Generative artificial intelligence use among lecturers in a resource-constrained higher education institution in Somaliland

Artificial intelligence (AI) is transforming higher education, and the number of lecturers using it in their work is increasing globally. However, less is known about this issue in Somaliland higher education. This study therefore investigates the use of generative artificial intelligence (GenAI) among lecturers at a resource-constrained higher education institution in Somaliland by examining their motivations, challenges, and ethical concerns, using the Technological Pedagogical Content Knowledge (TPACK) framework as an interpretive lens. In this qualitative single case study, 14 lecturers were interviewed. They were purposively selected based on their work experience and direct use of GenAI. A semi-structured interview was used to collect data, and the data were analyzed thematically. Lecturers’ GenAI use at the institution was associated with contextual factors such as institutional support, ethical awareness, and language accessibility. The lecturers’ motivations for using GenAI tools included the tools’ ease of use, time efficiency, ability to simplify complex concepts, and accessible language. The lecturers used GenAI tools primarily for teaching, assessment, research, and capacity development. The requirement for a paid monthly subscription, the generation of misleading content, limited and uneven knowledge of AI ethics, and the absence of AI policies were identified as challenges in lecturers’ use of GenAI. The study extends empirical understanding of how TPACK is enacted in a resource-constrained higher education context; it does not modify the framework. The findings suggest that the university may consider drafting AI policies, allocating resources, and providing AI training for its lecturers.