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Considering that digital education is essential to prepare students to deal critically with the vast amount of information available today, History teachers play a central role in fostering critical thinking and historical analysis. Digital technology, due to its multimedia nature, can contribute to understanding the complexity of historical knowledge and to the development of critical skills, while also enabling direct engagement with digitised historical sources and, consequently, the democratisation of access to information. However, many early-career teachers experience difficulties in the pedagogical integration of digital technologies, largely because of the predominance of traditional methodologies in their initial training pathways. It therefore becomes essential to create training contexts that promote the conscious and critical use of digital technologies in the design of meaningful, challenging, and intellectually demanding learning experiences. Within this framework, the present study aims to analyse the initial training of future History teachers in Portugal. Through a qualitative case study, the research examines legal frameworks and the strategies adopted by different higher education institutions to incorporate digital technologies, presenting examples of activities developed within a curricular unit oriented towards the teaching of History in Portugal.