Mobile technology has become integral to modern education, transforming student engagement with learning content. This study investigated perceptions and utilization of mobile technology among higher education students in physics education. A descriptive research design was employed with 116 students from the College of Agriculture and College of Education at Isabela State University, Cauayan, Philippines. The survey questionnaire, adapted from established frameworks, examined demographic profiles, mobile phone usage patterns, perceptions of mobile learning practices, perceived ease of use, and perceived usefulness. Results revealed that younger students and those in earlier academic years were more represented. Mobile phones are widely used for educational purposes, with Internet browsing being most common (94.80%). Virtual classroom apps (73.3%) and learning management systems (60.3%) were the most used mobile educational applications. Students had positive perceptions of mobile learning practices (mean=3.17), perceived ease of use (mean=3.12), and perceived usefulness (mean=3.24). No significant correlations were found between demographic factors and mobile device usage patterns or perceptions. However, a weak but significant positive correlation existed between year of study and both perceived ease of use (r=0.223, p=0.016) and perceived usefulness (r=0.223, p=0.016). These findings suggest mobile devices are actively integrated into students' learning practices for accessing materials, collaboration, and online discussions. This study highlights the importance of considering students' academic progression when implementing mobile learning strategies and the need for further research to reconcile these findings with broader literature on demographic factors in mobile learning adoption