The transition to digital assessments in higher education, particularly within engineering disciplines, marks a significant shift in student evaluation methods. This paper explores the viability of digital assessments as a replacement for traditional print-based approaches in Electrical and Electronic Engineering education. Over the past six years, our department has implemented digital assessments to reduce marking workloads and increase feedback frequency. This mixed-methods study combines in-depth, 30-minute semi-structured interviews with faculty members and a comprehensive analysis of quantitative and qualitative data from student surveys. The qualitative analysis of staff interviews provides deep insights into the impact of digital assessments on teaching practices, while the integration of student survey data offers a balanced perspective, highlighting both alignment and divergence between student and faculty views. The findings indicate that digital assessments offer significant benefits, such as improved efficiency, scalability, and immediate feedback. However, they also present challenges related to academic integrity, technical reliability, and the accurate assessment of complex problem-solving skills. These challenges underscore the need for ongoing refinement in digital assessment practices, particularly in enhancing feedback mechanisms and ensuring robust, reliable platforms. While the study's results are specific to one department, the implications extend to similar educational contexts. The paper concludes with recommendations aimed at optimising digital assessments to better support student learning outcomes and improve overall teaching effectiveness in engineering education.