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Main Article Content
The Future of Mathematics Education in West Africa: How AI is Revolutionizing Personalized Learning
Maxwell S. M. Kumah
Leonard Kwame Edekor
Eliot Kosi Kumassah
Abstract
Introduction: Artificial intelligence (AI) has the potential to revolutionize mathematics education through personalized and adaptive learning pathways, providing intelligent tutoring, and providing evidence-based feedback. However, the evidence base and development of AI-assisted personalization across West African higher education remain limited and fragmented.
Purpose: This systematic review synthesizes the extant empirical and review-level evidence on the use of AI to personalize mathematics learning among West African higher education students. The study identifies key models, adoption barriers, pedagogical impacts, and knowledge gaps, and makes region-specific recommendations.
Methods: Relevant articles from 2015 to 2025 were retrieved from Scopus, Web of Science, ERIC, Google Scholar, African Journals Online (AJOL), and institutional repositories using PRISMA-style procedures with keywords that include AI, personalized learning, mathematics, higher education and West Africa to initially pull out 474 papers out of which 27 papers were included.
Findings: Evidence shows that research in this area is on the rise but still in its emerging stages, with most empirical work coming from Nigeria and Ghana.
Conclusion: The study discovers that while AI presents significant potential for West African universities to provide tailored mathematics education, realizing such potential requires investment in technological infrastructure, development of faculty and student skills, localized content creation, and highly developed data governance structures.
Recommendation: Subsequent studies will need to prioritize rigorous impact, sustainability, and equity assessments across the diverse higher education institutions in West Africa.
