1 Integration of Digital Technologies in STEM Teaching and Learning in Universities in Akwa Ibom State. Anyanime O. Akpan, Ph.D, AtimA. Itighise, Ph.D &Etim, B. Umo Department of Science Education, Akwa Ibom State University, Mkpat Enin, Akwa Ibom State, Nigeria Abstract Sometimes, it takes problems or unpleasant incidences to help unleash one’s potentials or discover new, better and more convenient ways of doing things. Covid-19 pandemic and subsequent lockdown led to adoption of digital technologies as strategies used to engage students during the lockdown period. Most developed countries had already integrated technologies into their education system, but in Nigeria, most schools at whatever level were yet to experience this great means of learning, with all its comfort and convenience. This study investigated integration of digital technologies into STEM teaching and learning in universities in Akwa Ibom State. Descriptive survey research design was adopted and three research questions guided the study. The population of the study comprised 3086 STEM students and 300 randomly sampled for the study. Researchers-developed and validated questionnaire was used for the study, hard and soft/electronic copies of the questionnaire were administered to the respondents for data collection. Reliability coefficient of 0.84 was obtained for the instrument using Cronbach Alpha coefficient. Simple percentage was used to analyse the data obtained. Findings showed that digital technologies are available for teaching and learning. The finding also showed that there was moderate extent of students’ competence in the use of digital technology. The finding further showed that there was low extent of integration of digital technology in teaching and learning. Based on the findings of the study, it was concluded that there is low extent of integration of digital technologies into STEM teaching and learning in universities in Akwa Ibom State which calls for a restructuring of the university curriculum. It was recommended among others that, the higher education and teacher education curricular at all levels should be restructured such that pedagogical practices can embrace the use of digital technologies and provide opportunities for teachers to have appropriate knowledge and skills to meet the needs of the society and the globalized world. Key words: Curriculum, Restructuring, Integration, Digital Technologies, STEM Introduction Given the tempo of development activities ongoing at the global and local contexts, science, technology, engineer and mathematics (STEM) education is very crucial to sustainable development as they enable us to find solutions to threats posed by global challenges. STEM is the bed rock, anchor and foundation of all professions and careers, as a nation’s existence and survival revolve around it. Thus, the impact of STEM education transcends every aspect of the society. Etiubon, Akpan & Udosen (2018) maintained that STEM teachings are powerful tools for economic, social and political development of a person and nations, hence many developed