Abstract
Mathematics anxiety can constrain cognitive engagement and critical thinking in calculus, while Artificial Intelligence (AI) creates opportunities for personalised learning, problem solving, and STEM innovation. This chapter synthesises evidence on mathematics anxiety, critical thinking, Sustainable Development Goals (SDGs), contextual learning, and AI-supported STEM education through a Systematic Literature Review following PRISMA 2020. Searches across Scopus, Web of Science, ERIC, Dimensions, and additional sources identified 2,700 records, with 191 studies meeting the inclusion criteria. The synthesis shows that quantitative studies (58.6%), higher education (72.3%), mathematics education (42.9%), and Asian contexts (46.6%) dominate the literature. Mathematics anxiety emerges as a barrier to cognitive engagement, whereas contextual learning, SDG-oriented tasks, and AI-supported learning can strengthen relevance, problem solving, personalisation, and critical thinking. The chapter positions REALMATH-SDGs as a contextual framework linking affective support, and critical thinking.