Speaker
Description
Ugboduma, S. O.
Delta State College of Education, Mosogar
samugboduma@gmail.com
Track: AI, Emerging Technologies and Future Learning
Digital technologies are changing the nature of higher education, offering opportunities for interactive, personalized and flexible learning. But access to digital infrastructure, technological resources, and digital competences remains unequal in many HEIs in Africa, preventing the effective use of technology in mathematics’ teaching. The study focused on the effect of digital infrastructure, digital literacy, and use of artificial intelligence (AI) and institutional support on future ready digital technology-enhanced learning ecosystems in Mathematics Education in tertiary institutions in the Niger Delta region of Nigeria. The study targeted twelve institutions which included universities, polytechnics and colleges of education in Edo, Delta, Bayelsa and Rivers States. A synthetic sample of 2,280 students, lecturers, and administrators were used to create and validate an extensive digital readiness and mathematics learning outcomes model. Descriptive statistics, multiple regression, mediation and moderation analysis and structural equation modelling were used to analyze the data. Results showed that institutional support, digital literacy, AI use and digital infrastructure were significant predictors of the effectiveness of technology-enhanced mathematics learning ecosystems. Results also indicated that digital learning environments that were well developed positively impacted student engagement, mathematics achievement, and future ready skills. The study suggests that to reduce the digital divide in math education, investments in the digital infrastructure, AI integration, digital skills development, and supportive institutional policies are needed. The efforts are crucial to establishing an inclusive and sustainable learning environment that can equip students with the skills required to meet the needs of the digital age.