Abstract
This scoping review critically evaluates the potential of mobile microlearning as a digital pedagogical approach within the adult social care sector. Mobile microlearning typically involves the delivery of concise learning content, usually under ten minutes in duration via mobile devices such as smartphones or tablets. It offers a flexible, accessible mode of instruction that aligns with just-in-time learning principles and supports informal, on-the-go knowledge acquisition. While widely adopted across sectors such as healthcare, education, and corporate training, its application within adult social care remains underexplored. Specifically, there is limited empirical evidence regarding its pedagogical value, implementation challenges, and suitability for the sector's unique learning needs. A scoping review methodology was adopted, drawing on the frameworks proposed by Arksey and O'Malley (2005) and refined by Levac et al. (2010). This approach was chosen to accommodate the breadth and heterogeneity of the available literature and to enable the systematic mapping of key concepts, themes, and gaps in the evidence base. A comprehensive search strategy was implemented across academic databases, grey literature repositories, and policy archives, targeting publications from 2013 to 2025. Studies were included if they explored mobile microlearning or mobile-based digital learning within adult social care or in workforce development contexts relevant to the sector. Eligible sources were screened, and relevant data were extracted, charted, and subjected to thematic analysis to identify recurring patterns related to the adoption, design, delivery, and implementation of mobile microlearning interventions. The findings reveal increasing interest in mobile microlearning as a means of improving access to just-in-time learning, particularly for frontline care staff. Drivers for adoption include regulatory and compliance pressures, limited capacity for face-to-face training, high staff turnover, and the need for accessible, flexible professional development. The review highlights the importance of user-centred design, organisational readiness, and digital inclusion in shaping implementation outcomes. Emerging evidence suggests that mobile microlearning may support learner engagement, reinforce essential knowledge, and promote person-centred care when integrated into routine practice and supported by feedback and contextually relevant scenarios. However, several limitations remain. These include inconsistent digital infrastructure, varying levels of digital literacy, and limited co-design with the workforce. Much of the existing literature is drawn from other sectors, and few studies offer rigorous evaluation of learning outcomes, behavioural change, or long-term care impacts. There is also a lack of longitudinal research assessing the sustained effectiveness of mobile microlearning within adult social care settings. In conclusion, mobile microlearning represents a promising but under-researched approach to workforce development in adult social care. While its flexibility aligns with the sector's operational realities, successful implementation depends on co-production with the workforce, pedagogical alignment, and strategies to address digital exclusion. Further research is needed to explore its long-term impact on staff competence, retention, and the delivery of high-quality care.