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From Tradition to Transformation: Digitizing Examinations at Tribhuvan University through Institutional and Technological Levers
Abstract
This study investigated the challenges within Tribhuvan
University's (TU) examination system, integrating
institutional theory, systems theory, and the Technology
Acceptance Model (TAM) to analyze structural, cultural,
and technological dimensions hindering efficiency.
Findings revealed significant correlations between
digitization, decentralization, and improved outcomes,
though isomorphic pressures and technology acceptance
barriers persist. Quantitative data showed that
digitization reduced result publication times by 36.6%,
while decentralization decreased times by approximately
45-46% in regional centers (p<0.01). Qualitative data
highlighted faculty resistance, often due to perceived lack
of support and concerns about digital integrity. TAM
constructs, particularly perceived ease of use, strongly
predicted technology adoption (r = 0.71, p < 0.01). Policy
recommendations include advocating for revisions to
Nepal’s National Education Policy to legitimize digital
credentials, mandating decentralized examination
processes, incentivizing technology adoption, and
promoting equitable access to digital resources. This
research underscores the need for a holistic approach that
reconciles policy compliance with innovation,
redistributes decision-making authority, and fosters
stakeholder buy-in.