MOBILE LEARNING AND MULTIPLE INTELLIGENCES IN HIGHER EDUCATION: PROPOSAL OF AN INTEGRATIVE THEORETICAL FRAMEWORK

Abstract

This research constructed an integrative
conceptual framework that identifies
convergences between Mobile Learning
(M-Learning) and Multiple Intelligences (MI)
in higher education. The study identified
and substantiated conceptual relationships
between M-Learning dimensions and the
development of the eight intelligences
proposed by Gardner. The author applied
conceptual analysis based on narrative
literature review in four academic databases
(Scopus, Web of Science, ERIC, SciELO) from
the period 2019-2024, selecting 30 sources
through criteria of theoretical relevance and
academic quality. The analysis identified
substantiated convergences between
M-Learning dimensions (frequency of
use, types of activities, and application
categories) and the potential development
of each type of multiple intelligence. The
study constructed a theoretical proposal
relating specific categories of mobile
applications with the eight intelligences,
grounding it in three principles:
correspondence between technological
affordances and cognitive operations,
instrumental mediation of learning, and
situated practice. The discussion highlights
that M-Learning, due to its flexibility and
diversity, constitutes a tool with potential
for the differentiated development of MI
in university contexts. The study concludes
that the proposed framework constitutes a
theoretical hypothesis requiring empirical
validation, identifying research gaps
particularly in Latin American contexts.