Article

A Technology Adoption Framework for Digitally Transforming Automated Examination Systems in Resource-Limited Environments: Evidence from Yemeni Schools

Automated Examination Systems (AES) are increasingly central to modern assessment, particularly as schools move toward broader digital transformation. Automated Exam Systems (AES) have emerged as transformative tools for improving assessment efficiency, accuracy, and transparency. This study examines how AES are adopted and used in resource-limited Yemeni schools, focusing on the technological, organizational, and environmental factors that shape their performance. It investigates the implementation of AES in Yemeni schools, highlighting applications, challenges, and prospects. A quantitative methodology was employed to collect data from 108 participants, comprising students, supervisors, technicians, and teachers, using structured questionnaires. The Technology-Organization-Environment (TOE) was applied to examine factors affecting AES adoption. Statistical analysis using SPSS, including Pearson correlation, Cronbach’s Alpha, and multiple linear regression, revealed significant relationships between technological, organizational, and human factors and the performance of AES. Key challenges, such as infrastructure limitations, inadequate training, and resistance to change, are discussed, along with practical solutions. The findings provided insights for effective AES implementation and future research directions in the Yemeni educational context.

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Ammar T. Zahary
Department of Information Technology, Faculty of Computer and Information Technology, Sana’a University, Sana’a, Yemen
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Ishraq Sharaf
Department of Information Technology, Faculty of Computer and Information Technology, Sana’a University, Sana’a, Yemen
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Mossa Ghurab
Department of Computer Science, Faculty of Computer and Information Technology, Sana’a University, Sana’a, Yemen
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A Technology Adoption Framework for Digitally Transforming Automated Examination Systems in Resource-Limited Environments: Evidence from Yemeni Schools. (2026). Sana’a University Journal of Applied Sciences and Technology, 4(3), 1857-1870. https://doi.org/10.59628/jast.v4i3.2611

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