Authentic assessment is widely recognised as a strategy for preparing university students for future. Although the use of digital technologies in authentic assessment is increasing, there is limited understanding of why and how educators choose to integrate technology in these practices. We conducted an exploratory qualitative study through semi-structured interviews of 21 university educators from diverse disciplines and institutional contexts to explore their approaches. Using reflexive thematic analysis, we identified four pedagogical purposes guiding technology use: enhancing disciplinary learning, supporting workplace readiness, fostering personal development, and enabling assessment delivery. The findings show that educators often adapt familiar and accessible technologies to support student learning, rather than prioritising novelty or innovation. Technology serves multiple functions across the assessment process, and its effectiveness depends on alignment with pedagogical intent and student needs. This study contributes to a more nuanced understanding of technology integration and offers practical implications for supporting purposeful and student-centred assessment design. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
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