THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR INTEGRATING MOBILE LEARNING INTO THE DIGITAL EDUCATION ECOSYSTEM

Abstract

In the current context of global technological shifts, the digital transformation of general secondary education institutions is no longer an optional process, but is becoming a fundamental prerequisite for the survival and development of the education system. This article explores the essence of this transition, defining the integration of mobile devices not merely as a technical upgrade, but as the foundation for schools to adapt to the realities of the information society. The central idea of this work is to demonstrate that the pedagogically informed use of gadgets is not limited to the mechanical replacement of paper-based materials with digital equivalents. It involves a profound transformation of learning, where technology serves as a tool for enhancing intrinsic motivation and fostering holistic digital competence in pupils. The methodological framework of the study is based on a combination of systemic, competence-based, activity-based and axiological approaches. This synthesis allows digitalisation to be viewed not as an end in itself, but as a means of humanising education. In particular, the axiological approach ensures a focus on the development of digital communication ethics, which is critically important in a networked society. The authors argue that modern mobile devices (smartphones, tablets) have now evolved into fully-fledged educational resources. They ensure barrier-free access to the global information space, transforming the learner from a passive consumer of content into an active explorer. The paper highlights the key benefits of such integration in detail: flexible personalisation: the ability to create personalised learning pathways, where the pace and level of difficulty are adapted to the needs of each student; contextual knowledge acquisition: learning in the context of real-time and real-life situations, making knowledge more applicable; breaking down the barriers between formal and informal education: gadgets allow learning to extend beyond the classroom, encouraging continuous self-education. Therefore, the transition to mobile learning is an inevitable stage in the development of schools, which, provided there is professional methodological support, has the potential to radically transform the quality of the educational process, making it dynamic, open and focused on personal success in the digital world.