## 6 Discussion  
The central aim of this research was to analyse the conditions under which mobile technology can support teachers in the design, implementation, and evaluation of teaching and learning processes. More specifically, our investigation sought to unravel the following  
Figure 17: Descriptive results of element 7: Teachers. research question: \"What is the level of theoretical and practical knowledge of mobile learning as perceived by the teachers themselves?\". To address this, we utilised data derived from a specially designed self-assessment tool, enabling us to capture teachers' perceptions of their use of mobile devices in educational settings. According to the study's object, teachers use mobile devices in the classroom at a middle-high level (40-70%). Our analysis has revealed insightful details across seven critical dimensions: content, methodical strategies, activities, evaluation, mobile resources, technological learning spaces, and teachers' self-perception. * Teachers exhibited a strong engagement with content delivery and mobile resources, as evidenced by their high mean scores of 7.75 and 7.44, respectively. The facilitation indices showed that teaching practices effectively facilitated approximately 78.78% and 73.52% of the content and mobile resources domains. These areas also exhibited relatively lower variances, suggesting a consensus among teachers on their comfort and competence in these domains. The robust [PERSON]'s alpha values (0.855 and 0.897) underscore the reliability of these findings, highlighting content and mobile resources as strengths within the current pedagogical framework. * Methodical Strategies, Activities, and Evaluation: The domains of Methodical Strategies, Activities, and Evaluation, while still rated positively, indicated areas where teachers may benefit from further support. Mean scores in these categories were slightly lower, with corresponding increases in variance, pointing to a diversity in teacher experiences and comfort levels. Notably, the discriminative efficiency in these areas suggests that these aspects of mobile learning could have a big effect on the quality of teaching, as long as gaps in professional development are filled. * Technological Learning Spaces and Teachers' Self-Perception: Technological Learning Spaces and Teachers' Self-Perception areas presented a mixed picture. While the facilitation index remained above 66% for both, indicating a generally positive outlook, the higher standard deviations and variances reveal a broader spread of responses. This spread suggests varying levels of confidence and experience among teachers in integrating technology-rich learning environments and reflecting on their own pedagogical practices. The kurtosis values closer to zero indicate a distribution that resembles normality, suggesting diverse experiences that merit further exploration and support. The findings articulate a clear narrative: teachers are embracing mobile technology in education, recognising its potential to enrich teaching and learning processes. However, the variance in comfort and proficiency levels across different elements underscores the necessity for a nuanced approach to professional development. Specifically, enhancing teachers' skills in assessment, technological learning spaces, and methodical strategies could significantly elevate the quality and efficacy of mobile-learning initiatives. Reflecting on our research objective and question, it is evident that while teachers possess a foundational theoretical and practical knowledge of mobile learning, as indicated by their perceptions and self-assessment, there remain considerable opportunities for growth. The self-assessment tool has proven to be a valuable instrument in identifying these opportunities, guiding both educators and policymakers in focusing their efforts on areas that promise the greatest impact on pedagogical effectiveness.