Scientific research on mobile learning and its implications on humanistic education has grown tremendously. Within the context of an overview of its forerunners (i.e. educational technology) and critical characteristics concerning the humanistic perspective in education, bibliometric findings on mobile learning publications in humanistic education are explained. Between 2000 and 2021, the phrase mobile learning was given attention in education databases through bibliometric analysis of 766 peer-reviewed works on mobile learning in humanistic education. This study takes a novel analytical approach, classifying the most significant authors, publications, and journals into seven theme clusters: pedagogy, learning approach, learning tools, support, real-time learning, technology acceptance, and self-directed learning. This bibliometric analysis uses four metrics: citation analysis, co-citation analysis, bibliographic coupling, and co-occurrences of keywords. The most significant contributions are addressed in each cluster. Current knowledge gaps, promising future research fields, and directions are discussed.