IMPACT OF ARTIFICIAL INTELLIGENCE (AI) ENHANCED INSTRUCTION ON STUDENTS’ SUSTAINABLE THINKING AND PROBLEM-SOLVING SKILLS IN MATHEMATICS ACROSS SELECTED PUBLIC SECONDARY SCHOOLS IN NIGER STATE, NIGERIA

Abstract

In an era defined by pressing environmental and societal challenges, mathematics education must evolve beyond rote learning to foster critical thinking, sustainability awareness, and real- world problem-solving skills. This study investigates the impact of Artificial Intelligence (AI)- enhanced instruction on students’ sustainable thinking and problem-solving abilities in mathematics across selected public secondary schools in Niger State, Nigeria. Employing a quasi-experimental pretest-posttest control group design, the research engaged 120 SSS I students (60 experimental, 60 control) drawn from a larger population of 24,300 students and 350 Mathematics teachers. The experimental group was taught using AI-based platforms (Khanmigo and GeoGebra AI) while the control group received traditional instruction. Instruments used included a validated Mathematics Sustainability Problem-Solving Test (MSPST) and Sustainable Thinking Attitude Scale (STAS) with reliability coefficients of 0.84 and 0.81 respectively. Data analysis was conducted using t-tests for performance metrics and the non-parametric Mann-Whitney U test for attitudes. Results revealed significantly greater gains in problem-solving performance and sustainable thinking among students exposed to AI- enhanced instruction. Qualitative feedback highlighted increased student motivation, improved comprehension, and deeper engagement with sustainability themes. The findings support integrating AI tools in mathematics pedagogy and call for strategic teacher training to enable effective implementation