## 2 Literature Review: Context and Theoretical Framework
### Mobile and Hybrid Learning  
The mobile revolution boosted the compatibility of educational apps for laptops, tablets, and mobile phones and the concepts of Mobile Learning (ML) and Blended Learning (BL) [13]. The number of applications generated since 2010 has grown exponentially, even while dominant developments have grown linearly through time (as an example [14]). The initial slowness to adopt the technologies in the classroom was due to the resistance of teachers who were accustomed to face-to-face interactions, as reported in the literature on digital learning history [15]. Nevertheless, it is a fact that many teachers in all educative levels gradually began to increase their usage and transmit their experience to other teachers [16]. Much of this depended on institutional motivations. The symbiotic relationship between the institutional support for learning and adopting emerging technologies and teachers' interest in providing valuable materials and learning activities has been identified as crucial for this development [16]. This phenomenon was notorious during the sudden COVID-19 confinement in Mexico, letting stranded to many teachers without this knowledge, interest and external motivation.  
In Mexico, the effort to promote this training to teachers in the public schools has been considered as poor, variable, and inhomogeneous [17]. Despite the 2014 recommendation from the Organization for Economic Co-operation and Development (OECD) to other countries to follow Mexico's example of introducing Information and Communications Technologies (ICT) in education, these programs were not entirely accepted into the daily lives of teachers and students in the local public schools. Several factors identified as reasons were that equipment was not provided, training was optional, and there were few value stimuli to motivate the teachers [18]. The literature has reported this as differing from private education, which attached value and managed resources to support the utilization of emerging technologies and teacher training [19; 20].  
In Higher Education, Learning Management Systems (LMS) became common through Moodle or Classroom in the public university setting, and Blackboard and Canvas in private institutions. LMS is commonly developed to facilitate collaboration among professors and students supported by external tools or apps for learning development. In the author's institution, the first LMS dated from 1995, involving Learning Space, Blackboard, Canvas among others. Technology evolved and improved quickly; mobile applications experienced exponential growth in quality, user-friendliness, and diversity [21]. As a result of an intense training and technological culture since 2010, the use of technology to support learning has become part of our daily academic life. Ten years later, this cumulative experience has prepared almost the entire faculty in the author's institution with in-depth knowledge of Distance Learning (DL), ML and BL [22]. Such training has had the objective to develop competencies and mastery of technical skills among the faculty and the student population, which is considered a critical success factor in learning [23].