Abstract
This study examines the readiness for adopting immersive technologies, specifically Virtual
Reality (VR) and Augmented Reality (AR), in STEM education within universities in Rivers
State. The rapid advancement of technology offers new tools for teaching complex scientific
concepts. However, integrating these tools into educational systems presents significant
challenges. This research assesses the current level of infrastructure, faculty preparedness, and
student receptiveness. A descriptive survey research design was employed, utilizing a
quantitative approach. A sample of 190 respondents was selected from academic staff and
students in STEM departments across three universities. Data was collected through a
structured questionnaire and analyzed using mean scores and chi-square tests. Findings
indicate a moderate level of awareness but significant gaps in practical readiness. Key barriers
include inadequate technical infrastructure, high costs, and a lack of trained personnel. The
study concludes that while there is interest in immersive technologies, systemic support is
lacking. Recommendations include targeted investment in infrastructure, comprehensive
training programs, and curriculum redesign. This study is anchored on the Technology
Acceptance Model (TAM), which helps explain users' adoption of new technologies based on
perceived usefulness and ease of use (Davis, 1989).