Equity in Science, Technology, Engineering, and Mathematics (STEM) education is a significant issue, as financial obstacles continue to limit access for disadvantaged students. This study explores how scholarships, loans, and grants influence equitable participation and academic achievement in STEM fields. By analyzing primary data gathered from students currently enrolled in or planning to pursue STEM education, the research utilizes statistical methods—including Chi-Square tests, ANOVA, and regression models—to evaluate students’ views on the adequacy of financial aid and its impact on their academic success. The results indicate that students notice considerable differences in the perceived fairness and sufficiency of various financial support options, although these perceptions do not necessarily lead to measurable variations in academic performance (CGPA). With the growth of digital learning technologies, the metaverse could transform STEM education by offering immersive virtual environments that improve learning experiences. By integrating financial aid with metaverse-based education, we can help close the accessibility gap, allowing students from disadvantaged backgrounds to participate in advanced STEM simulations, virtual labs, and AI-driven mentoring. This study contributes to the ongoing discussion about financial aid policies, emphasizing the need for a more holistic approach that combines institutional support, mentorship, and socio-economic considerations to tackle the current disparities in STEM education.