This study investigated the computer skills needs for job performance among Electrical and Electronics Technology lecturers in universities in Rivers State, Nigeria. Specifically, the study examined the educational software skills, simulation software skills, and programming skills required for effective job performance. A descriptive survey research design was adopted, involving the entire population of 12 lecturers and technologists from Ignatius Ajuru University of Education and Rivers State University. A structured questionnaire, validated by experts and with an overall reliability coefficient of 0.84, was used to collect data. The research questions were answered using mean and standard deviation, while hypotheses were tested with t-test statistics at the 0.05 level of significance. Findings revealed that lecturers perceived educational software skills (e.g., Microsoft Office), simulation software skills (e.g., circuit and control systems simulators), and programming skills (e.g., embedded systems and automation tools) as essential for effective teaching and job performance. No statistically significant differences were found in the responses between lecturers from the two universities, indicating a shared understanding of these needs. The study concludes that strengthening digital competencies among lecturers is vital for improving instructional delivery and aligning academic training with industry demands. It recommends curriculum integration of relevant software training, continuous professional development, and institutional investment in modern instructional technologies.