Digital Transformation in Secondary Mathematics Education in Albania: AI/ICT, STEM, and Teachers’ Professional Readiness

Abstract

This study aims to analyze the integration of Artificial Intelligence (AI) and Information and Communication Technology (ICT) within the framework of STEM education in pre-university education in Albania. Particular attention is given to mathematics teachers’ perceptions of their professional readiness and to the influence of school infrastructure on the adoption of innovative technologies in the teaching process. The study is based on quantitative data collected through a questionnaire administered to secondary school mathematics teachers. This research instrument assesses teachers’ digital competencies, the necessary conditions for integrating innovative technologies into teaching, and their pedagogical attitudes toward these technologies. The data were analyzed using reliability indicators, descriptive analysis, and statistical correlation analysis to identify the relationships between teachers’ professional preparation and institutional technological support. Mathematics teachers report above-average knowledge and skills in integrating STEM, AI, and ICT into their teaching. However, they assess the current conditions in their schools somewhat more modestly. From this perspective, statistical analysis suggests that teachers’ professional readiness is strongly correlated to the quality of technical support and the availability of institutional resources. The study highlights that the digital transformation of mathematics teaching in Albania requires a strategic intervention that combines teachers’ professional development with infrastructural improvements to enable the effective integration of digital technologies and to support innovative educational policies and teaching practices.