Knowledge, attitudes, perceptions, and utilization of artificial intelligence in higher education among university students in Mogadishu, Somalia

Abstract

Artificial Intelligence (AI) is increasingly transforming higher education through innovations in teaching, learning, assessment, and research. More than sixty countries have published national AI strategies, yet the overwhelming majority, over 70%, are developed nations. This geographic concentration of AI readiness reflects deeper structural inequalities: in 2024, more than 70% of AI-related job postings were concentrated in high-income countries, and generative AI vacancies surged ninefold from 2021 to 2024. Although global adoption of AI tools such as ChatGPT, Grammarly, and Turnitin is accelerating, empirical evidence on AI awareness and use in fragile and low-resource settings, such as Somalia, remains limited. This study assessed the knowledge, attitudes, perceptions, and use of AI among university students in Mogadishu, Somalia. A descriptive cross-sectional study was conducted among 1,690 undergraduate students at Somali National University. A structured, self-administered questionnaire collected data on sociodemographic characteristics, knowledge, attitudes, perceptions, and AI utilization. Stratified random sampling ensured representation across all faculties. Data were analyzed in SPSS version 26 using descriptive statistics and chi-square tests to assess associations between sociodemographic factors and outcome variables. Statistical significance was set at p < 0.05. The mean age of study participants was 23.5 ± 2.8 years. Most respondents (88.5%) had heard of AI, and 72.7% demonstrated good knowledge of it. Over half (51.5%) expressed positive attitudes toward integrating AI into higher education, and 58.1% held positive perceptions of its role in enhancing accessibility and learning quality. A large majority (82.2%) reported using AI tools, primarily ChatGPT (77.6%) and Grammarly (59.5%), mainly for assignments and language support. Age, faculty, and year of study were significantly associated with knowledge, attitudes, perceptions, and utilization (p < 0.001). Female students demonstrated significantly higher knowledge, perceptions, and AI utilization than male students. Our study found that university students demonstrate high awareness, positive attitudes and perceptions, and substantial use of AI tools despite limited formal training and policy guidance. These findings underscore the need for structured AI literacy programs, ethical frameworks, and institutional policies to ensure responsible and equitable integration of AI in Somalia’s higher education sector.