Integrating generative artificial intelligence in secondary mathematics education: An inclusive pedagogy framework for visually impaired learners
Joyce W. Gikandi
Abstract
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.
Keywords
inclusive education, interactive learning, multi-modal pedagogy, mathematics education
Author information & Contribution
Joyce W. Gikandi. PhD. Senior Lecturer, Mount Kenya University, Kenya. Email: jwgikandi@mku.ac.ke
Disclosure statement
No potential conflict of interest was reported by the author.
Funding
This work was not supported by any funding.
Institutional Review Board Statement
Not Applicable
Data and Materials Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Declaration
AI tools were not used in writing this paper.
Notes
Acknowledgement
The author wishes to acknowledge colleagues and mentors who are source of inspiration in her academic scholarship.
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Cite this article:
Gikandi, J.W. (2026). Integrating generative artificial intelligence in secondary mathematics education: An inclusive pedagogy framework for visually impaired learners. International Journal of Educational Management and Development Studies, 7(2), 48-76. https://doi.org/10.53378/ijemds.353363
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