A Framework for Designing Gender Inclusive Mobile Learning Experiences

Context: Mobile learning (m-learning) is education via portable devices like laptops and smartphones. Current guidelines for creating mobile learning environments cover technological, pedagogical, and social aspects but frequently neglect to include gender-specific considerations. This oversight can worsen the gender disparity in education, potentially leading to unequal opportunities and outcomes for learners of different genders. Purpose: This research aims to establish an action-oriented framework to enhance gender inclusivity in mobile learning. Approach: A survey involved 24 instructors from various disciplines. The survey examined course content, teaching methodologies, and assessment proce-dures for gender inclusivity. Statistical analysis utilized Bayesian credible inter-vals and Mann-Whitney U-tests. Outcomes: The study reveals the current state of gender inclusivity in mobile learning among the surveyed instructors. Distribution histograms for each ques-tion are also presented, offering a more nuanced understanding of the data. This informed the creation of the actionable framework with eight key components. Recommendations: The framework recommends focused educator training, development of inclusive materials and examples, the use of gender-neutral lan-guage and visuals, the inclusion of diverse references, equitable assessment pro-cedures, and a commitment to continuous improvement in inclusivity practices. It serves as a guide for educators and curriculum developers to consciously integrate gender inclusivity into their mobile learning programs.