The increasing use of mobile devices (smartphones and tablets) in education is a significant trend highlighted in the Horizon Reports. M-learning, defined as the use of mobile devices to support teaching and learning, offers potential benefits due to its mobility, ubiquity, lightness, low cost, and connectivity. It aligns with student-centered teaching, where the teacher guides the learning process. While successful m-learning experiences have been documented in pre-school and primary education, demonstrating increased motivation and improved student learning, research in higher education has primarily focused on adoption rates and frameworks rather than practical applications and examples of good teaching practices (GTP). This study aims to address this gap by evaluating m-learning practices among Spanish university teachers and compiling experiences of GTP in m-learning. The research questions explore the frequency of GTP in m-learning, their location within universities, potential differences based on gender, age, or institution, and specific examples of successful m-learning experiences.

Existing research on m-learning in higher education reveals a focus on adoption rates (Fagan, 2019; Gómez-Ramírez et al., 2019; Hoi, 2020; Israel and Velu, 2019; Kaliisa et al., 2019; Kumar and Bervell, 2019; López and Silva, 2016; Saroia and Gao, 2019), framework development (Benali and Ally, 2020; Irugalbandara and Fernando, 2019; Jinot, 2019; Xue, 2020), and practical application experiences (Jahnke and Liebscher, 2020; Kumar et al., 2019; Vacas et al., 2019; Vasilevski and Birt, 2020). Fewer studies concentrate on the development of GTP in m-learning (Caldeiro-Pedreira et al., 2018; González-Fernández and Salcices-Talledo, 2017; Navarro et al., 2018). This study aims to redress this imbalance by providing practical examples and models of successful m-learning implementation.

This study employed a mixed-methods approach, combining quantitative and qualitative data collection and analysis. A cross-sectional study design used convenience sampling, targeting university professors in Spanish Faculties of Education with face-to-face teaching. Data were collected via an online survey (Google Forms) distributed to professors from 59 Spanish universities (40 public, 19 private; n=1125). Participants provided informed consent and completed a scale, the APMU scale, developed by the authors to evaluate GTP in m-learning. The APMU scale consists of 16 items across five dimensions: mobile devices, digital competence, knowledge construction, cooperative work, and good use of technology. Responses were categorized on a four-level Likert scale (1=never, 4=always). A cut-off score of ≥48 points indicated the application of GTP. The scale showed good internal consistency (Cronbach's α = 0.83). Three teachers scoring highly on the APMU scale were selected for structured interviews to gather detailed information about their successful m-learning experiences. Interview questions covered aspects like the context, purpose, materials, problem-solving strategies, time evolution, assessment methods, and overall satisfaction. Quantitative data (APMU scale) was analyzed using SPSS version 24.0, while qualitative interview data was analyzed using QSR NVivo version 11. Quantitative analysis involved determining the frequency and percentage of GTP cases, and analyzing significant differences using t-tests and ANOVA. Qualitative data underwent content analysis (Bardín, 1991; López, 2002), involving frequency counts of terms, category selection, and live coding using the Jaccard coefficient. Concept maps were created using CmapTools software to visually represent the categorized data.

The study found that 39.56% (n=445) of the respondents implemented m-learning practices classified as GTP. No significant differences were found based on gender or age. However, significant differences emerged among universities, with the University of La Laguna, University of Almeria, University of La Rioja, Camilo José Cela University, and University of Seville showing the highest proportions of GTP. Three case studies from GTP agents were detailed: one from the University of Granada using a mobile application based on the film "In Time," another from the Autonomous University of Madrid using TikTok for information sharing, and a third from the University of Cantabria using three applications (Mentimeter, EDpuzzle, and Kahoot!). Common characteristics across these successful m-learning experiences included prior content explanation, effective problem-solving strategies, group task completion, continuous implementation over several years, self-assessment or student participation in evaluation, and high levels of teacher and student satisfaction. Andalusian universities showed the highest overall rate of GTP, potentially reflecting the region's commitment to ICT integration in teaching.

The findings indicate a considerable level of m-learning adoption among Spanish university professors, exceeding expectations given the lack of previous national-level studies on GTP in m-learning. While no specific teacher profile emerged based on gender or age, significant variations exist among universities, suggesting institutional factors play a key role. The high rate of GTP in Andalusia likely reflects the region's emphasis on ICT integration in teaching. The three case studies illustrate a commitment to active learning methodologies, focusing on student-centered approaches and effective integration of mobile technology into various aspects of the learning process. The use of diverse mobile applications highlights the importance of digital competence development. The common factors across these successful experiences—prior content explanation, proactive problem-solving, collaborative work, sustained implementation, self-assessment, and high satisfaction—provide valuable insights for promoting effective m-learning practices.

This study provides pioneering insights into GTP in m-learning in Spain, offering three transferable models of effective practice. Successful m-learning isn't limited to specific teacher profiles but depends on factors such as clear content explanation, robust problem-solving strategies, collaborative activities, sustained implementation, self-assessment, and engagement. Future research should focus on expanding the practical application of m-learning and refining existing models for diverse contexts. Promoting responsible technology use through GTP is crucial for fostering a harmonious relationship between technology and society.

The study's limitations include the potentially limited sample size and the imbalance among universities. However, the inclusion of all universities with face-to-face teaching in Spain aimed to ensure representativeness. Future research could address these limitations by employing larger, more balanced samples.