10th U6+ Consortium of African Universities International Conference

The rapid diffusion of Artificial Intelligence (AI) tools into classrooms, raises urgent questions about whether in-service teachers are prepared to adopt them meaningfully, particularly in teaching mathematics where pedagogical precision is critical. This study investigates the readiness of in-service Senior High School (SHS) mathematics teachers in the Cape Coast Metropolis, Ghana to integrate AI into their instructional practice. Grounded in a pragmatic paradigm, the study adopts an explanatory sequential mixed-methods design, integrating three complementary theoretical lenses: the Technology Readiness Index (TRI 2.0), the Unified Theory of Acceptance and Use of Technology (UTAUT2), and the AI Literacy Framework. The integration of these frameworks helped to address a notable gap in existing technology-adoption literature within African secondary education section. The quantitative phase surveys 192 mathematics teachers across ten public SHS in the Cape Coast Metropolis, using Partial Least Square Equation Modelling (PLS-SEM) to test hypothesized relationship between technology dimensions, behavioral intention. And AI literacy. A qualitative follow-up phase which employed maximum variation sampling, explored teachers lived experience and contextual barriers to AI adoption, explaining and enriching the quantitative findings. The study identified five gaps in literature: geographic, subject-specific, theoretical, methodology, and policy-practice. Anticipated findings will offer empirical insights into the readiness profiles for SHS mathematics teachers in Ghana and inform teacher-education policy, professional development design, and AI-integration strategy across Sub-Saharan African secondary education.