This descriptive survey investigated University Teachers' Competence in the use of new Technologies in Curriculum Delivery in Nigeria. Three research questions guided the study. The population comprised all lecturers/teachers in public universities in Nigeria. Multi-stage, cluster, and simple random sampling techniques were used to select a sample of one hundred and sixty (160) teachers from four public universities in Imo and Abia states, South-East, Nigeria. A two-section rating scale titled University Teachers' Competence in Use of New Technologies in Curriculum Delivery (UTCUNTCD) was used for data collection. The instrument was validated by three specialists in Educational Measurement and Evaluation, Educational Technology, and Curriculum Studies. The reliability of the instrument was determined using the Pearson Product-Moment Correlation Coefficient (r) test and the test-retest method, and it obtained a coefficient index of 0.83. The research questions were answered using the mean and standard deviation. Findings of the study revealed that personal computers, routers, Bluetooth, wireless accessories, projectors, PowerPoint, Artificial Intelligence AI tools, e-portfolios, digital teaching approaches, and online learning platforms are types of new technologies that university teachers can use for curriculum delivery. Findings also revealed that lack of adequate teacher training, conservatism towards the use of new technologies, and continuous use of conventional teaching methods indicated university teachers' low competence in the use of new technologies for curriculum delivery. Based on the findings, it was recommended that the provision of funds, training for teachers, free Wi-Fi, and power supply are ways of enhancing university teachers' competence in the use of new technologies for effective curriculum delivery in Nigerian Universities.