A mobile teaching-learning framework for bridging the agricultural extension gap in resource constrained areas a case study of Kigezi sub-region

Abstract

This study aimed to develop a mobile teaching-learning framework to bridge the agricultural extension gap in Uganda's Kigezi sub-region by enhancing knowledge access, interaction, and usability through mobile technology. The study was guided by four complementary theories. The Agricultural Knowledge and Information System for Rural Development (AKIS/RD) outlined the key actors; farmers, extension officers, input suppliers, researchers, and district production/marketing officers, and their roles within the agricultural knowledge system. The Mobile Learning Theory informed the structure and interconnectivity of these actors, emphasizing anytime-anywhere access to information and peer-supported learning. The Unified Theory of Acceptance and Use of Technology (UTAUT) shaped the evaluation of user acceptance by examining behavioral intention. performance expectancy, effort expectancy, and enabling conditions. Finally, prat et al.'s (2014) Artifact Evaluation Framework guided the validation of the framework's conceptual integrity through expert reviews along five dimensions: Goal, Environment, Structure, Activity, and Evolution. Anchored in a pragmatic philosophical orientation, the study adopted a Design Science Research (DSR) methodology, integrating both qualitative and quantitative approaches to develop and evaluate the framework. The research progressed through problem identification, stakeholder consultations, framework design using Unified Modeling Language (UML), prototype development (Agricaccess mobile application), and two-tier evaluation: expert review and field deployment. Data was collected from 10 domain experts through a semi-structured questionnaire, and m 17 agricultural value chain actors using UTAUT-based closed-ended questionnaires and usage logs. Analysis employed descriptive statistics such as means, percentages, frequencies, and standard deviations. Findings showed high performance expectancy (M = 4.41, SD 0.68) and effort expectancy (M = 4.10, SD 0.72), indicating strong belief in the app's usefulness and usability. social influence (M = 3.70, SD = 0.81) and facilitating conditions (M = 3.83, SD = 0.76) revealed areas for infrastructure improvement. System analytics confirmed the framework's practicality. The Advisory Q&A and Training & Knowledge Sharing modules had the highest engagement, with session durations of 12.5 and 15.2 minutes respectively, and task completion rate of 93%. Offline usage was particularly important in low-connectivity areas, and retention was strongest for advisory (87%) and input supply (84%) modules. These findings affirmed the feasibility, relevance, and user-centeredness of the developed Mobile Teaching-Learning Framework (MTLF). The study recommends policy adoption of MTLF to scale digital extension in highland and underserved regions, as well as local capacity building for both farmers and extension agents. Investments in rural digital infrastructure, localized content, and multi-language support are critical for inclusive adoption. future research should explore the integration of financial tools, and climate adaptation services within the framework for broader impact and sustainability. These findings affirm that the mobile Teaching-Learning Framework (MTLF), operationalized through the Agricaccess app, is a feasible, acceptable, and scalable solution for strengthening agricultural extension in rural, resource constrained regions.