ARTIFICIAL INTELLIGENCE, MATHEMATICS EDUCATION AND ATTAINMENT OF PEACE, JUSTICE AND STRONG INSTITUTIONS (SDG 16)

Abstract

This paper explored artificial intelligence, mathematics education, and the attainment of peace, justice, and strong institutions (SDG 16). Vygotsky's (1978) Socio-cultural Theory of Teaching, Learning, and Development was used as the theoretical framework for this survey, two objectives were raised to guide this  study The findings showed that sthe use of artificial intelligence in mathematics education can support SDG 16 by personalising math education, promoting access, and identifying learning gaps, thereby fostering social integration and reducing inequality. While artificial intelligence can enhance institutional accountability through data-driven insights and fraud detection, challenges remain regarding data security, algorithmic bias, and the need for robust policy frameworks to ensure responsible adoption and equitable implementation in developing regions. It was therefore recommended among others that comprehensive training programs should be developed to equip mathematics teachers with the skills and confidence to effectively use and integrate AI tools, while also enabling them to address ethical concerns that aids in the attainment of SDG 16 (peace, justice and strong institutions); clear, human-rights-based policies should be established for AI in mathematics education, addressing data privacy, security, and algorithmic accountability to build trust and ensure responsible use