The doctoral dissertation in the field of Education will be examined at the Philosophical Faculty at Joensuu campus.
What is the topic of your doctoral research? Why is it important to study the topic?
My doctoral research examines the implementation of the Bring Your Own Device (BYOD) approach in Namibian basic education, focusing on students’ and teachers’ behavioural intentions and perceptions in mathematics education.
In Namibia, most students own mobile devices, yet their use in schools is restricted, and institutions face persistent shortages of learning technologies. This study is important because it explores how integrating students’ personal devices under a structured BYOD policy could enhance mathematics teaching and learning. By understanding students’ and teachers’ readiness and concerns, the research provides evidence to guide equitable, sustainable, and context-appropriate technology integration in education policy and practice.
What are the key findings or observations of your doctoral research?
The study found that most Namibian students own mobile devices and are strongly motivated to use them for learning mathematics, while teachers show cautious optimism toward the BYOD approach. Students’ attitudes, social influence, and supportive school conditions significantly shaped their intention to use mobile devices. Teachers’ readiness depended on perceived usefulness and ease of use. The research introduces a hybrid BYOD policy model that balances opportunities and challenges by integrating students’ personal devices alongside school-provided ones. This is among the first studies in Namibia to provide evidence-based insights into how BYOD can promote equitable, engaging, and sustainable technology use in mathematics education.
How can the results of your doctoral research be utilised in practice?
The results guide educational stakeholders in developing a structured BYOD policy for Namibian schools. By recognising students’ readiness and teachers’ pedagogical needs, the findings support hybrid learning environments that combine personal and school-provided mobile devices. The proposed BYOD model offers a framework to address digital inequality, improve access to learning resources, and enhance engagement in mathematics to improve the results nationwide. Teacher training programmes can also use the results to build teachers’ confidence and skills in integrating mobile learning into mathematics instruction effectively. The study calls for a Design-Based Research approach to move beyond behavioural intentions toward classroom implementation. The hybrid BYOD model aims to ensure inclusion and integration of mathematics tools like GeoGebra, Kahoot, Photomath, Khan Academy, and Wolfram Alpha to support interactive and sustainable mathematics learning.
What are the key research methods and materials used in your doctoral research?
This doctoral research employed a quantitative, non-experimental exploratory design guided by the Theory of Reasoned Action and the Technology Acceptance Model. It examined students’ and teachers’ perceptions and behavioural intentions toward the Bring Your Own Device (BYOD) approach in mathematics education. Data were collected through structured questionnaires from Namibian students (n=500) and mathematics teachers (n=209) across different school phases. Descriptive statistics and Structural Equation Modelling (SEM) were used to analyse relationships among variables such as perceived usefulness, ease of use, attitudes, and behavioural intentions. The research integrates findings from three interconnected empirical publications, which were harmonised to propose a hybrid BYOD policy model tailored to mathematics education within Namibia’s basic education system.
