## 6 Discussion
### Limitations and Future Research Directions  
Although our study benefits from a large sample size, it is critical to recognise key limitations that will guide future research. Focusing on teachers in the \"Pla Mobils.edu\" project allowed us to analyse mobile device integration in education from a unique and committed standpoint. This unique feature has given us great insights into how these teachers, who are already predisposed to adopting educational technologies, perceive and use mobile devices in their pedagogical practices. Our findings are based on the experiences of instructors in \"Pla Mobils.edu\" who are interested in integrating mobile technology into the classroom. This may differ from teachers' perceptions and practices in other educational settings. As a result, one drawback of our study is that the findings may not be applicable to all teachers, particularly those who have not participated in previous projects or who have limited access to resources and training in mobile educational technologies. This highlights the need for additional study with teachers outside of \"Pla Mobils.edu\". Expanding our research to include a broader range of educational settings would allow us to determine whether the tendencies observed in our study apply in diverse contexts with varying levels of access to technology and institutional assistance. Future research including instructors from many educational contexts would help us better understand the integration of mobile technology into education by emphasising common obstacles, possibilities, and effective solutions that can be used in a larger range of educational scenarios. Thus, by investigating teachers' adoption and use of mobile devices in a broader range of educational contexts, we can begin to construct a more comprehensive map of mobile technology in education. This will not only enhance our understanding of current dynamics, but will also serve as a strong foundation for the development of policies and practices that support the effective and equitable integration of new technologies at all levels of the educational system. Currently, society is questioning the educational use of technology, highlighting the need for reflection. Questioning the use of technology in educational environments reflects a maturity point in our society, allowing us to recognise associated risks and highlighting the importance of its proper application through relevant studies. Therefore, monitoring and updating the self-assessment tool in research is crucial in ensuring its long-term relevance. In this sense, the resulting tool must be accessible and free to use for the educational community through the web of research and project 'Pla Mobils.Edu', aligned with the UNESCO recommendations on Open Science, which promote the sharing of data and results, to facilitate its discussion, feedback, and continuous improvement, allowing the tool to evolve and adapt to the emerging needs of the education field. As we consider the evolution and expansion of research in the domain of mobile learning, it is crucial to outline potential directions and approaches that could further enrich the field. This study has laid a foundation by exploring the integration of mobile devices from the teacher's perspective, using a self-assessment tool to gauge their comfort and capabilities with these technologies in educational settings. However, the journey does not end here. The horizon of this research encompasses the development of new exploratory phases aimed at broadening the scope of our understanding. One significant future strategy involves launching a new Educational Design Research (EDR) phase focused specifically on monitoring an entire academic cycle. This phase aims to observe how teachers integrate the self-assessment tool and mobile devices into their pedagogical practices on a day-to-day basis, offering a more nuanced view of the practical challenges and successes encountered.