This systematic review investigates the evolution of innovative pedagogical models in mathematics education amid mounting global challenges and shifting educational priorities. Synthesizing the findings from 62 peer-reviewed studies, the review highlights how frameworks such as the Universal Design for Learning (UDL), Competency-Based Learning (CBL), blended and HyFlex instruction, ethnomathematics, and culturally responsive pedagogy are reshaping mathematics education toward more inclusive, learner-centered, and technologically adaptive practices. These models have been demonstrated to have significant benefits when it comes to enhancing student engagement, agency, and differentiated achievement, especially in culturally and linguistically diverse contexts. However, their implementation remains geographically and structurally uneven, with high-income countries (HICs) enjoying greater institutional support and infrastructure, while low- and middle-income countries (LMICs) face systemic constraints. The review identifies three strategic imperatives for advancing future practice and research: context-sensitive co-design, methodological diversification, and systemic integration across policy and practice. Overall, this study affirms the transformative potential of innovative pedagogies to address global disparities and position mathematics education as a catalyst for educational equity, lifelong learning, and sustainable development.
Madi et al. (2025) studied this question.
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