The integration of digital tools into the teaching of History and Value Education in Nigerian schools is increasingly necessary in response to the demands of the 21st-century digital learning environment. However, limited access to digital resources, infrastructural constraints, and inadequate teacher digital competence continue to hinder effective implementation. This study examined the extent of digital tool integration, their impact on students’ civic competence and historical awareness, the challenges affecting integration, and strategies for adoption in Nigerian secondary schools. A descriptive survey design was adopted, and data were collected from 471 students using a structured questionnaire. Data were analysed using mean, standard deviation, and correlation analysis. The findings revealed a moderate level of digital tool integration with noticeable variations across schools. A positive relationship was observed between digital integration and students’ civic competence and historical awareness, indicating that increased use of digital tools enhances learning outcomes. Despite this, challenges such as inadequate infrastructure, limited access to devices, unstable electricity supply, poor internet connectivity, and insufficient teacher training continue to limit effective integration. The study concludes that digital tools can significantly enhance History and Value Education, but their full potential is constrained by these systemic and infrastructural barriers. Based on the findings, the study recommends improved provision of digital infrastructure, continuous teacher training in digital skills, enhanced policy implementation, and equitable access to digital resources to strengthen the teaching and learning of History and Value Education in Nigeria.