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Virtual Reality (VR) and Augmented Reality (AR) technologies into STEM education within the Nigerian secondary and tertiary educational contexts, drawing on a systematic synthesis of global and domestic empirical literature, grounded in Constructivist Learning Theory, the Diffusion of Innovations Theory, and the Technology Acceptance Model (TAM). A conceptual-analytical framework was developed that incorporates cost-benefit analysis (CBA) to evaluate the economic implications of technology-enhanced STEM education. Findings indicate that VR- and AR-enhanced STEM instruction yields measurable improvements in student engagement, knowledge retention (up to 40% over traditional methods), productivity, and the development of critical twenty-first-century competencies, including problem-solving, computational thinking, and collaborative skills. The study recommended a contextually adapted implementation framework for Nigerian educational institutions and offered concrete policy recommendations for government agencies, school administrators, and international development partners.