Leveraging Mobile Learning Platforms to Support Education Continuity in Flood-Affected Regions in District KhairpurMirs

Abstract

Floods are a major cause of educational disruption in Sindh, Pakistan, where recurrent flooding has affected 13% of schools, leading to closures, interrupted teaching and learning, and lost instructional time for students. This study examined how mobile learning platforms can support educational continuity in flood-affected areas of District KhairpurMirs. A mixed-methods approach was adopted. Using purposive sampling, data were collected from 350 respondents: 330 students of grades 9 and 10 (165 boys and 165 girls), 10 teachers, and 10 community leaders from 10 villages. Quantitative data were gathered through a structured five-point Likert scale questionnaire, and qualitative data through semi-structured interviews. The study explored the contribution of mobile learning to student learning outcomes, teacher professional development, effective teaching practices, and continuity of learning during floods.The quantitative results showed an overall positive perception of mobile learning platforms. Respondents indicated that mobile learning supported students’ access to learning materials, continuity of educational activities, attainment of learning objectives, and communication and collaboration during flood conditions. It also helped teachers strengthen their professional competence in digital content, online communication, collaborative teaching, lesson delivery with digital resources, and assessment and feedback. Mobile learning was viewed not merely as a substitute for the physical classroom but as a practical means of sustaining education during school closures.The interviews supported and expanded these findings. Teachers and community leaders described practical uses of mobile phones, including voice calls, SMS, audio notes, video lessons, shared learning materials, virtual classrooms, and video conferencing, which enabled teachers to remain in contact with learners, provide guidance and feedback, and maintain learning activities. Participants also pointed to benefits for communication, collaboration, teacher professional development, and community resilience. However, they reported challenges such as poor internet connectivity, unreliable electricity, limited access to devices, high data costs, low digital literacy, and the digital divide.The study concludes that mobile learning platforms can play a meaningful role in keeping students and teachers connected and sustaining learning during floods. The findings are limited by the sample, which was drawn from selected flood-affected villages in KhairpurMirs and restricted to grade 9 and 10 students, teachers, and community leaders, and by the reliance on self-reported data, which reduces generalizability to other populations and regions. The study recommends strengthening internet and electricity infrastructure, improving digital literacy, making devices and internet services more affordable, and developing disaster-responsive education strategies that incorporate mobile learning platforms for future emergencies.