Whilst teacher education in Malawi seems to be afflicted by numerous challenges emanating from financial inadequacy and human resource constraints, widespread ownership of mobile technologies among student-teachers and versatility of the devices offer prospects for an improved academic environment. This study examines disciplinary variations in the diffusion of heutagogical use of mobile technologies among student-teachers at Domasi College of Education in Malawi. It is a case study involving 394 student-teachers whose design included a situational analysis, intervention and follow-up phase. Data was collected across the phases using semi-structured interviews, two questionnaire surveys, focus group discussions and participant journaling. Notwithstanding discipline, the findings reveal ubiquitous access to mobile technologies among the student-teachers as well as positive attitude towards academic usage of devices. Subject-based disparities, however, became apparent during the situational analysis in relation to actual usage although they were levelled during the intervention. Additionally, the occurrence of heutagogical practices increased significantly over the intervention period.

马拉维的教师教育似乎受到财政不足和人力资源限制所带来的众多挑战的困扰，但学生教师中移动技术的广泛拥有以及设备的多功能性为改善学术环境提供了前景。这项研究调查了马拉维多马西教育学院的学生教师中，移动技术的日常教学传播中的学科差异。这是一个案例研究，涉及394名学生教师，其设计包括情境分析，干预和后续阶段。使用半结构化访谈，两次问卷调查，焦点小组讨论和参与者日记收集了各个阶段的数据。尽管有纪律，调查结果表明，学生教师普遍使用了移动技术，并且对设备的学术使用持积极态度。然而，尽管在干预过程中，基于主题的差异在情境分析中与实际使用情况有关，但仍很明显。另外，在干预期间，治疗学实践的发生显着增加。