The role of Artificial Intelligence in driving digital transformation in Somali higher education

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Abstract Artificial Intelligence (AI) is rapidly transforming global higher education, offering new opportunities to improve teaching, learning, research, and administration. This paper presents a narrative review examining how AI can drive digital transformation (DT) within Somali Higher Education Institutions (HEIs), which face persistent infrastructural, capacity, and governance challenges. The review systematically synthesizes evidence based on explicit inclusion criteria and a thematic synthesis approach, ensuring a structured and transparent integration of findings across heterogeneous higher education contexts. Drawing on 27 peer-reviewed studies published between 2020 and 2025, sourced from Scopus, ScienceDirect, IEEE Xplore, SpringerLink, and the African Journals Online (AJOL) indexer with supplementary searches in Google Scholar, the review synthesizes evidence from African and global higher education contexts. While Somali HEIs demonstrate limited digital readiness, evidence indicates that AI-enabled tools can significantly enhance instructional quality through adaptive learning, automated assessment, and personalized feedback. AI also streamlines administrative functions and strengthens research capabilities. However, barriers such as inadequate ICT infrastructure, insufficient training, and a lack of AI policies hinder effective adoption. The paper proposes strategies including infrastructure investment, capacity development, governance frameworks, and localized AI solutions tailored to Somalia’s context. It concludes that AI-driven digital transformation is essential for improving educational quality, expanding access, and enabling Somali HEIs to compete in an increasingly digital global landscape.