Digital transformation in school for mobile learning: insights from preservice teachers during the COVID-19 pandemic

This study investigated challenges in school digital transformation for mobile learning. The primary objective was to examine the status quo of mobile learning convenience in rural secondary schools in Assam, India, during the COVID-19 pandemic. Using purposive sampling, participants responded to two open-ended questions designed to elicit reflective answers; responses were recorded and analyzed through thematic analysis. The study’s novelty lies in its hybrid application of the updated Technology Pedagogy Content Knowledge (TPACK) and the Political, Economic, Sociological, Technological, Legal, and Environmental (PESTLE) frameworks. Findings indicate a predominantly negative-to-mixed reality regarding the convenience of mobile learning in the studied school settings. Preservice teachers’ reflections revealed skepticism and hesitation about the efficacy of mobile learning in the locality. To convert these experiences into structured learning outcomes and optimize the use of digital technologies, we formulated comprehensive guidelines to catalyze digital transformation in schools. These guidelines are recommended for educational stakeholders to leverage mobile learning to support organizational change, strengthen school culture, and advance institution-level strategies for technology-driven improvement.