The adoption of remote learning in rural areas of Mozambique has been hindered by technological barriers and infrastructure limitations. A comprehensive search strategy using multiple databases was employed with specific inclusion criteria based on relevance to educational technology applications in rural settings. The review identified a significant proportion, approximately 60%, of studies focusing on the development and implementation of mobile-learning applications tailored for remote learning environments. While EdTech solutions have shown promise, there is a need for further research to address issues such as digital literacy among learners and teacher training in utilising these technologies effectively. Investment should be directed towards the development and dissemination of user-friendly EdTech tools that are compatible with local contexts. Teacher training programmes should also be strengthened to maximise the impact of remote learning initiatives. Model estimation used =argmin_ᵢ (yᵢ, f_ (xᵢ) ) +₂², with performance evaluated using out-of-sample error.
Zola et al. (2012) studied this question.