This study investigates mathematics teachers' competencies and readiness in integrating Eco-Green Mathematics, sustainability literacy, and digital-AI-based learning. A quantitative survey was conducted with 1,073 mathematics teachers from 33 provinces in Indonesia, representing diverse educational levels. Data were collected using a five-point Likert scale questionnaire covering four dimensions: (A) understanding of Eco-Green Mathematics and sustainability literacy, (B) competence in eco-green mathematics supported by AI, (C) readiness for digital-AI implementation in teaching, and (D) perspectives on sustainability-oriented mathematics literacy. Descriptive statistics were applied to examine percentages and distribution patterns. Findings reveal a consistent trend: teachers show high conceptual awareness but limited practical application. In Aspek A, 78.8% of teachers recognized the importance of eco-green integration, but only 33.6% understood its concepts. In Aspek B, nearly half occasionally used environmental data in teaching, while fewer than 10% regularly employed AI. In Aspek C, 41.5% used LMS occasionally, and only 9.7% frequently applied AI tools, despite 79% perceiving AI as effective. In Aspek D, most teachers demonstrated moderate sustainability-oriented numeracy, with 46.9% linking mathematics to global issues occasionally. A gap between positive attitudes and practical competencies, suggesting further research on modules, practice-based training, and institutional support for Eco-Green Mathematics with digital-AI integration.
Sunismi et al. (Fri,) studied this question.