Citation: Naveed, Q.N.; Choudhary, H.; Ahmad, N.; Alqahtani, J.; Qahmash, A.I. Mobile Learning in Higher Education: A Systematic Literature Review. Sustainability 2023, 15, 13566. https://doi.org/10.3390/ su151813566 Academic Editors: Aras Bozkurt and Hao-Chiang Koong Lin Received: 21 July 2023 Revised: 3 September 2023 Accepted: 5 September 2023 Published: 11 September 2023 Copyright: © 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). sustainability Review Mobile Learning in Higher Education: A Systematic Literature Review Quadri Noorulhasan Naveed 1 , Heena Choudhary 2 , Naim Ahmad 1, * , Jarallah Alqahtani 3 and Adel Ibrahim Qahmash 4 1 College of Computer Science, King Khalid University, Abha 61413, Saudi Arabia; qnaveed@kku.edu.sa 2 Department of Humanities and Social Sciences, Malaviya National Institute of Technology Jaipur, Jaipur 302017, India; 2019rhs9130@mnit.ac.in 3 College of Computer Science and Information Systems, Najran University, Najran 66462, Saudi Arabia; jaalqahtani@nu.edu.sa 4 College of Education, King Khalid University, Abha 61413, Saudi Arabia; aqahmash@kku.edu.sa * Correspondence: nagqadir@kku.edu.sa Abstract: Mobile learning (M-Learning) has become a popular and effective method of education that leverages the ubiquity of mobile devices. M-Learning has digitally transformed the process of teaching and learning. It has tremendous potential to empower all sections of society through education and training. This study presents a systematic literature review of M-Learning. The articles were retrieved from Scopus and Web of Science databases. After applying inclusion and exclusion criteria, a final selection of 161 articles published between 2016 and 2022 was included in the review. To analyze the articles, the researchers employed the TCCM (Theory, Context, Characteristics, Methods) framework, which facilitated addressing the research questions. This review identified various theories, such as behaviorism, constructivism, cognitivism, situated learning, problem-based learning, context awareness learning, socio-cultural theory, collaborative learning, conversational learning, lifelong learning, informal learning, activity theory, connectivism, navigation, and location- based learning, that are used to support and guide the implementation of M-Learning. In terms of context, developing countries contributed to 70.8% of the studies, while developed countries contributed to 29.1%. Further, a majority of the studies, 93%, involved students followed by faculty members and only two studies involved staff from higher education management. A total of 19 unique characteristic factors have been identified, such as personal, intention, attitude, usage, utility, ease of use, learnability, social, technological, pedagogical, anxiety, enjoyment, accessibility, knowledge, experience, trust, price, and habit. A quantitative research design was used in 90% of the studies, followed by mixed methods research design in 7% of the studies, and qualitative research design in only 3% of the studies. Further, this article synthesizes previous research findings and highlights gaps for future research. Overall, this review contributes to the understanding and advancement of M-Learning as a valuable educational platform. Keywords: research gaps in mobile learning; PRISMA framework; TCCM (Theory, Context, Characteristics, Methods) framework; human computer interaction; technology enhanced learning transformation 1. Introduction The reliance on mobile phones has become increasingly prevalent worldwide, with numerous individuals incorporating them into their daily routines. Projections suggest that the global number of mobile users is expected to reach 7.33 billion by 2023, a rise from 7.26 billion in the previous year [1]. Furthermore, Figure 1 illustrates that the total count of mobile users is estimated to reach 7.49 billion by 2025. The COVID-19 pandemic triggered nationwide lockdowns, resulting in approximately 1.5 billion children experiencing school closures, which UNICEF identifies as the most significant disruption in the history of Sustainability 2023, 15, 13566. https://doi.org/10.3390/su151813566 https://www.mdpi.com/journal/sustainability