This study aims to explore the differences among STEM students and ordinary programs students concerning both self-competence of online technologies and academic resilience. In addition, it focuses on revealing the relationship between self-competence of online technologies and academic resilience for Sophomores of programs (STEM) and ordinary programs in faculty education. The sample included 92 second-level students: 41 enrolled in STEM program and 51 students enrolled in ordinary programs at the Faculty of Education, Zagazig University. Self-competence of online technologies scale and academic resilience questionnaire were administered. The independent sample t-test and Pearson correlation coefficient were calculated. Results of the study demonstrated a statistically positive correlation at the level of (0.01) between self-competence of online technologies (total score) and its dimensions with academic resilience (total score) and its dimensions. In addition, there are statistical differences between students of STEM programs and ordinary programs at the faculty of education in the self-competence to electronic knowledge, evaluation self-efficiency, and electronic self-efficiency in favor of the students of the second level with STEM programs. There are also statistical significance differences between both groups in academic resilience (total degree) in favor of students of the second level of STEM programs.