<![CDATA[Emerging technologies such as the Internet of Things (IoT) are increasingly relevant to STEM education, requiring preservice science teachers to integrate technology in science learning. Arduino integrates programming, electronics, and practical STEM activities, while Tinkercad supports virtual simulation. However, little is known about preservice science teachers’ readiness and learning needs for Arduino-based learning. This study aimed to identify preservice science teachers’ readiness and learning needs as a basis for designing an Arduino-Tinkercad E-module, using an adapted three-aspect needs analysis (ICT readiness, target needs, and learning needs). A descriptive analysis was conducted with 168 preservice science teachers from three Indonesian universities, selected through purposive and convenience sampling, using a mixed-format questionnaire. Only 27 students (16.1%) had prior Arduino experience, while their perceived understanding of coding and basic electrical concepts was generally low-to-moderate. Students reported a strong need for structured guidance (M=4.45 of 5) and perceived basic IoT knowledge as important (M=4.20). Qualitative responses highlighted concerns and expectations for learning Arduino. Cross-tabulation also showed different patterns of perceived coding and electrical understanding between students with and without prior Arduino experience. These findings suggest that the E-module should begin at a foundational level, start with virtual simulation, and provide progressive scaffolding.]]>
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