This study examined possible problems associated with the ineffective integration of digital and technology education tools in the teaching of adult education literacy programmes in Borno State, Nigeria. The State had experienced years of deadly attacks from the Boko-Haram insurgents. The effects of the insurgency have almost paralysed its socio-economic, political and educational structures. The study focused on the impact of learning outcomes among the adult learners, instructors, availability of digital infrastructure and problems associated with the ineffective integration of digital and modern technological education tools in the teaching of adult education literacy programmes in the State. A mixed methods approach was adopted as the design for the study. The target population selected for the study was only one hundred and ninety-one (191) participants who were selected using the Krejcie and Morgan sampling table. The questionnaire was the sole instrument used for data collection. The data collected were analysed using descriptive statistics of frequency count and percentage. The findings of the study revealed that digital technology had significantly enhanced learning outcomes by improving learner engagement, access to educational materials, and digital literacy skills. However, barriers such as inconsistent internet connectivity, inadequate usage of online platforms and poor maintenance of facilities have hindered effective digital transformation in the adult education literacy centres in the State. The study recommends that government agencies and educational stakeholders should invest in tailored professional development programmes for adult learners, instructors, and educators, focusing on integrating digital and technology tools effectively into their programmes of teaching practices.