<![CDATA[Mobile learning has become an important component of digital transformation in higher education; however, its pedagogical integration in engineering education remains unclear. This study investigates the mobile learning paradox, a phenomenon in which high levels of mobile learning acceptance coexist with limited instructional integration. A descriptive quantitative survey was conducted involving 140 students at Universitas Ahmad Dahlan. Data were collected using a validated questionnaire developed from the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) frameworks. Descriptive statistics and multiple linear regression were employed to analyze technology acceptance, pedagogical integration, implementation barriers, and factors influencing behavioral intention (BI). The findings reveal relatively high levels of perceived usefulness (PU) (77.2%), self-efficacy (SE) (75.2%), perceived ease of use (PEU) (74.2%), and subjective norm (SN) (74.0%). However, BI remained comparatively lower (72.0%), while the use of mobile technologies for simulation-based and laboratory learning was limited (50.3%). Multiple regression analysis indicated that PEU and SN significantly influenced BI, whereas PU and SE were not significant predictors. Internet instability and limited pedagogical integration were identified as major barriers. These findings provide empirical evidence of the mobile learning paradox and highlight the need for curriculum redesign, structured mobile learning activities, lecturer training, and improved digital infrastructure to support meaningful technology integration in engineering education. Beyond identifying technology acceptance factors, this study introduces empirical evidence of the mobile learning paradox by demonstrating that high student acceptance does not necessarily translate into meaningful pedagogical integration in engineering education.]]>
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