The increasing integration of technology in education has raised interest in the potential of synchronous e-tutoring as an innovative approach to practical STEM education. This study investigates the perceptions of STEM teachers and students in Nigerian universities regarding the feasibility and anticipated effectiveness of synchronous e-tutoring for teaching STEM practicals. Using a stratified random sampling technique, 50 teachers and 150 students were selected to ensure balanced representation of different institutions and academic levels across Nigerian Universities. Surveys were administered to gather quantitative data, while focus group discussions with the sample provided qualitative insights into expectations, perceived benefits, and challenges. The qualitative findings highlighted concerns about the ability of synchronous e-tutoring to replicate hands-on practical experiences, which are critical in STEM education. Teachers emphasized the need for advanced interactive tools to ensure meaningful engagement, while students stressed the importance of reliable technical infrastructure and support. The study concludes that synchronous e-tutoring holds significant promise as a supplemental method for teaching STEM practicals but requires considerable technological innovation and careful pedagogical planning for successful implementation. These insights provide valuable guidance for policymakers, educators, and technology developers exploring the integration of synchronous e-tutoring in STEM education in Nigeria.

Keywords: Synchronous e-tutoring, STEM education, practical STEM teaching, technology in education, skills acquisition, digital learning platforms, and accessibility in education.