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The research encompasses the application of Computer-Based Exit Examinations (CBEE) at three Ethiopian public universities: Dilla University, Wolaita Sodo, and Hawassa University. It employs a qualitative case study method, which enables the investigation of the perceived opportunities, current challenges, and possible strategies for successful CBEE implementation. The data were collected through semi-structured interviews, focus groups, document analysis, and non-participant observations, involving final-year undergraduate program students, teachers, examination officials, university administrators, and Ministry of Education personnel. The findings reveal that CBEE can be one of the best means to make tests more effective and equitable. It provides the benefits of personalized testing environments, rapid score reporting, and alignment with international standards. However, a variety of challenges hold back the effective implementation of the program. The challenges include a lack of ICT infrastructure, students’ low digital literacy, inefficient administrative practices, security issues, and accessibility and equity-related problems. It is recommended that overcoming such challenges will require tactics such as better cyber security, policy uniformity, infrastructure investment, educational orientation, and digital literacy initiatives. CBEE has the possibility to revolutionize and raise the standard of assessment practices in Ethiopian higher education if there is a well-coordinated national policy, vitally strong institutional support, and student-centered, inclusive implementation strategies, as per the findings of the study