Readiness for adopting outcome-based education in higher education institutions in Mogadishu, Somalia

Outcome-based education (OBE) has become an important framework for strengthening educational quality, graduate competencies, curriculum alignment, and accountability in higher education. However, limited empirical evidence exists on institutional readiness for OBE adoption in post-conflict higher education contexts such as Somalia. This study examined the associations between institutional readiness, faculty readiness, curriculum readiness, assessment readiness, technological readiness, and OBE adoption readiness in Mogadishu, Somalia. A quantitative cross-sectional survey design was employed, and data were collected from 293 academic staff, including lecturers, heads of departments, deans, and quality assurance officers. The data were analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4. Assessment readiness had the largest estimated positive association with OBE adoption readiness (β = 0.321, p < 0.001), followed by institutional readiness (β = 0.177, p = 0.001) and technological readiness (β = 0.145, p = 0.038). Curriculum readiness (β = 0.092, p = 0.126) and faculty readiness (β = −0.030, p = 0.643) were not statistically significant. The model explained 22.8% of the variance in OBE adoption readiness. The study integrates organizational change capacity and educational alignment within one analytical framework, providing evidence on their independent associations with perceived preparedness before OBE adoption. The findings provide a basis for reviewing assessment practices, institutional coordination, technological support, faculty development, and curriculum alignment. However, the cross-sectional design, purposive sampling, and absence of a linear-model predictive benchmark limit causal, generalizability, and comparative predictive claims. Not applicable.