Tertiary institutions in Imo State should organize

The gap

Evidence profile

Stated in the limitations and recommendations sections of the source papers, classified as general, spanning 7 journals. Those papers have been cited 1 times in total.

Supporting evidence — 7 representative gaps

• Modelling with AI: How complexity and experience shape ChatGPT use by pre-service teachers (2026) · Eurasia Journal of Mathematics Science and Technology Education · cited 1× · doi

  Several limitations of this study should be acknowledged. First, although the sample size was relatively large, all participants were drawn from a single university. In addition, relevant individual characteristics—such as previous use of ChatGPT, levels of digital or AI literacy, or prior competence in mathematical modelling—were not assessed. These factors may have influenced how PSTs interacted with the AI tool and future studies should consider more diverse samples and learner profiles. Second, while statistically significant associations were identified, effect sizes were modest. Moreover, the analysis relied primarily on log data and written artefacts, which capture observable interactions but do not provide direct access to participants’ intentions, reasoning, or decision-making processes. These methodological choices limit the interpretative scope of the findings, which should therefore be understood as indicative tendencies rather than strong explanatory claims. Complementary qualitative methods, such as interviews or think-aloud protocols, could provide deeper insight into how and why participants delegate modelling processes to AI. Third, the analysis focused on participants’ use of ChatGPT the mathematical or pedagogical quality of the AI-generated responses themselves. Examining the correctness, coherence, and than on rather 14 / 18 complementary perspectives on educational suitability of AI output would offer the important affordances and risks of AI-supported modelling. Moreover, the study was conducted using ChatGPT version 3.5. Given the rapid evolution of generative AI systems, newer models may lead to different interaction patterns and outcomes, which limits direct replicability and underscores the need for ongoing research in this area. Overall, the findings should be interpreted as exploratory, providing an empirically grounded starting point for further research on the integration of generative AI into mathematical modelling problemsolving.

  generalstated in limitationsevidence 5/5
  Keywords: modelling participants chatgpt mathematical solving characteristics previous psts provide direct processes rather complementary generated generative
• Challenges of secondary mathematics pre-service teachers in using ChatGPT in mathematics learning (2026) · Contemporary Mathematics and Science Education · doi

  Researchers recommend enhancing ChatGPT’s integration into mathematics learning by addressing several key areas. Educational institutions should invest in reliable internet connectivity and updated hardware to facilitate their practical use. Educators would benefit from training sessions and workshops that enable them to integrate ChatGPT into their teaching practices. For students, ChatGPT should be used as a supplementary resource, with an emphasis on cross- validating its responses and consulting other sources, especially for complex problems. Collaboration between AI developers and educators is essential to ensure ChatGPT’s features align with pedagogical practices and curriculum standards. At the same time, policymakers should advocate for AI tools as complementary resources rather than replacements for traditional methods. Communities can also support technological literacy by promoting programs that provide resources and training on AI tools like ChatGPT, local organizations and educational institutions. Emphasizing ChatGPT as a complementary tool within a broader educational framework is important, and further research should assess its long-term impact on students’ mathematical skills, using a mixed-method approach to explore its potential, challenges, and benefits. involving Author contributions: JMMD contributed to conceptualization, data curation, investigation, visualization, writing of the original draft, and review and editing of the manuscript. MRDS contributed to formal analysis, investigation, methodology, software, and writing – review & editing. JMA contributed to project administration, resources, supervision, validation, and writing – review & editing. FCK contributed to supervision, validation, and writing – review & editing. All authors approved the final version of the article. Funding: The authors received no financial support for the research and/or authorship of this article. Acknowledgments: The authors would like to thank the CTU-AC bachelor of secondary education major in mathematics participants, research teachers, and advisers. Ethics declaration: The authors adhered to research ethics protocols throughout this study. All participants signed a consent form before participating in the study. Participants’ names were anonymized to ensure confidentiality. AI statement: The authors acknowledge the use of AI tools, specifically Grammarly for grammar and style enhancement and ChatGPT for vocabulary refinement and conceptual development, during the preparation of this manuscript. All AI-generated content was thoroughly reviewed, fact- checked, and revised by the authors, who retain full responsibility for the accuracy and integrity of the published work. Declaration of interest: Authors declared no competing interest. Data availability: Data generated or analyzed during this study are available from the authors on request. REFERENCES Adel, A., Ahsan, A., & Davison, C. (2024). ChatGPT promises and challenges in education: Computational and ethical perspectives.

