Using m-learning in teacher education: A systematic review of demographic details, research methodologies, pre-service teacher outcomes, and advantages and challenges

Oct 15, 2026

Mobile learning (m-learning) is a key educational technology for teacher education, supported by rapid advances in mobile technology. This systematic review synthesizes m-learning literature from 2018 to 2023, covering publication trends, geographic distribution, subject domains, mobile devices and technologies, research methodologies, and evidence on pre-service teacher outcomes, as well as adoption benefits and challenges. The review applies systematic review methods and PRISMA guidelines, screening 27 studies from major databases.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

Role of mobile technology in education

Definition and characteristics of m-learning

Educational impacts and learning models

OPEN ACCESS Review Article Using m-learning in teacher education: A systematic review of demographic details, research methodologies, pre-service teacher outcomes, and advantages and challenges Duong Huu Tong 1 0000-0002-4522-9760 57211322188 Contemporary Educational Technology, 2023, 15(4), ep482 ISSN: 1309-517X (Online) Tien-Trung Nguyen 2* 0000-0002-3320-8962 57188700416 Bui Phuong Uyen 1 0000-0002-8098-3398 57211575121 Lu Kim Ngan 1 0000-0002-0737-8095 57226767790 1 School of Education, Can Tho University, Can Tho City, VIETNAM 2 Faculty of Pedagogy, VNU University of Education, Ha Noi City, VIETNAM * Corresponding author: [ntt.vje@gmail.com](ntt.vje@gmail.com) Citation: Tong, D. H., Nguyen, T.-T., Uyen, B. P., & Ngan, L. K. (2023) . Using m-learning in teacher education: A systematic review of demographic details, research methodologies, pre-service teacher outcomes, and advantages and challenges. Contemporary Educational Technology, 15(4), ep482. [https://doi.org/10.30935/cedtech/13818](https://doi.org/10.30935/cedtech/13818) ARTICLE INFO ABSTRACT | Received: 24 May 2023
Accepted: 10 Oct 2023 | Mobile learning (m-learning) is a crucial educational technology for teacher education due to its significant benefits and the development of mobile technology. This study’s objective is to conduct a systematic review and present a recent synthesis of the m-learning literature from 2018 to 2023 in teacher education relating to subject publication year, geographic distribution, matter domains, mobile devices and technologies used, research methodologies used to examine the implementation of m-learning, results for pre-service teachers, as well as benefits and challenges of m-learning adoption. The study used the systematic review methodology and PRISMA guidelines. A list of 27 studies was included from several relevant studies in four, Google Scholar, Mendeley, ScienceDirect, and Scopus, databases using inclusion and exclusion criteria to evaluate the full text after screening the titles and abstracts. The results of this study show that m-learning has garnered interest in numerous nations worldwide, applied in different subject matter domains with the use of various mobile devices and technologies. More significantly, the findings show that using mobile learning to learn positively impacts how preservice teachers develop their knowledge, skills, and attitudes. Additionally, adopting this learning style recently in teacher education has certain advantages and challenges, requiring lecturers, pre-service teachers, and institutions to have the necessary equipment for knowledge, skills and facilities to achieve efficiency. Consequently, the results of this study can be used as a guide for research on m-learning in the future and contribute to the body of knowledge about this pedagogical strategy for teacher training.
Keywords: m-learning, pre-service teacher, systematic review, teacher education | | --- | --- | | INTRODUCTION | | The growth of mobile technology in education has created various teaching and learning mediums, providing educators with new teaching approaches (Galway et al., 2020; Srisawasdi et al., 2018), including mobile learning (m-learning). This learning style in non-formal and elective educational settings presents opportunities to improve teaching and support innovation in schools and beyond (Hall & Connolly, 2019) . Brick-and-mortar classrooms become inaccessible to the stakeholders, especially as the COVID-19 pandemic spreads globally in early 2020; digital learning and m-learning with mobile devices offer a solution for this situation by removing barriers like limited time and space (Ata & Cevik, 2019; Islamoglu et al., 2021; Mulenga & Marbán, 2020) . M-learning is characterized as a method of instruction, where the technology used is entirely mobile, and the technology users are also mobile while learning (McQuiggan et al., 2015; as cited in Srisawasdi et al

FAQs

What is the main purpose of the systematic review?

To conduct a systematic review and provide a recent synthesis of m-learning literature in teacher education from 2018 to 2023, focusing on demographics, methodologies, outcomes for pre-service teachers, and adoption advantages and challenges.

Which review method and reporting guideline are used?

The review uses a systematic review methodology and follows PRISMA guidelines to structure the identification and screening of studies.

How many studies are included, and where are they sourced from?

A total of 27 studies are included, drawn from databases including Google Scholar, Mendeley, ScienceDirect, and Scopus after screening titles and abstracts against inclusion and exclusion criteria.

Oct 15, 2026

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