Assessing Generative AI Tools in Somali Higher Education and Its Impact on Student and Faculty Performance at Somali National University

Abstract This study investigates the adoption and impact of generative Artificial Intelligence (AI) tools on teaching and learning outcomes at Somali National University (SNU), addressing a significant gap in research on AI integration within Somali higher education. Employing quantitative research design, data were collected from 150 students and faculty members across multiple faculties. The findings reveal widespread awareness and frequent use of AI tools—such as ChatGPT, Grammarly, and Quill Bot among both groups. Students reported enhanced understanding of complex subjects, improved exam preparation, and increased academic motivation, while faculty highlighted AI’s effectiveness in grading and plagiarism detection.Statistical analysis demonstrates strong positive correlations between AI familiarity and perceived academic benefits, and negative correlations with reported challenges. However, barriers such as unequal access, limited digital infrastructure, and the need for targeted training were also identified. The study is grounded in contemporary educational technology frameworks and emphasizes both the opportunities and ethical challenges of AI integration. The results suggest that while generative AI tools can significantly improve academic engagement and performance, their successful and equitable implementation at SNU requires comprehensive ethical guidelines, ongoing professional development, and policies to ensure digital inclusion. These findings contribute to the broader discourse on digital transformation in African higher education, offering evidence-based recommendations for responsible and effective AI adoption in resource-constrained environments.