  generalstated in recommendationsevidence 5/5
  Keywords: chatgpt authors contributed writing review editing educational tools resources participants mathematics institutions educators training practices
• Assessment of Artificial Intelligence Awareness Level and Utilization Strategies Among Mathematics Students in Tertiary Institutions in Imo State (2026) · International Journal of Advanced Academic Research · doi

  Tertiary institutions in Imo State should organize regular workshops, seminars, and training programmes to improve students’ and lecturers’ knowledge of specialized AI mathematical tools such as Wolfram Alpha, GeoGebra, Symbolab, and Maple. 2. Educational authorities should integrate AI education into teacher-training curricula to ensure that pre-service teachers acquire practical skills in the use of AI technologies for teaching and learning mathematics. 3. Institutions should provide adequate ICT infrastructure, internet access, and digital learning facilities to support effective utilization of AI tools in mathematics education. 4. Mathematics lecturers should encourage students to adopt AI-driven personalized learning and intelligent tutoring systems to improve problem-solving abilities and academic performance. 5. Government and institutional administrators should develop policies and support systems that promote ethical and effective use of artificial intelligence in tertiary education. 71 International Journal of Advanced Academic Research | ISSN: 2488-9849 Vol.

  generalstated in recommendationsevidence 5/5
  Keywords: education learning mathematics tertiary institutions training improve students lecturers tools support effective systems academic state
• AI-Based Instructional Strategies on Student Engagement (2026) · International Journal For Multidisciplinary Research · doi

  Students are encouraged to use AI tools as learning supports for developing mathematical reasoning, not as replacements for thinking. They should verify AI-generated outputs with teacher guidance and focus on using AI to improve inquiry, reflection, and self-regulation skills. Mathematics teachers are encouraged to integrate AI in ways that promote metacognitive reflection and self-regulated learning through structured activities such as learning journals, think-aloud strategies, and AI-guided study planning. They are also encouraged to implement the proposed Policy Intervention Plan and use both classroom observation and AI usage data to better understand student engagement. The school administration is encouraged to adopt and pilot the Policy Intervention Plan, prioritize improvements in internet connectivity, and establish a school-based committee to oversee AI integration, address implementation challenges, and support continuous policy improvement. Parents and guardians are encouraged to support responsible and balanced AI use at home and, where possible, improve internet access. Participation in school AI orientation programs is also recommended to better support student learning. The Department of Education is encouraged to consider the study as evidence for AI integration in rural schools and to support wider implementation through infrastructure funding, device provision, and AI tool access, particularly in underserved areas. A broader AI policy framework grounded in rural school realities is also recommended. Future researchers are encouraged to replicate and expand the study in other rural contexts and to conduct longitudinal research on long-term academic outcomes, as well as studies on teacher training in AI pedagogy. The Policy Intervention Plan may also be adapted and tested in other educational settings.

  generalstated in recommendationsevidence 5/5
  Keywords: encouraged policy learning school support intervention plan rural teacher improve reflection self better student internet
• Utilization of Ai-Assisted Instruction in Enhancing Mathematics Engagement and Achievement of Senior High School Students (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Mathematics teachers should integrate AI-assisted tools such as MathGPT and Wolfram Alpha as supplementary supports for Data and Probability lessons. These tools should be used for explanation, verification, practice, and reflection, but teachers should continue to provide direct instruction, conceptual clarification, monitoring, and assessment. Schools should provide orientation sessions on responsible AI use, including academic integrity, verification of generated responses, and the proper role of AI as a learning support. Administrators may also provide access support through reliable internet, shared devices, guided demonstrations, and classroom policies for ethical AI use. Curriculum implementers and mathematics coordinators may use the proposed enhanced AI-assisted mathematics instructional plan as a guide for teacher training and classroom implementation. Future researchers may conduct similar studies with longer intervention periods, larger samples, other mathematics topics, qualitative follow-up interviews, and comparisons of additional AI-supported platforms.

