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.
![snapshot from the WHO dashboard highlighting the state of nutrition in Yemen after applying DHIS2, December 2022 [16]](https://journals.su.edu.ye/public/journals/5/submission_2796_2796_coverImage_en.png)
