INNOVATION, DIGITAL TRANSFORMATION AND SUSTAINABLE MATHEMATICS EDUCATION IN THE 21ST CENTURY

Abstract

This study examined the role of innovation and digital transformation in promoting sustainable mathematics education in the 21st century in Abakaliki Education Zone of Ebonyi State. Guided by five research questions and four hypotheses tested at a 0.05 level of significance, the study adopted a descriptive survey design with a quantitative approach. The population comprised mathematics teachers and senior secondary school students in public secondary schools, from which a purposive sample of 35 teachers and 220 students was selected. Data were collected using a structured questionnaire (IDTMEQ) based on a 4-point Likert scale. The instrument demonstrated high reliability (Cronbach‘s α = 0.89). Data were analyzed using mean and standard deviation, while one-sample t-tests were used to test the hypotheses. Findings revealed that innovation and digital transformation significantly enhanced sustainable mathematics education to a very high extent (Grand Mean = 3.82), improving teaching effectiveness, critical thinking, and retention of concepts. Students also showed high engagement and adaptability (Grand Mean = 3.85), indicating that digital transformation promotes interactive learning, problem-solving skills, and continuous learning. The t-test results showed that mean ratings were significantly higher than the criterion mean of 3.00 (p < 0.05), leading to the rejection of all null hypotheses. The study concluded that innovation and digital transformation are essential drivers of sustainable mathematics education. It recommended prioritizing digital infrastructure, teacher professional development, and the integration of innovative technologies into mathematics curricula for improved learning outcomes and global competitiveness.