This qualitative case study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) created by Venkatesh, Morris, Davis, and Davis ( 2003 Venkatesh, V. , Morris, M. G. , Davis, G. B. , & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi:10.2307/30036540. doi:10.2307/30036540 [Crossref], [Web of Science ®] , [Google Scholar] ) to investigate the elements that facilitate and hinder the integration of educational technology in mathematics education in economically disadvantaged areas of South Africa. Semi-structured interviews were conducted with two school leaders and three Grade 5 mathematics teachers from two smart schools, one in Gauteng and the other in the Western Cape Province, which were conveniently and purposefully selected. Additionally, one mathematics lesson was observed at each of these schools. To analyze the responses from interviews, content analyses were used. Findings showed that facilitating conditions such as adequate technological infrastructure and qualified information technology technicians influenced the actual teacher use of educational technology in mathematics instruction. However, social influence had the largest impact on these teachers’ integration of educational technology in mathematics education. Implications for practice are discussed.

This mixed-method study investigated how primary school mathematics teachers in South Africa and Germany utilise educational technology. The perceptions of the principals and teachers regarding the use of educational technology and the obstacles to its integration were contrasted. In addition, the Trends in International Mathematics and Science Study (TIMSS) 2019 data from these countries were used to evaluate the relationship between educational technology and learner accomplishment. The results showed that teachers from both nations employed educational technology as a presentation-, reinforcement-, supplement-, and problem-solving tool, and also used it to stimulate the learning environment, as shown through semi-structured interviews and classroom observations. In addition, obstacles such as a lack of tablets/computers, technical support, and a lack of relevant continuous professional development impeded the incorporation of educational technology in mathematics by these teachers. Additionally, multi-level models revealed that access to a computer and internet connectivity at home correlated positively with German learners’ mathematics performances, while no statistically significant relationship was observed in South Africa. The results of this study have policy implications and are discussed at the end of this paper.

South Africa's education system struggles with challenges highlighted by low student performance in global assessments. Based on Bloom's (1984) personalised instruction model and the Arksey and O'Malley (2005) methodology, this scoping review explores how artificial intelligence (AI) can enhance educational outcomes in South Africa. This analysis of international applications and their implications for South Africa involved a scoping review of SpringerLink, ScienceDirect, Mendeley, and Taylor & Francis databases to identify primary studies on AI in education from 2020 to 2024. Data from 33 articles were charted and summarised according to the research questions. Key findings highlight the potential of AI to provide personalised learning experiences, enhance inclusivity, and support special needs education. However, infrastructure deficiencies pose significant barriers. Effective AI deployment requires educators to develop technical skills and understand AI ethics to address biases and privacy issues. Implications for policy are discussed.

This study explored the relationship between educational technology and the mathematics achievement of South African and German students. Hierarchical Linear Models (HLM) showed that the availability of computers at school and using computers in the mathematics classroom in South Africa positively associated with the mathematics achievement of students. In Germany, the shared use of a computer/tablet with others at home and internet connection correlated positively with students’ mathematics performances while students who owned mobile phones achieved lower mathematics results than their counterparts. Similarly, in both countries, students owning a computer/tablet, students using computers/tablets “every or almost every day” for schoolwork at home, school and other places achieved lower mathematics results than their counterparts.

The Education system in Germany recently invested five billion euro in digital infrastructure for 40 000 schools. Therefore, this mixed-method study explored the relationship between integrating educational technology in mathematics education and the mathematics achievement of Grade 4 German students. Descriptive statistics and two-level Hierarchical Linear Models (HLM) were used to analyse the Trends in Mathematics and Science Study (TIMSS) 2015 questionnaire data of students, their parents, mathematics teachers and principals. Semi-structured interviews and classroom observations were also used to collect data at two schools, which were conveniently and purposefully selected. Findings from HLM revealed that students who owned a mobile phone, a computer/tablet as well as those who used computers/tablets ‘every or almost every day’ at home, at school and other places for schoolwork, achieved lower mathematics scores than their counterparts. While the shared use of a computer/tablet and an internet connection positively and significantly predict student performances.