The Impact of Digital Transformation on Teacher Preparedness in Mathematics Education: Strategic Insights for Achieving SDG 4

Robert Akpalu, Jeanette Owusu, Emmanuel Ayisi Asare and Peter Agyekum Boateng
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Robert Akpalu: School of Education, Valley View University, Ghana
Jeanette Owusu: School of Business, Valley View University, Ghana
Emmanuel Ayisi Asare: School of Education, Valley View University, Ghana
Peter Agyekum Boateng: School of Business, Valley View University, Ghana

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 3328-3337

Abstract: Teacher preparedness in mathematics education is pivotal for achieving Sustainable Development Goal 4 (SDG 4), which emphasizes inclusive and equitable quality education. Digital transformation, accelerated by technological advancements and the COVID-19 pandemic, has redefined pedagogical practices, offering tools that enhance teacher efficiency and student outcomes. This research systematically reviews global case studies and literature to explore how strategic training and digital tools improve teacher readiness. Key findings reveal that interactive platforms foster active student engagement, but significant gaps persist in training and access, especially in low-resource regions. Recommendations focus on aligning teacher training with curriculum goals, fostering public-private collaborations, and addressing infrastructural disparities. These efforts aim to bridge global educational inequities and enable teachers to integrate digital technologies effectively, advancing SDG 4.

Date: 2025
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