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Mobile Learning (ML) makes discovery learning possible because of its ubiquity, students are constantly updated by the research of the topics given by the teacher, they are also motivated and stimulated to learn to learn autonomously through the use of different apps downloaded on their mobile devices. That is why it is important to implement ML in the teaching practice, but for this to be possible, the American University must make pedagogical changes considering the use of active methodologies and considering new learning strategies such as discovery, provision of resources and adequate teacher training in order to capitalize to the maximum the advantages of these technologies. The methodology used is descriptive, non-experimental field design and its paradigm is quantitative. The sample is made up of 25 teachers from the faculty of health, and the survey technique was applied. The results showed that the teachers of the UAM health faculty make very little use of M Learning despite the fact that they know it in theory, but in practice there is very little activity in the classroom.