Artful Internet of Things in mathematics teacher education: A systematic review

Abstract

The rapid expansion of digital technologies has transformed educational landscapes, compelling educators to rethink how emerging tools can cultivate deeper learning, creativity, and innovation. Within this shift, the Internet of Things (IoT) has emerged as a transformative force, connecting physical and digital environments to enable interactive, data-driven, and learner-centered experiences. In mathematics education, IoT technologies invite new forms of exploration that blend computational thinking with artistic expression—an intersection increasingly recognized as vital for developing 21^st-century teaching competencies and advancing the goals of sustainable and creative education. This systematic review explores how the IoT is being integrated into mathematics teacher education through the lens of artful thinking and creativity. Building on technological, sociocultural, and esthetic learning frameworks, the review critically synthesizes research published between 2015 and 2025. Findings revealed that IoT not only serves as a technological innovation but also as an artistic medium to foster imaginative, design-based mathematical practices among preservice and in-service teachers. Benefits identified include enhanced mathematical modeling, spatial reasoning, and interdisciplinary inquiry, while challenges include technological resistance, limited creative assessment models, and infrastructural inequalities. The review also emphasizes the potential of artfully connected IoT practices to advance Sustainable Development Goals 4 and 9. Recommendations are provided for future research, teacher education practices, and policy reforms aimed at embedding esthetic and technological creativity in mathematics instruction.

Keywords

Internet of Things / Mathematics teacher education / Artful thinking / Creative pedagogy / Smart classrooms / Sustainable education

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