Integration of computer-based testing (CBT) in higher education has gained momentum globally, particularly in response to increasing demands for efficiency, scalability, and technological innovation in assessments. However, limited research explores how lecturers experience and make sense of CBT adoption, especially within resource-constrained educational systems. Grounded in the technology acceptance model (TAM), we employed a phenomenological approach to investigate lecturers’ perceptions of CBT. Eight lecturers from the largest university in Sub-Saharan Africa were purposively selected and individually interviewed. Thematic analysis, supported by human-AI collaboration, revealed diverse perspectives. The results show that lecturers perceived CBT as useful for improving efficiency, feedback speed, and assessment management, though concerns remained about infrastructure, authenticity, and equity. Ease of use strongly shaped these perceptions, with digitally skilled lecturers reporting a more positive experience. Attitudes toward CBT varied by discipline and pedagogical beliefs while influencing lecturers’ intention to adopt CBT. Thus, lecturers showed cautious but positive behavioural intention, particularly where CBT aligned with assessment needs and institutional support was adequate. The study contributes theoretically by extending the applicability of TAM to qualitative inquiry and practically by informing institutional strategies for improvement.
Yusuf F. Zakariya (Sun,) studied this question.