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In this era of globalization, mobile learning is increasingly becoming a new paradigm to promote teachers' core literacy. In this study, teachers in rural secondary schools in South China were selected as respondents, and the correlation between mobile learning and teachers' subject core literacy was proved by using SPSS22.0 software. The study concluded that mobile learning for Chinese rural secondary school teachers is deficient at the level of social interactivity, the learners (teachers) themselves and mobile learning devices. Therefore, enhancing the social interaction level of mobile learning, stimulating the demand for m-learning among rural secondary school teachers and Increasing Equipment Support are crucial to improving teachers' subject core literacy in rural secondary schools. [For the full proceedings, see ED639391.]