## 1 Introduction  
Mobile devices have played a significant role in daily life, particularly an inevitable part in improving the quality of education [1]. Students engaged in remote education and open learning have been frequently interacting with mobile learning technologies [2]. Mobile application-based platforms entail an approach of well-organized content, pedagogy, and quality delivery systems, providing the reason why mobile phones are gaining popularity. Mobile learning platforms (MLPs) should make it easier to access learning, reporting, and content management on the available mobile devices. This provides a safe and convenient learning environment. MLP has a lot of advantages in the area of learning in terms of flexibility, mobility, just-in-time learning, retention, tracking and reporting, and continuous learning experience. Mobile learning platforms, which can also be synonymous with e-learning platforms, provide users with both technical and educational features. Due to the increase in demand and also in the diversity of such systems, the selection of the best platform that meets users' required priorities is a challenging issue. It was stated that, in 2020, finding mobile learning applications of high quality apparently is a difficult task, considering that there are more than 567,000 educational applications already available (retrieved from [[https://www.educationalappstore.com/app-lists/apps-for-education](https://www.educationalappstore.com/app-lists/apps-for-education)]([https://www.educationalappstore.com/app-lists/apps-for-education](https://www.educationalappstore.com/app-lists/apps-for-education)) (accessed on 20 September 2020)). According to the research conducted by Google, 80% of the world's population uses smart mobile phones. Users spend 91% of their time using mobile applications. 30% of the users use their smartphones to access mobile learning application-based platforms. It was reported that mobile learning platforms increase efficiency by 43%. Statistics evidenced the substantial importance and potential of mobile learning platforms (retrieved from [[https://www.edume.com/blog/mobile-learning-statistics](https://www.edume.com/blog/mobile-learning-statistics)]([https://www.edume.com/blog/mobile-learning-statistics](https://www.edume.com/blog/mobile-learning-statistics)) (accessed on 19 July 2024)). Therefore, quick, feasible solutions are required to choose the most suitable mobile learning platforms. Determining suitable mobile learning platforms can be treated as a multi-criteria decision-making (MCDM) problem. Therefore, there is a need to de-wise an independent way to select and evaluate MLPs. For this purpose, utilizing FMEA and FAHP approaches in evaluating MLPs will produce more reliable and efficient and timeliness results. The fuzzy analytic hierarchy process (FAHP) is an elaboration of the AHP technique that utilizes numbers, fuzzy logic, and sets. FAHP has also been used in areas like evaluating learning management systems and platforms as well as in e-learning. Based on users' views, FAHP has been utilized to make e-learning a decisive component in higher education [3]. FAHP was also used by [4] to provide expert evaluation for choosing appropriate learning management systems. Various software quality models have been designed for the sole purpose of assessing software qualities through ISO standards such as ISO/IEC 9126 and ISO/IEC 25010. Regarding the software quality model review by [5], the ISO/IEC 9126 model is introduced as the optimal and most efficient model used for the evaluation of software qualities. The mobile learning platform is a software-based system designed to facilitate and deliver educational content and learning experiences via mobile devices such as smartphones, tablets, and other portable technologies. ISO/IEC 9126 is an international standard for the evaluation of software quality-in-use. It provides both technical and user-centered characteristics of the system, in this case, the mobile learning platform (MLP).