摘要：This study addresses the challenges most learners face in Third World and developing countries concerning education accessibility in an emergency. On the basis of the shortcomings found in a review of past studies, this scoping review introduces adapted model mobile-assisted personalized learning (MAPL), which focused on full distance learning using the personalized learning (PL) concept. This concept is rarely used in the classrooms of Third World and developing countries. MAPL is technology-integrated and customized PL but it does not depend on artificial intelligence. This model bridges the digital divide that hinders learners in accessing education by providing flexibility, regardless of weak internet reception or low bandwidth, among other hindrances, in Third World or developing countries. Learners in these countries inevitably opt for mobile devices as their preferred learning tool. MAPL is necessary and can aid underprivileged learners who are highly dependent on mobile devices. Rethinking and reforming current teaching practices are required. In this study, a pool of 60 articles from 2011 to 2021 was qualitatively synthesized. Among the articles, 29 focused on PL, 15 on mobile learning, and 16 on the potentials of MAPL. The findings indicate that MAPL could be a viable solution for achieving equity in education for every learner during full-fledged distance learning.
