Exploring the Relative advantages of AI-based Teaching Versus Traditional Teaching in Mathematics Education: A Systematic Literature Review

Abstract

This study explores the relationship between teachers’ artificial intelligence (AI) attitudes, AI self-efficacy, and AI technological pedagogical content knowledge (AI-TPACK). As AI technologies become increasingly relevant in education, understanding the factors that influence teachers’ readiness to integrate AI into teaching is critical. Using a quantitative research design, data were collected from teachers and analyzed to examine the predictive relationships among the variables. The findings reveal that both AI attitudes and AI self-efficacy significantly influence teachers’ AI-TPACK. Teachers who exhibit positive attitudes toward AI and higher confidence in their ability to use AI technologies demonstrate greater capacity to integrate AI into pedagogical practices. Additionally, AI self-efficacy plays a crucial role in strengthening teachers’ ability to translate technological knowledge into effective instructional use. The study highlights the importance of fostering positive attitudes and enhancing self-efficacy through targeted professional development. It concludes that improving these factors is essential for promoting effective and sustainable AI integration in education. Implications for teacher education and policy are discussed.