Nomadic communities face major challenges in providing education for their children due to their lifestyle. These challenges have been shaped by various cultural, ethnic and political factors. This requires personalised interventions to maintain education for nomadic students in different regions. However, little is known in the literature about nomadic communities in the Arab region, specifically in Sudan, where it has one of the largest nomadic communities. Additionally, the country has diversified ethnicities, and the country has suffered from ongoing wars for many years. This has made maintaining education for Sudanese nomadic students more complex compared to other regions. To contribute to a better understanding of this issue, this study used the triangulation method, by collecting data from both the literature and experts, to investigate the challenges faced by Sudanese nomadic students along with the potential solutions to address these challenges. Eight main challenges were identified, including lack of accurate statistics and data, poverty and nomads' lifestyle, lack of qualified nomadic teachers, and inconsistency of curriculum content and instructional language. Additionally, various solutions were proposed to address them, such as revisiting and redesigning curriculums and raising awareness among nomads on the importance of education. The findings of this study can contribute to achieving Sustainable Development Goals (SDGs) of the United Nations, specifically SDG 4 'quality education', by providing inclusive and quality education for all without anyone being left behind.