Abstract

This study investigated the multifaceted challenges and opportunities associated with online learning implementation in Somalia's higher education sector, a critical educational development in a nation recovering from decades of civil unrest. Employing a mixed-methods research approach, the study collected data from 247 university students across seven major Somali universities through structured surveys and conducted 15 in-depth interviews with faculty members and administrators. Quantitative data was analyzed using descriptive statistics and inferential analyses, while qualitative data underwent thematic content analysis to identify recurring patterns. The findings revealed significant infrastructure barriers, with 76% of students reporting unreliable internet connectivity and 68% facing electricity disruptions that severely impacted their learning experience. Despite these challenges, the study found that online learning had democratized access to education, with a 34% increase in rural student participation and a 28% increase in female enrollment between 2018-2022. Additional benefits included flexible learning schedules (valued by 81% of participants) and access to international educational resources (appreciated by 74% of participants). The study concluded that while online learning presents significant opportunities for expanding educational access in Somalia, substantial infrastructure investments and contextualized pedagogical approaches are essential for sustainability. Recommendations include public-private partnerships for technological infrastructure development, faculty development programs focused on online teaching methodologies, and policy frameworks that address digital equity concerns in the Somali educational landscape.

Keywords

  • Environmental
  • Qingyuan
  • Green governanc
  • County
  • community

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