With the gradual introduction of Mobile Learning (M-Learning) into kindergarten education, female teachers face multiple challenges in their teaching practice. Existing studies mostly focus on the path of technology integration and neglect the complex situation faced by female teachers in the transformation of teaching methods. To fill this gap, this paper uses Activity Theory as a framework to focus on the challenges faced by female teachers in the implementation of M-Learning in kindergartens.Through in-depth interviews with 18 female kindergarten teachers, NVivo 15 was used to summarize and categorize five themes: Identity Ambiguity, Objective Misalignment, Tool Incompatibility, Policy Constraints, Relational Disconnection and Reconfigured Division of Labor.Each type of challenge reveals the tension between technology application and educational reality. The study found that the challenges experienced by female teachers are not only limited to the tool level, but are also deeply rooted in their professional identity and socio-cultural structure. Starting from the teachers themselves, this paper systematically presents the structural challenges in M-Learning practice and provides theoretical reference and practical support for the formulation of gender-sensitive digital education policies for kindergartens in the future.
Chang Xiaoli (Wed,) studied this question.