This study examines the factors that contribute to ensuring the quality of teaching
and learning in post-conflict higher education in Somalia (1991–present). It examines
how the quality of the curriculum, academic staff, and infrastructure impact the quality of teaching and learning. A quantitative research approach was adopted, utilizing
a structured questionnaire administered to the academic staff at higher education
institutions in Mogadishu. The data were analyzed using the SmartPLS software. This
is the first study to integrate Biggs’ 3 P and Resource-Based View frameworks, and
empirically quantify these relationships in a Somali post-conflict context. The findings
indicated that all three factors had positive and significant impacts on teaching and
learning quality, with infrastructure having the most substantial effect. This study recommends strategic investment in infrastructure, dynamic curriculum development,
and faculty training. These insights provide valuable guidance for policymakers and
academic leaders seeking to rebuild a resilient higher education system.