ABSTRACT

 Purpose: This study explores the integration of artificial intelligence (AI) tools in mathematics education within Open Distance e-Learning (ODeL) environments, focusing on barriers to access, ethical considerations, and pedagogical enhancement. The research addresses challenges such as digital inequities, inadequate devices, and institutional policy gaps. Method: A qualitative case study design was used, employing a structured survey to collect data from 78 students enrolled in a mathematics education module at a South African ODeL institution. The survey combined quantitative and open-ended qualitative questions to examine students’ experiences with AI tools. Thematic analysis was applied to identify key challenges and potential strategies for improvement. Findings: Significant barriers to AI integration were identified, including unstable internet connectivity, limited access to suitable devices, and insufficient institutional support. These challenges disproportionately impacted students in rural and under-resourced areas. Despite these obstacles, students expressed enthusiasm about using AI tools, recognising their potential to simplify complex mathematical concepts, enhance engagement, and improve learning outcomes. Respondents highlighted the need for targeted training and structured curriculum integration to maximise AI’s benefits. Implications for Research and Practice: Addressing digital inequities, enhancing digital infrastructure, and providing targeted training programs for students and lecturers are crucial for optimising AI integration. Institutions must develop clear ethical guidelines and embed Institutions-aligned AI tools into the curriculum to align technology use with pedagogical goals. Future research should explore AI adoption in diverse educational contexts and its long-term impacts on teaching and learning.