Knowledge Resource
Research Summary: AI-TPACK readiness and generative AI integration among mathematics lecturers in Ghana's public colleges of education: predictors of AI-TPACK readiness
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 28 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A study investigated the Artificial Intelligence-extended Technological Pedagogical and Content Knowledge (AI-TPACK) readiness and generative AI integration among mathematics lecturers in Ghana's public Colleges of Education. The research also explored the predictive factors for AI-TPACK readiness, specifically AI literacy, self-efficacy in AI use, and teaching experience. This fills a gap in empirical evidence for sub-Saharan Africa regarding AI in education.
Why it matters
Understanding AI-TPACK readiness and generative AI integration is crucial for the effective adoption of emerging technologies in education, particularly in developing regions. This research provides foundational data to inform policy and resource allocation for faculty development and curriculum modernization in higher education institutions.
Key insights
- The study focused on AI-TPACK readiness among mathematics lecturers in Ghana's public Colleges of Education.
- It examined the integration of generative AI within this lecturer group.
- The research investigated AI literacy, self-efficacy in AI use, and teaching experience as predictors of AI-TPACK readiness.
- A cross-sectional survey design was used.
- Data was collected from 214 mathematics lecturers across 49 public Colleges of Education in Ghana.
- The study utilized a structured questionnaire to measure key variables.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1968113
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- Verification ID
- ASA-EXE-2026-00973
- Version
- v1.0 · r0
- Issued
- 28 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- AI-TPACK readiness and generative AI integration among mathematics lecturers in Ghana's public colleges of education: predictors of AI-TPACK readiness
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.