Transforming Mathematics Teacher Education Through Artificial Intelligence and Digital Innovation: Extent of Utilization, Challenges, and Strategies in Colleges of Education, Gombe State

Abstract

This study investigated the extent of utilization, challenges, and strategies for transforming mathematics teacher education through artificial intelligence (AI) and digital innovation in Colleges of Education in Gombe State, Nigeria. Anchored on the Technological Pedagogical Content Knowledge framework, the study adopted a descriptive survey design involving 75 stakeholders (21 administrators and 54 mathematics lecturers) drawn by census sampling from Colleges of Education in Gombe State. Data were collected using a validated 30-item questionnaire (Cronbach alpha = 0.84) and analysed using mean, standard deviation, and independent-samples t-test at the 0.05 level of significance. Findings revealed that AI and digital tools are utilized to a low extent overall in mathematics teacher education (cumulative mean = 2.70), with only dynamic geometry software and mobile learning applications utilized to a high extent. Ten challenges were affirmed as significant, most notably inadequate ICT infrastructure, high cost of digital devices and data, and lack of institutional policy on AI use (cumulative mean = 4.06), while resistance to change and data-privacy concerns were not strongly endorsed as major challenges. Nine strategies were identified as needed to enhance AI and digital integration, most notably reliable electricity and internet infrastructure and regular capacity-building training for lecturers (cumulative mean = 4.05). The t-test results showed no statistically significant difference between administrators' and lecturers' perceptions across extent of utilization (t = 1.05, p = 0.30), challenges (t = 0.55, p = 0.58), and strategies (t = 0.60, p = 0.55). The study concludes that despite low current utilization, stakeholders strongly endorse both the barriers and the pathways toward meaningful AI-driven transformation of mathematics teacher education, and recommends deliberate infrastructural investment and sustained capacity building as priority interventions.

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