Information and Communication Technology (ICT) has profoundly impacted social, psychological, and physical well-being, presenting positive and negative effects. This study primarily explores the negative aspects, specifically technostress, and its influence on mobile learning (m-learning) among university students, a crucial area with limited research, especially post-Covid-19. We aimed to develop a model for m-learning usage among undergraduates, investigating how factors like technostress, technology addiction, and technophobia could impede its benefits. Utilizing the Theory of Planned Behavior (TPB), we adopted a mixed-method approach, conducting an online survey with 1,144 students and in-depth interviews with 30 students from Riyadh, Saudi Arabia. The quantitative data, analyzed using Structural Equation Modeling (Smart PLS 3.8), validated our model, highlighting the significance of the three proposed factors on m-learning usage. Qualitatively, we gained insights into technostress, technophobia, and technology adoption barriers. Our findings suggest that m-learning can enhance academic performance, but its efficacy is subject to overcoming these identified barriers. This study contributes to educational research by emphasizing the need to address technological adoption challenges in higher education.