Abstract— The mobile devices are used to execute the teaching- learning-evaluation process in Mobile Learning (m-learning) methodology. M-learning is a trending field in educational organizations, companies, and for individual study. With the explosion of mobile device ownership among the users aged within 18–29 years who are also the attendees of the higher learning institution (HLI), gives us the opportunity to consider the use of m-learning methodology to be embedded in the HLI beside traditional methodologies. Exceptional circumstances such as the COVID-19 pandemic when traditional face-to-face methodology suddenly changed to online paradigm, is also forcing us to strongly consider the m-learning approach. However, HLI may not have a general policy to implement m-learning into the traditional learning environment. A proper educational outcome needs to be configured to implement a new process into the traditional process. Therefore, a model integrating the m-learning aspects and the education supply chain management factors obtained from this study may benefit the stakeholders of HLI, especially educators and students. Index Terms— Mobile learning, Supply chain management, HLI, education, m-learning I. INTRODUCTION HE changing nature of the expectations of the global market always creates a change in the requirement of the skillset of the graduates. Specially, the adoption of technology in the society is continuously changing the nature of knowledge gathering and delivering paradigm. Higher learning institutions (HLI) are under pressure to match the market requirement of the skilled graduates. This can be done by improving the quality of teaching and learning by integrating up-to-date technologies [1]. The implementation of m-learning alongside traditional methodologies in the HLI is now in highest consideration as the possession and usage of mobile devices has increased among the attendees of the higher learning institution [2]. Such integration may contribute to the requirement of the society for a more adaptable and individualized education putting the learners at the center of the teaching–learning process [3], [4]. Employing an additional system into the existing system depends on the proper educational outcome for all stakeholders of the institution. The educational outcome depends on different factors within each aspect of education suppliers at different decision levels of an education institution. The stakeholders of an educational institution require the appropriate relationship among these components with a targeted educational outcome to decide on implementing m-learning into the traditional learning environment [5]. This study is to embed the aspects of educational institution and the m-learning environment to create an integrated model with measured relationship among all the aspects for the stakeholders understand, measure, and decide on the integration process. II. LITERATURE REVIEW Mobile learning (m-learning) methodology is a teaching- learning-evaluation process that is executed through mobile devices and is a trending field in educational organizations, companies, and also for individual study [6], [7]. Mobile learning facilitates both individual and collaborative learning allowing truly anywhere-anytime personalized learning. It removes some of the formality and adds variety to the conventional lessons/courses [8]. M-Learning encapsulates different features of learner-centered pedagogies. This includes discovery learning, constructivist learning, problem-based learning, situated learning, etc. which raises self-confidence and self-esteem of the learners [1], [9]. Integration of m-learning environment into HLI can deliver learners with several advantages such as ubiquitous access to media, rich learning content, social interaction and collaboration with peers, and just-in-time learning at anywhere and anytime through wireless network technologies [4]. Exceptional circumstances such as the COVID-19 pandemic when traditional face-to-face methodology suddenly changed to online paradigm, is also forcing us to strongly consider the m- learning approach. However, the integration of m-learning has a lot of associated challenges. The diffusion of m-learning in higher educational institutions may result in significant cultural change. The pedagogic practices needs to be changed and new technologies and teaching methodologies must be adapted by the university educators, which might be unfamiliar to them [2]. Furthermore, some courses may not be suitable for the m- learning environment [10]. More importantly, Internet connection issues concerning bandwidth, security, speed, reliability and network coverage of service provider warrant much attention in ensuring the smooth implementation of m- learning [11]. There is also the issue of university educators T Mashiour Rahman, PhD Candidate, Universiti Utara Malaysia (UUM), mashiour@gmail.com. Dr. Rosshairy Abd. Rahman, Senior Lecturer, Universiti Utara Malaysia (UUM), shairy@uum.edu.my. Dr. Md. Mamun Habib, Professor, Independent University Bangladesh (IUB), mamunhabib@iub.edu.bd. AIUB JOURNAL OF SCIENCE AND ENGINEERING ISSN: 1608 – 3679 (print) 2520 – 4890 (Online) Published in AJSE, Vol:20, Issue: 4 Received on 15 th November 2021 Revised on 30 th November 2021 Accepted on 28 th December 2021 AJSE Volume 20, Issue 4, Page 166 - 175 ©AJSE 2021 Page 166 Integrated Mobile Learning Education Supply Chain Management for Higher Learning Institutions Mashiour Rahman, Rosshairy Abd. Rahman, Mamun Habib