This study examines the critical aspects of remote STEM education in the post-pandemic period, from the perspectives of students and faculty at four European universities. This research was conducted approximately four years after the COVID-19 pandemic began, aiming to evaluate the effectiveness and challenges of remote learning alongside advancements in educational technology and teaching models. Data were collected via structured questionnaires from over five hundred students and almost two hundred faculty members from four European universities. The study focused on "resource availability," "technical responsiveness," "training adequacy," "online assessment feedback," and "social dynamics." Results reveal notable discrepancies between student and faculty perceptions regarding both "assessment feedback" and the significance of "student-faculty interactions." While students viewed timely and detailed feedback as essential to their learning, faculty placed less emphasis on it, prioritizing instead the importance of direct interactions with students, a factor that students themselves considered less critical. Despite these differences, both groups acknowledged the broader challenges to "educational quality" and "academic integrity." The study also found a general consensus among the universities involved, with no significant gender bias. These findings provide valuable insights for educational policymakers and institutions, helping refine remote teaching strategies and assessment methods to improve the quality and effectiveness of remote STEM education.