This study investigates how infrastructure challenges, stakeholder engagement, and technical capacity shape the effectiveness of Education Management Information Systems (EMIS) in post-conflict Somalia. Drawing on survey data from 210 school administrators, teachers, ministry officials, and IT specialists, the research applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to test a framework grounded in Rogers’ Diffusion of Innovations Theory and the DeLone & McLean IS Success Model. The findings show that both infrastructure challenges and stakeholder engagement exert direct and significant effects on EMIS effectiveness. Stakeholder engagement also strongly enhances technical capacity, underscoring the importance of inclusive participation in sustaining system reforms. By contrast, technical capacity on its own does not significantly improve effectiveness and does not mediate the effects of either infrastructure or engagement. Unexpectedly, infrastructure challenges demonstrated a positive association with both EMIS effectiveness and technical capacity—an outcome that may reflect adaptive learning, targeted support, or compensatory strategies in resource-constrained contexts. This indicates that a multi-faceted approach, addressing both stakeholder participation and infrastructure deficits, is required to improve the functioning of EMIS in Somalia. In doing so, EMIS can become a cornerstone for advancing data-driven decision making, educational accountability, and the achievement of Sustainable Development Goal 4 (quality education) and Goal 16 (strong institutions).
Omar et al. (Fri,) studied this question.
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