological and interface design; educational design; psychological, motivational, and mental load; digital and AI literacy; institutional preparedness; socioeconomic; compatibility, integration &amp; system interoperability; and cultural and communication factors. Although conventional adoption factors, such as perceived usefulness, ease of use, and facilitating conditions, continue to influence adoption, modern research highlights new obstacles associated with AI-enhanced mobile learning, including issues of trust, fairness, and transparency; mental load; ethics; and psychological readiness. This study synthesizes insights from the TAM, UTAUT, DOI, SDT, CLT, and ECM perspectives to develop a comprehensive conceptual framework. The review indicates that attitudes toward AI, along with psychological, motivational, and mental factors, shape learning strategies and outcomes, including deep and surface learning, satisfaction, engagement, and sustained use. The results suggest practical implications for policy and institutional strategy, as well as for educational design and responsible AI integration, consistent with global commitments to inclusive and equitable quality education.</p>

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A multi-theoretical thematic synthesis expounding challenges influencing students’ attitudes and intentions towards mobile learning in higher education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月30日

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  • Phathutshedzo Makhavhu,
  • Mampilo Phahlane

摘要

Mobile learning is increasingly essential in higher education. However, its implementation and continued utilization are inconsistent across contexts, especially in environments hindered by infrastructural limitations and digital inequalities. This systematic thematic review consolidates empirical research on the challenges affecting students’ attitudes and behavioural intentions toward mobile learning in higher education. Through a PRISMA-guided screening approach, 31 peer-reviewed studies published between 2021 and 2025 were identified from Google Scholar and Scopus and evaluated using thematic synthesis. The review identifies eight interconnected categories of adoption challenges: technological and interface design; educational design; psychological, motivational, and mental load; digital and AI literacy; institutional preparedness; socioeconomic; compatibility, integration & system interoperability; and cultural and communication factors. Although conventional adoption factors, such as perceived usefulness, ease of use, and facilitating conditions, continue to influence adoption, modern research highlights new obstacles associated with AI-enhanced mobile learning, including issues of trust, fairness, and transparency; mental load; ethics; and psychological readiness. This study synthesizes insights from the TAM, UTAUT, DOI, SDT, CLT, and ECM perspectives to develop a comprehensive conceptual framework. The review indicates that attitudes toward AI, along with psychological, motivational, and mental factors, shape learning strategies and outcomes, including deep and surface learning, satisfaction, engagement, and sustained use. The results suggest practical implications for policy and institutional strategy, as well as for educational design and responsible AI integration, consistent with global commitments to inclusive and equitable quality education.