A Systematic Review of Technology Integration in Mathematics Education: Perspectives from Rural Zambia in Kalomo District

This systematic review explores the challenges and opportunities of integrating technology into mathematics education in rural schools, with a focus on Zambia’s Kalomo District. Using PRISMA guidelines, the study synthesizes findings from peer-reviewed articles, conference proceedings, and gray literature published between 2000 and 2024. The analysis combines thematic methods with quantitative frameworks, applying the Technology Integration Matrix (TIM) to evaluate pedagogical practices and the Technology Acceptance Model (TAM) to assess barriers to adoption. The findings reveal substantial disparities in infrastructure, with only 30% of rural schools having reliable electricity, 15% internet connectivity, and 20% functional digital devices, in contrast to significantly higher access rates in urban areas. Quantitative results indicate a strong relationship between teacher training and student outcomes, including engagement (r = 0.48, p < 0.01) and mathematics performance (F = 8.45, p < 0.01; partial η² = 0.29). Community-driven initiatives, such as solar-powered classrooms and shared mobile hotspots, demonstrate potential for mitigating infrastructural deficits, though scalability remains a challenge. Qualitative insights highlight the transformative impact of technology on classroom dynamics, fostering collaboration, critical thinking, and problem-solving skills while transitioning from teacher-centred to student-centred practices. These findings underscore the urgent need for targeted investments in infrastructure, sustained teacher development, and systemic, context-sensitive policies to address the unique challenges of rural schools. By advancing the understanding of technology integration in under-resourced contexts, this review offers actionable recommendations for achieving digital equity and improving educational outcomes globally.