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The purpose of this study is to develop a multi‐dimensional scale to measure students' awareness of key competencies for M‐learning and to test its reliability and validity. The Key Competencies of Mobile Learning Scale (KCMLS) was determined via confirmatory factor analysis to have four dimensions: team collaboration, creative thinking, critical thinking and problem solving, and communication. The research subjects are 815 students from the elementary school that participate in M‐learning programme in Taiwan. The research results show that students have better self‐awareness in team collaboration and creative thinking, but have worse self‐awareness in critical thinking and problem solving. This study also found that there was no significant difference between genders in the KCMLS, but students who study in the schools that committed in M‐learning longer have higher awareness in all dimensions than students who study in the schools that committed to M‐learning in fewer years.

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This paper reflects thorough consideration of cultural perspectives in the establishment of science curriculum development principles in Taiwan. The authority explicitly states that education measures and activities of aboriginal peoples' ethnic group should be implemented consistently to incorporate their history, language, art, living customs, social system, ecology utilization, and value system. However, current educational practices in science education seriously neglect the importance of aboriginal cultures and values. To establish an index of curriculum development principles in Aboriginal Science Education, this study applies several research tools, such as fieldwork, expert interviews, panel discussions, and the Delphi method. Five dimensions are implemented to address the diverse needs of aboriginal students: local standard, cultural response, cognitive approach, learning interest, and learning effectiveness. The study aims to reach two specific perspectives: 1) promote Aboriginal Science Curriculum with valuable research findings to influence future policy making; and 2) assist aboriginal students in understanding the significance of culture aspects in their science education.