Abstract

This study examined infrastructure resilience and mobile learning sustainability in Nigerian higher education institutions, using evidence from universities, polytechnics, monotechnics, and colleges of education in Edo State, Nigeria. A sequential explanatory mixed-methods design was adopted, combining quantitative survey data with qualitative systems-based interpretation. From an intended sample size of 384 determined using Cochran’s formula for infinite populations, 179 valid responses were analysed, comprising 137 students (76.5%) and 42 academic staff (23.5%) selected through stratified and purposive sampling techniques. Quantitative data were analysed using descriptive statistics and relational mapping, while qualitative data were examined through systems resilience coding focused on infrastructure stability, adaptive capacity, and institutional responsiveness. Findings revealed that mobile learning sustainability is primarily constrained by three interdependent resilience dimensions: electricity stability, internet/network continuity, and economic accessibility of digital data. Electricity instability recorded the highest disruption intensity (Mean = 3.47), followed by unreliable internet connectivity (Mean = 3.39) and high cost of data services (Mean = 3.46). Institutional ICT support showed moderate but inconsistent resilience across institutions. The study further established that although smartphone ownership is widespread (86%), sustained mobile learning engagement remains low due to infrastructural fragility. Results indicate that device availability and user readiness are insufficient determinants of sustainability in the absence of infrastructure redundancy systems. The study concludes that mobile learning sustainability in Edo State is structurally dependent on infrastructure resilience rather than behavioural acceptance. It recommends the development of hybrid energy systems, offline-first learning architectures, and subsidised or zero-rated educational data frameworks to enhance continuity and equity in digital learning ecosystems.