This chapter develops the concept of mobagogy—pedagogy organised around learners’ everyday use of smartphones and allied platforms—and examines how mobile practices shape university learning before and after COVID-19. Using students’ narrative accounts, we trace how devices and apps support “anytime–anywhere” engagement, vocabulary building, formative assessment, and peer collaboration, while blending formal coursework with informal, self-directed activity. The findings highlight strong learner agency (e.g., selecting tools, coordinating group work) alongside recurring frictions, including variable access and connectivity, distraction, platform overload, and uneven digital literacies. The chapter argues that effective mobagogical design treats mobiles as primary learning environments rather than add-ons: tasks should be lightweight, collaborative, and feedback-rich; assessment should recognise mobile-enabled evidence of learning; and policies should foreground inclusivity and privacy. The chapter outlines practical implications for course design and student support, positioning mobagogy as a realistic, equity-minded approach to teaching in mass, hybrid higher education