This study adopts a robust systematic literature review (SLR) to investigate the use of mobile devices to support learning (mobile learning) in university science education. It analyses 24 high quality studies over the past decade to generate insights into contemporary mobile learning developments in relation to settings, applications and pedagogical approaches, as well as trends in research methodologies and outcomes. The results show that the use of mobile devices is providing university science learners with peer learning opportunities and supporting their networked interactions with the science community and resources. However, the study also uncovers more constrained use of mobile devices associated with traditional didactic approaches, often in formal settings. The study identifies key differences from other SLR findings on mobile learning in school science education, most notably with respect to adopted pedagogies. It suggests future research directions, including the need for more qualitative studies of mobile learning in university science education.