Learning through mobile devices, such as phones and tablets, has gained momentum as a potential solution to address access and academic opportunity gaps among students in many African countries. However, implementing mobile learning initiatives faces challenges in numerous African education systems, including limited infrastructure development, a heavy reliance on donor aid, and the unreliability of such learning systems in their regional contexts, widely discussed in the literature. When examining the integration of mobile learning projects in Malawi, the saying “who holds the purse strings holds power” becomes particularly relevant, especially when considering power dynamics in donor-funded educational initiatives, as those with financial resources often have more influence. Therefore, the primary objective of this study was to explore the power structures and dynamics present in early-grade mobile learning interventions in Malawi by examining how government officials and representatives from funding organizations are enabled or limited in their participation. The study focused on three questions: (1) How do Malawian government officials and funding partners view their partnership when working on mobile learning projects? (2) How are power structures reflected within mobile learning initiatives in Malawi, especially concerning decision-making? (3) What factors either enable or constrain government implementers and external funders from participating equally in mobile learning initiatives in Malawi? Using the theory of Philanthropic Digital Colonialism, developed by combining the theories of philanthrocapitalism and digital colonialism, this study examines how power dynamics influence decision-making processes, particularly the shift from hierarchical ‘power over’ to ‘power to’ relationships to achieve collaborative ‘power with’ relationships. This dissertation includes three articles: A mapping study of the mobile learning research landscape in Sub-Saharan Africa. The second analysis examines two mobile learning interventions in Malawi, while the third is a phenomenological study involving eight individuals from government and funding agencies working on mobile learning initiatives in Malawi. Together, these papers provide an overview of the mobile learning landscape in Sub-Saharan Africa, particularly in Malawi, and address power dynamics in interventions. The findings indicate that, despite efforts to promote localization, hierarchical structures, such as direct oversight, still exist in funder-government partnerships, affecting the outputs and roles of local implementers.