The Impact of Artificial Intelligence on High School Students in Banadir, Somalia

Abstract

Artificial intelligence (AI) is rapidly transforming educational environments globally, including secondary schools in post-conflict and developing contexts. In Banadir, Somalia, AI tools are increasingly accessed by high school students despite persistent infrastructure constraints and limited institutional guidance. This study examined the impact of AI tools on the learning experiences, academic performance, skill development, and attitudes of high school students in Banadir, Somalia. A cross-sectional descriptive survey was conducted with 315 high school students from public and private schools in Banadir. A structured, 22-item questionnaire was administered electronically. Data were analysed using descriptive statistics (frequencies and percentages) and inferential methods including Pearson’s chi-square tests of independence with cross-tabulations across all key variables. The majority of respondents (64.8%) reported using AI tools, with ChatGPT being the dominant platform (92.1%). Perceived impacts were largely positive: 84.4% reported that AI improved their understanding of school subjects, 79.1% stated AI helps them understand lessons better, and 79.1% indicated a positive or very positive academic impact. Problem-solving skills were the most frequently cited area of improvement (49.8%). However, significant challenges were identified: limited internet and device access (44.4%), inaccurate AI information (26.3%), and difficulty understanding AI tools (23.8%). Approximately 70.5% of students expressed a desire to continue using AI in future studies, and 70.5% supported greater AI integration in high school education. No statistically significant associations were found between AI use and sex, grade level, or school type, suggesting that AI is perceived as broadly beneficial across demographic groups. AI demonstrates strong positive potential for enhancing secondary school education in Banadir, Somalia. However, equitable access, teacher training, digital literacy development, and institutional AI policies are critical preconditions for harnessing this potential responsibly and effectively.

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