<p>Mobile learning (M-Learning) allows chemistry students to access educational resources anytime, anywhere, aiding in problem-solving and critical thinking skills. However, it is necessary to identify the components and objectives of M-Learning that have specific usage in chemistry education. Despite the global focus on e-learning, there is currently no framework for components and objectives of M-Learning usage in chemistry education that could be used as a basis for implementing M-Learning in chemistry education by teachers and educators. The primary objective of this study is to address this research gap. This study attempted to develop a framework in which the relationship between latent and observed variables for the components and objectives of M-Learning usage in chemistry education is examined. The statistical population of this study consisted of 950 teacher-students. The sample size was determined using the Morgan table and a random probability sampling method. Data were collected using a researcher-made questionnaire. The questionnaire was validated by an expert group and found to have a reliability coefficient of 0.837 measured by Cronbach’s alpha. By employing exploratory factor analysis, we validated and categorized 48 objectives into 6 components: knowledge, skill, attitude, technology, tool, and responsibility. Based on the confirmatory factor analysis, we confirmed the fit indexes. The developed framework in this research can be used to develop targeted interventions that address the most critical areas of M-Learning usage and provide a unique and engaging learning experience for chemistry students. Our results have important implications for the design and implementation of mobile learner-centered learning strategies.</p>