  generalstated in recommendationsevidence 5/5
  Keywords: mathematics provide teachers assisted tools verification support classroom integrate mathgpt wolfram alpha supplementary supports probability
• Degree of university students’ awareness of using artificial intelligence applications (ChatGPT) in the educational process in the UAE (2026) · Contemporary Educational Technology · doi

  Based on these conclusions, the following recommendations are proposed to facilitate the effective integration of ChatGPT into the educational process: 1. Develop differentiated training programs: Implement specialized training workshops for students and faculty that address the distinct applications of ChatGPT within scientific and humanitarian disciplines, moving beyond basic functionality to advanced, subject-specific uses. 2. Promote curriculum integration: Encourage and support academic staff in redesigning assignments and course projects to incorporate structured, critical engagement with ChatGPT, focusing on its use for developing problem-solving strategies, research skills, and creative output. 3. Establish a centralized support framework: Create a dedicated university resource center to provide ongoing support, practical guidelines, and ethical frameworks for using AI in education, thereby addressing the identified need for structured and continuous assistance. 4. Strengthen the pedagogical role of educators: Invest in professional development for teaching staff to equip them with the skills necessary to mentor students in the ethical and effective use of AI tools, reinforcing their role as guides in the learning process. 14 / 17 Contemporary Educational Technology, 18(1), ep633 Contemporary Educational Technology, 2026 5. Foster critical and creative engagement: Actively promote the use of ChatGPT as a tool for challenging and enhancing higher-order thinking skills, such as through the critical analysis and refinement of AI-generated content, to deepen rather than circumvent intellectual engagement. Author contributions: AZA-R: conceptualization, methodology, supervision, project administration, writing – review & editing; ARA-A: conceptualization, investigation, formal analysis, writing – original draft; RTA: investigation, data curation, validation, writing – original draft; LB: software, validation, formal analysis, visualization. All authors approved the final version of the article.

  generalstated in recommendationsevidence 5/5
  Keywords: chatgpt ethical educational support critical engagement skills university writing effective integration process training students scientific
• Integrasi Artificial Intelligence dalam Pembelajaran STEM: Praktik Pedagogis, Hasil Belajar, dan Tantangan (2026) · Journal of Authentic Research · doi

  Teachers should select AI functions according to learning objectives, require verification, and assess traces of both the process and the product. 2. Schools should establish policies on AI use, data protection, equitable access, and continuing professional development. Journal of Authentic Research, August 2026 Vol. 5, No. 3 | 4941 Sukarma et al. Artificial Intelligence Integration ……… 3. Curriculum developers should integrate AI literacy, data literacy, computational thinking, engineering design, and ethics. 4. Researchers should employ longitudinal designs, transfer tasks, log analysis, and more diverse contexts. 5. Technology developers should provide transparency, teacher control, locallanguage support, and audit and appeal mechanisms. REFERENCES Aptyka, H., Großschedl, J., & Hartelt, T. (2025). Bugbear or surefire success? Secondary school students’ conceptual learning about evolution with ChatGPT. International Journal of Science Education. Advance online publication. Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510 Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118 Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32, 444–452. https://doi.org/10.1007/s10956-023-10039-y Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148 Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, 22. https://doi.org/10.1186/s41239-023-00392-8 Day, T. (2023). A preliminary investigation of fake peer-reviewed citations and references generated by ChatGPT. The Professional Geographer, 75(6), 1024– 1035. https://doi.org/10.1080/00330124.2023.2190373 Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474. https://doi.org/10.1080/14703297.2023.2195846 Finnie-Ansley, J., Denny, P., Becker, B. A., Luxton-Reilly, A., & Prather, J. (2022). The robots are coming: Exploring the implications of OpenAI Codex on introductory programming. In Proceedings of the 24th Australasian Computing Education Conference (pp. 10–19). ACM.

  generalstated in recommendationsevidence 5/5
  Keywords: education https artificial intelligence chatgpt journal international access technology science learning professional developers literacy references

Questions about this gap