Mobile Learning on Moodle and Its Impact on Increasing Access and Flexibility for Diverse African Learner Populations: A Systematic Review.

This review investigates the transformative potential of Mobile Moodle in expanding equitable, flexible, and affordable access to education across Africa. As more people in Africa acquire mobile phones and the continent's internet infrastructure improves, Moodle's mobile platform becomes a scalable solution to close educational gaps, particularly in rural and under-resourced areas. The article examines how features such as offline access, push notifications, activity tracking, and multilingual content can enhance learner independence and engagement. It is based on mobile learning theory and connectivism. It highlights the integration of microlearning strategies and low-data solutions that support self-paced learning for marginalised populations, including women, working adults, and rural youth. Drawing on empirical studies, policy documents, and regional case examples from Nigeria, Kenya, and Rwanda, the review analyses national and NGO-led implementations to demonstrate effective practices and persistent barriers, such as device access, digital literacy, institutional readiness, and policy constraints. The review also discusses emerging technologies, including content compression, SMS integration, and public-private partnerships, which aim to help people afford devices and access data. The study concludes with strategic suggestions for developing mobile-first courses that are effective and sustainable. It also states that Mobile Moodle is a crucial tool for promoting inclusive education, aligning with SDG 4 and Africa's development goals.