Mobile learning (m-learning), known for its flexibility, aligns with the digital habits of today’s students. However, its adoption in engineering education remains slow globally. This study uses the UTAUT framework to investigate m-learning’s effectiveness from engineering educators’ perspectives, employing qualitative analysis of open-ended surveys and interviews. While proponents highlight its potential to enhance learning outcomes and personalization, opponents question its pedagogical value for problem-based courses. Findings indicate m-learning success hinges on selecting the right platforms that support highly problem- based lesson development for core engineering courses, support assessments that gauge students’ critical thinking and provide interactive, hands-on learning experiences. The study provides valuable guidelines for the successful integration of m-learning into engineering education.