Artificial Intelligence Tools and Student Learning in Higher Education: Opportunities, Challenges, and Strategic Integration in Mogadishu, Somalia

Abstract

Generative artificial intelligence (AI) tools are increasingly used by university students, yet evidence from Somali higher education remains limited. This study describes students’ use of generative AI, perceived learning benefits, challenges, satisfaction, and future preferences, and considers the institutional strategies needed for responsible integration. A quantitative crosssectional survey collected 442 valid responses from undergraduate students at five Somali universities through convenience sampling. A structured online questionnaire was adapted from previous studies, and the data were analyzed in SPSS using frequencies and percentages. Most respondents (96.2%) reported using generative AI for learning. ChatGPT was the most frequently selected tool, followed by Gemini and Canva AI. Students commonly used AI for academic writing, assignments, presentations, and exam preparation. Positive responses emphasized accessibility, engagement, creativity, organization of study materials, and language support. Reported concerns included inaccurate or irrelevant output, distraction, difficulty integrating AI into study routines, privacy and security, limited training, and uncertainty about reliability. Students also supported greater curricular integration and personalized AI-supported learning. Because the design was descriptive, cross-sectional, and based on convenience sampling, the findings reflect perceptions within the sample and do not establish that AI caused changes in learning or academic performance. Universities should combine AI access with faculty development, student AI literacy, academic-integrity guidance, privacy safeguards, and clear governance.