Literacy Through Mobile Learning in Pastoralist Communities of Northern Ethiopia

Abstract

This study examines the implementation and effectiveness of mobile learning technologies in promoting literacy among pastoralist communities in Northern Ethiopia. Through a mixed-methods approach involving 450 participants across five pastoralist communities, the research investigates how mobile learning platforms can address educational barriers faced by nomadic populations. The study employed surveys, interviews, and focus group discussions to assess literacy improvement outcomes. Results indicate that mobile learning interventions led to a 67% improvement in basic literacy skills among participants, with significant variations across age groups and gender. The research identified key factors including network connectivity, device accessibility, and cultural adaptation as critical determinants of program success. Mobile learning proved particularly effective in delivering flexible, culturally relevant literacy content that accommodates the nomadic lifestyle of pastoralist communities. The findings suggest that with appropriate technological infrastructure and culturally sensitive design, mobile learning can serve as a viable solution for addressing educational disparities in marginalized communities. This research contributes to understanding how digital technologies can be leveraged to promote inclusive education in challenging geographical and cultural contexts.