<p>Leveraging educational technologies, especially digital learning tools (DLTs), to enhance students' performance and engagement in higher education has gained popularity in the 4th Industrial Revolution (4IR). The study aimed to examine the impact of integrating DLTs on learners' academic performance and perceptions of DLT-based instructions in the Colleges of Education. Using pre- and post-intervention methods, data were collected from participants (lecturers and students) to assess the extent of DLTs used, changes in learners' performance, and their perceptions of the changes. Results revealed a significant enhancement in learners' performance due to the intervention. Thus, there was a 22.65% increase (from 50.56% to 73.21%) in mean scores, accompanied by a corresponding decrease in learners' performance disparities. In furtherance, there was a positive shift in learners' perception of integration of DLTs for learning. 97.3% of learners affirmed the significant role of DLTs post-intervention, compared to 4.6% at the pre-intervention stage. The confidence as well as competence of lecturers also appreciated in response to the intervention; 81.2% rated themselves to be highly competent after the intervention as against 36.1% pre-intervention. The results showed how important the proposed framework, good training, and hands-on activities were in reducing misconceptions and doubts about DLTs in education before the intervention. The study's outcome adds to the knowledge pool and literature on educational technology and technology-based learning and highlights the need to strategize DLT-based intervention in education. Further studies should explore resolving challenges related to infrastructure to enhance the adoption of DLTs in education.</p>