In the evolving landscape of mobile learning, European researchers have conducted significant mobilelearning projects, representing a distinct perspective on mobile learning research and development. Ourarticle aims to explore how these projects have arisen, showing the driving forces of European innovationin mobile learning. We propose context as a central construct in mobile learning and examine theories oflearning for the mobile world, based on physical, technological, conceptual, social and temporal mobility.We also examine the impacts of mobile learning research on educational practices and the implications forpolicy. Throughout, we identify lessons learnt from European experiences to date.