This paper reports on a participatory case study investigating the total shift to an electronic assessment and electronic proctoring modality in a traditional higher education academic institution in Lebanon due to the COVID-19 pandemic. It describes the novel real-time electronic assessment and proctoring system developed by the University of Balamand. The system uses advanced technology to monitor the students' environment, their computer screens and identify their geographical location. The University understudy is unique as it never practised e-assessment nor e-proctoring before and is economically disadvantaged due to the severe economic crisis in Lebanon. The study used the socio-technical system theory to explore the implementation of e-assessment and e-proctoring, seeing the university as a complex dynamic of interrelated technical and social elements. The Socio-technical System theory made it possible to have a holistic view of the abrupt changes caused by the implementation of e-assessment and how it affected the task, structure, actor, and technology. The study found that the implementation of the e-assessment and the e-proctoring system changed the working practices of faculty members, the behaviour of students, and the working culture at the university. Top management support and commitment, resource allocation, technological infrastructure, technical support, champions as change agents, continuous hands-on training, faculty member proper proctoring, and the exam design typology were critical factors for the successful implementation of e-assessment and e-proctoring in times of abrupt change. This study has made significant theoretical contributions to the e-assessment research stream as it demonstrated the appropriateness of utilizing the socio-technical theory for studying the e-assessment implementation.