This chapter is an attempt to investigate the use of digital tools among history teaching methodologies in Jordanian classrooms. As the methodology of teaching across different subjects with the incorporation of technology is on the rise, the present study seeks to explore best practices for using digital tools to enhance student engagement, critical thinking, and learning outcomes in history education. A mixed-methods approach was adopted for the study—qualitative data through literature review and quantitative data through survey. A survey was conducted on 75 history teachers and semi-structured interviews were carried out with 15 teachers to gather information about their experiences, the tools they use, challenges faced during implementation, and perceptions regarding the effectiveness of these tools. The findings show a great possibility with digital instruments such as web quizzes, group work tools, and active timelines to better history teaching; however, problems swat as poor teacher training, hesitance to adapt, and scarce resources still remain. This research points out the need for teacher training courses, improved tech systems, and more teamwork among educational groups to get the full advantages of tech in history teaching.