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REVIEW ARTICLE

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

Rusen Meylani1*
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1 Department of Educational Sciences, Ziya Gökalp Faculty of Education, Dicle University, Diyarbakir, Türkiye
AC, 025190036 https://doi.org/10.36922/AC025190036
Received: 6 May 2025 | Revised: 30 September 2025 | Accepted: 15 October 2025 | Published online: 29 October 2025
(This article belongs to the Special Issue Mathematics Meets the Arts: Implications for teacher education)
© 2025 by the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC-by the license) ( https://creativecommons.org/licenses/by-nc/4.0/ )
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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 21st-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
Funding
None.
Conflict of interest
The author declares no conflict of interest.
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