Understanding the Opportunities and Challenges of Artificial Intelligence Adoption in Mathematics Education: Perspectives of Secondary School Teachers in Bayelsa State, Nigeria

Abstract

The increasing integration of Artificial Intelligence (AI) into education has created new possibilities for transforming teaching practices, improving learning experiences, and supporting effective instructional delivery. This study explored the opportunities and challenges associated with Artificial Intelligence adoption in mathematics education from the perspectives of secondary school teachers in Bayelsa State, Nigeria. A qualitative research approach using a phenomenological design was adopted to gain deeper insights into teachers’ experiences, perceptions, and views regarding AI integration in mathematics teaching and learning. Fifteen secondary school mathematics teachers were purposively selected and interviewed using a semi- structured interview guide. Data collected were analysed using thematic analysis. The findings revealed that teachers perceived AI as a valuable innovation capable of enhancing mathematics content delivery through improved instructional support, personalised learning, automated assessment, and access to relevant teaching resources. However, teachers’ experiences with AI use were limited, with most participants reporting inadequate practical exposure and insufficient professional training. The study also identified major challenges affecting AI adoption, including inadequate AI literacy among teachers, poor digital infrastructure, unreliable internet connectivity, unstable electricity supply, limited access to digital devices, and lack of clear institutional guidelines. Participants suggested that effective AI adoption requires continuous teacher training, improved technological facilities, supportive school policies, and responsible implementation frameworks. The study concluded that while secondary school mathematics teachers recognise the transformative potential of AI, sustainable adoption depends on developing teachers’ competencies and creating an enabling educational environment. The study contributes to the growing discourse on AI integration in mathematics education by providing contextual insights from secondary school teachers in a developing educational setting.

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