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This study examines the efficacy of using smartphones for teaching and learning in higher education, with a particular emphasis on undergraduates and blended learning. It is vital to investigate how cellphones, favored by Generation Z and Millennials, might improve academic achievement because the COVID-19 epidemic required a change from traditional teaching approaches to accommodate remote and online learning. The scholarly article explores smartphones' potential as an effective teaching and learning aid by conducting a theoretical investigation. Understanding how these tools can promote learning outcomes is crucial given the prevalence of smartphones and our escalating reliance on digital technologies. This systematic literature review aims to shed light on the potential benefits and challenges associated with integrating smartphones into the educational process for undergraduate students within the Higher Institutional learning environment of the University of Technology (UoT). Drawing upon peer-reviewed articles and studies published from early 2020 to the present, the review critically examines the advantages and drawbacks of smartphone usage, investigates undergraduate preferences, and assesses the implications for teaching and learning methodologies. The findings of this study provide valuable insights into the efficacy of smartphones in enhancing teaching and learning outcomes, emphasizing their positive impact on student engagement, academic achievement, and overall satisfaction within blended learning environments. The review offers practical recommendations for educators to promote greater student engagement by prioritizing individual needs and leveraging digital resources to foster creativity and innovation.

This qualitative study intentionally gathered insights from 12 educators of varying seniority across three schools in the Nkangala Education District, Mpumalanga Province, South Africa, regarding their experiences with mobile learning (facilitated through Microsoft Teams and WhatsApp Messenger) as a professional development and knowledge retention tool during the Covid-19 pandemic. The findings, derived from semi-structured interviews and document analysis, indicated that young educators positively embraced the implementation of Microsoft Teams and WhatsApp Messenger. Senior educators deemed WhatsApp Messenger less intimidating than Microsoft Teams, thereby endorsing it as the preferred medium for professional growth and knowledge retention. This led to a lack of incentive among senior educators to participate in the professional learning events facilitated by Microsoft Teams. Thus, they depended on the supplemental learning information disseminated via WhatsApp Messenger as the principal method for professional development and knowledge retention activities. The research identified multiple obstacles to utilising mobile learning for professional development and knowledge retention, specifically: insufficient ICT skills among senior educators, ineffective content facilitation by subject advisors, and inadequate communication and scheduling of professional development programs. The study advocated for a systematic coordination of: 1) a series of ICT skills training for underqualified educators; 2) peer teaching among novice, mid-career, and senior educators to address internal skills deficiencies; 3) effective communication among the district, circuits, and schools; and 4) skills audits for subject advisors to enhance competency in areas of deficiency. By presenting these recommendations, the report alerts schools, circuits, and districts to the likelihood that the Covid-19-induced adoption of hybrid professional development will become the standard practice.

This qualitative study intentionally gathered insights from 12 educators of varying seniority across three schools in the Nkangala Education District, Mpumalanga Province, South Africa, regarding their experiences with mobile learning (facilitated through Microsoft Teams and WhatsApp Messenger) as a professional development and knowledge retention tool during the Covid-19 pandemic. The findings, derived from semi-structured interviews and document analysis, indicated that young educators positively embraced the implementation of Microsoft Teams and WhatsApp Messenger. Senior educators deemed WhatsApp Messenger less intimidating than Microsoft Teams, thereby endorsing it as the preferred medium for professional growth and knowledge retention. This led to a lack of incentive among senior educators to participate in the professional learning events facilitated by Microsoft Teams. Thus, they depended on the supplemental learning information disseminated via WhatsApp Messenger as the principal method for professional development and knowledge retention activities. The research identified multiple obstacles to utilising mobile learning for professional development and knowledge retention, specifically: insufficient ICT skills among senior educators, ineffective content facilitation by subject advisors, and inadequate communication and scheduling of professional development programs. The study advocated for a systematic coordination of: 1) a series of ICT skills training for underqualified educators; 2) peer teaching among novice, mid-career, and senior educators to address internal skills deficiencies; 3) effective communication among the district, circuits, and schools; and 4) skills audits for subject advisors to enhance competency in areas of deficiency. By presenting these recommendations, the report alerts schools, circuits, and districts to the likelihood that the Covid-19-induced adoption of hybrid professional development will become the standard practice.

This study examines the efficacy of using smartphones for teaching and learning in higher education, with a particular emphasis on undergraduates and blended learning. It is vital to investigate how cellphones, favored by Generation Z and Millennials, might improve academic achievement because the COVID-19 epidemic required a change from traditional teaching approaches to accommodate remote and online learning. The scholarly article explores smartphones' potential as an effective teaching and learning aid by conducting a theoretical investigation. Understanding how these tools can promote learning outcomes is crucial given the prevalence of smartphones and our escalating reliance on digital technologies. This systematic literature review aims to shed light on the potential benefits and challenges associated with integrating smartphones into the educational process for undergraduate students within the Higher Institutional learning environment of the University of Technology (UoT). Drawing upon peer-reviewed articles and studies published from early 2020 to the present, the review critically examines the advantages and drawbacks of smartphone usage, investigates undergraduate preferences, and assesses the implications for teaching and learning methodologies. The findings of this study provide valuable insights into the efficacy of smartphones in enhancing teaching and learning outcomes, emphasizing their positive impact on student engagement, academic achievement, and overall satisfaction within blended learning environments. The review offers practical recommendations for educators to promote greater student engagement by prioritizing individual needs and leveraging digital resources to foster creativity and innovation.