Pre-Service Teachers’ Awareness and Utilization of AI Tools in Mathematics Education: Evidence from Kwara State, Nigeria

Abstract

As Artificial Intelligence (AI) reshapes global education, its integration into teacher preparation programs remains limited, especially in resource-constrained settings. This study investigates the awareness and utilisation of AI tools in mathematics education among pre-service teachers in Kwara State, Nigeria. Using a mixed-methods design, quantitative data were collected from 50 final-year pre-service teachers using structured questionnaires, while qualitative insights were gathered through interviews with 10 participants. Findings reveal that although 58% of respondents are aware of AI tools, only 10% have ever used them in instructional settings. The study identifies key barriers to adoption: inadequate training (76%), poor infrastructure (70%), and cultural resistance (40%). Chi-square analysis indicates a statistically significant difference between awareness and utilisation (χ² = 26.289, p < 0.05), confirming that awareness alone does not ensure application. The Technological Pedagogical Content Knowledge (TPACK) framework provided a lens for understanding these gaps and the interplay of technology, pedagogy, and content knowledge. This study highlights the need for AI-integrated teacher education curricula, investment in infrastructure, and targeted professional development. The findings contribute to the growing discourse on educational technology in developing contexts and propose strategies to bridge the awareness-utilisation gap. Ultimately, the research offers a roadmap for policymakers and educators to improve digital readiness in mathematics education across sub-Saharan Africa.