A CRITICAL REVIEW OF THE IMPACT OF ARTIFICIAL INTELLIGENCE ON THE ADVANCEMENT OF SUSTAINABLE INNOVATION IN MATHEMATICS EDUCATION IN HIGHER EDUCATION IN NIGERIA

Sustainable innovation has become a vital global requirement, demanding higher institutions to disseminate skills and knowledge required for tackling current societal and economic issues. This research paper presents a critical review of the impact of artificial intelligence on the advancement of sustainable innovation in mathematics education in higher education in Nigeria. This was done by synthesizing research findings through a systematic review. The findings revealed that Artificial intelligence (AI) tools such as interpretive structural modelling (ISM), dual eye-tracing, adaptive learning platforms, intelligent tutoring systems, customized learning pathways, dynamic assessment tools, data-driven insights, engagement monitoring, peer collaboration opportunities, resource recommendation systems and predictive analytics provide personalised learning experiences tailored to each student's needs and abilities and revolutionize how students learn and interact with complex concepts in mathematics education enhancing sustainable innovation. AI-powered virtual tutors offer instant feedback, personalised guidance, and support for critical thinking and innovation. The findings also showed hindrances to the integration of artificial intelligence for sustainable innovation in mathematics education, including inadequate digital infrastructure, limited access to technological tools, a lack of digital skills among teachers, erratic power supply, and concerns regarding data privacy and algorithmic bias. To address the identified gaps and capitalise on the opportunities, this research offered these recommendations, among others. Firstly, higher institutions of learning should revise their mathematics education curricula to incorporate sustainable innovation. Secondly, all hands must be on deck towards ensuring that infrastructure for artificial intelligence is provided, lecturers should be given digital training, and the problem of erratic power should be solved.