The impact of mobile learning on the academic performance of humanities students

Abstract

In the context of the digitalization of higher education, mobile learning is increasingly recognized as a key tool for transforming the educational process, particularly in humanities education. The relevance of the study lies in the need to enhance students’ academic performance through the integration of innovative technologies that ensure flexibility, accessibility, and personalized learning. The objective of the article is to determine the impact of mobile learning on the academic performance of humanities students by systematizing its forms and tools, evaluating its effectiveness, and developing a stage-based implementation algorithm. The methodological framework of the study includes methods of analysis and synthesis of scientific approaches, comparative analysis of academic performance indicators, and structural-functional modeling of educational processes. Results. The study systematizes the main forms of mobile learning by their didactic purpose and identifies a positive dynamic in key indicators of academic performance, particularly motivation, autonomy, and learning activity. It is substantiated that mobile learning contributes to the development of students’ agency and enhances the effectiveness of knowledge acquisition. A stage-based algorithm for implementing mobile learning is proposed to ensure the systematic and effective organization of the educational process. Conclusions. It has been established that mobile learning is an effective means of improving students’ academic performance in humanities specialties, provided it is purposeful and pedagogically justified in its integration. Its impact is complex, encompassing both performance-related and behavioral aspects of learning, and contributing to increased student engagement and autonomy. The proposed stage-based implementation approach ensures the coherence of educational actions and creates the conditions for sustainable improvement in learning outcomes. Perspectives for further research include expanding the empirical dataset on mobile learning in higher education institutions of diverse profiles, as well as refining methodological approaches to assessing students’ academic performance, learning motivation, digital activity, and autonomy.