Speaker
Description
Eke, S. E.
COLLEGE OF EDUCATION AKWANGA NASARAWA STATE
sjoeledward@gmail.com
Track: Research, Innovation and Knowledge Ecosystems
The paper focused on bridging the digital divide: reimagining future-ready mathematics education ecosystems in African higher education, addressing the impact of digital divide on the teaching and learning of mathematics despite global continuous growth in technology and digitalization. The main objective was to examine the concept and evolution of the digital divide in mathematics education and proposes a future-ready mathematics education ecosystem for African higher education. The paper adopted a conceptual research design based on a critical review and synthesis of recent literature, policy documents, and international reports. Guided by the Digital Divide Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the paper explores the changing dimensions of the digital divide and their implications for mathematics education. The findings revealed that the digital divide has evolved beyond inequalities in access to technology to include disparities in digital competencies, AI readiness, technology utilisation, and educational outcomes. The paper further identified inadequate broadband infrastructure, poor electricity supply, limited funding, insufficient digital skills, weak policy implementation, rural–urban disparities, and limited access to mathematics-specific technologies as the major barriers to digital transformation in African universities. The paper argues that developing future-ready mathematics education ecosystems requires integrated investments in digital infrastructure, AI-supported learning, adaptive assessment, cloud-based collaboration, Open Educational Resources, digital pedagogy, institutional leadership, continuous professional development, industry partnerships, inclusive digital policies, and sustainable funding. It recommended increased government investment in digital infrastructure, continuous capacity building for mathematics educators, curriculum reforms integrating AI and computational thinking, stronger public–private partnerships, and equitable digital inclusion policies. The paper concludes that bridging the digital divide is essential for improving mathematics learning outcomes, strengthening graduate employability, fostering innovation, and advancing progress toward Sustainable Development Goal 4 (Quality Education) in African higher education.