This study is motivated by the initiative to implement mobile learning to promote world heritage site awareness among young adults living in the world heritage town of Luang Prabang in the Lao People's Democratic Republic (PDR). Mobile learning is still in its infant stage in Laos. The objective of this study is to investigate the drivers of mobile learning acceptance among young adults in Luang Prabang. Structural equation modeling analysis based on 349 students of higher education indicates that perceived usefulness, perceived ease of use, and perceived enjoyment directly affected their behavioral intention to use mobile learning. Social influence and self-efficacy indirectly affected mobile learning acceptance through perceived usefulness and perceived ease of use respectively. Findings from this study yield insights for policy recommendations for mobile learning implementation in Luang Prabang, and also contribute to the understanding of mobile learning acceptance from the perspectives of a least developed country.

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This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.

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