Exploring Mobile Learning in UAE Universities: A Comparative Lens on Engineering and Other Academic Disciplines
DOI:
https://doi.org/10.16920/jeet/2026/v39is3/26094Keywords:
Mobile learning technologies; Student engagement; Learner’s diversityAbstract
The rapid integration of mobile learning technologies (MLTs) in higher education institutions (HEIs) has transformed pedagogical delivery, offering flexibility and accessibility. However, in culturally diverse contexts such as the United Arab Emirates (UAE), the perception of faculty members regarding the use of MLTs remain underexplored. While existing research highlights the technological and pedagogical benefits of MLTs, there is a critical gap in understanding how faculty members use these technologies in different disciplines within UAE universities. This study investigates the use of MLTs by faculty members in different disciplines in UAE HEIs, addressing key questions: (1) How do faculty members perceive the use of MLTs? (2) How do faculty members from different disciplines use MLTs? (3) MLT tools used by faculty members at UAE universities. A qualitative method is employed, a semi-structured questionnaire with an option of open-ended questions to further explore the perception of faculty members about the use of MLTs. The questionnaire was shared by email, and (n=100) participants took part in answering the questionnaire. Thematic analysis and descriptive statistics are used to interpret data, ensuring a robust understanding of the challenges and opportunities. Data was analysed using QDR Miner Lite. Findings reveal that the majority of faculty members consider using MLTs as a teaching tool. Faculty members at the Engineering school used MLTs more frequently than in other disciplines. The most used MLT tools were flipped classroom and video recording, in addition to gamification and collaborative learning. The study proposes further adoption of MLTs in various disciplines, advocating for policy adjustments and ethical guidelines tailored to the UAE context. By bridging the research gap, this study contributes to global discourse on the responsible use of MLTs in culturally distinct higher education settings.
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