Integrating generative artificial intelligence in secondary mathematics education: An inclusive pedagogy framework for visually impaired learners

Resumo

Widespread access to digital technologies including artificial intelligence has expanded opportunities for developing nations to enhance special education. However, existing research reveal limited pedagogical frameworks to guide integration of Generative artificial intelligence (Gen-AI) in teaching and learning for the visually impaired. Additionally, while mathematics education has continued to receive increased attention, limited studies exist on strategies for improving achievement in mathematics for learners with visual impairment (VI). Towards filling this gap, this paper focuses on development of a pedagogical framework that can inform integration of Gen-AI in teaching secondary mathematics to enhance inclusivity of learners with VI. The paper adopts a review-based methodology, particularly a systematic qualitative review approach, to examine and synthesize existing research from peer-reviewed sources. The scope of the review was mainly tool-specific with a focus on inclusive education for learners with VI. The findings show that Gen-AI can potentially enhance mathematics education for learners with VI. The findings underscore the fundamental pedagogical design elements that are instrumental in stimulating inquiry-based learning and interactive collaboration. Additionally, teachers’ input in course design and addressing potential ethical limitations of Gen-AI content is crucial. The theories of problem-based learning, flow and TPACK are considered important foundations for guiding Gen-AI integration. The proposed framework is useful in guiding mathematics teachers, policy makers and future research focusing on integration of Gen-AI in teaching mathematics for learners with VI. The framework offers a design-based research approach guided by congruent theories towards informing Gen-AI based interventions that can enhance mathematics education.

Dados da obra

Tipo

Artigo

Periódico

International Journal of Educational Management and Development Studies, v. 7, n. 2, p. 48-76

Editora

Institute of Industry and Academic Research Incorporated

Ano

2026 (2026-06)

Idioma

en

Palavras-chave

inclusive education; interactive learning; multi-modal pedagogy; mathematics education

Temas

Inclusão, Tecnologias Digitais

DOI

10.53378/ijemds.353363

ISSN

2719-0633, 2719-0641

Acesso

Acesso aberto

Fontes

DOAJ — Directory of Open Access Journals

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026