The growing emphasis on digital technology in education highlights its potential to transform STEM teaching and learning, particularly in under-resourced schools. This study examines the development needs of digital technology in STEM education, focusing on teacher educators, pre-service teachers, and in-service teachers from rural schools in Nigeria. The purpose of the study is to identify the technological, pedagogical, and infrastructural requirements necessary to enhance digital STEM education. Using a stratified random sampling technique, 180 participants were selected from a population of 800 educators, pre-service and in-service teachers to ensure diverse representation. Data were collected through surveys, interviews, and focus group discussions, allowing for a comprehensive understanding of the current challenges and expectations of digital technology in STEM education. Findings reveal limited access to digital tools, insufficient teacher training, and infrastructural barriers as key challenges. Participants expressed the need for professional development opportunities, reliable digital infrastructure, and interactive tools tailored for STEM practicals. This study concludes that addressing these development needs is critical for bridging the digital divide in STEM education and enhancing teaching and learning outcomes in rural and under-resourced schools. The findings provide valuable insights for policymakers, educators, and stakeholders working to advance digital education in similar contexts.

Keywords: Development needs analysis, digital technology in education, STEM education, rural schools, under-resourced contexts, teacher training, educational infrastructure, digital divide.