This paper examined the potential of Canva as an emerging instructional technology capable of fostering innovative learning practices in Nigerian universities. The growing demand for digitally mediated and student-centred learning environments has necessitated the exploration of accessible technological tools that can enhance creativity, engagement, and knowledge construction among university students. Against the backdrop of persistent reliance on traditional lecture-centred pedagogy in many higher education institutions, the paper argues that the integration of Canva offers a practical pathway for transforming instructional practices and supporting the development of twenty-first-century skills. Drawing on contemporary literature on educational technology and innovative pedagogy, the paper conceptualises innovative learning within higher education and examines the instructional features of Canva that make it suitable for academic environments. Particular attention is given to its capacity to promote visual literacy, collaborative learning, creative knowledge representation, and improved student engagement through multimodal instructional design. The discussion also identifies key contextual challenges that may hinder the effective adoption of such technologies in Nigerian universities, including inadequate digital infrastructure, limited digital pedagogical competence among lecturers, and issues related to technological accessibility and academic rigour. To address these concerns, the paper proposes strategic institutional approaches involving curriculum integration, professional development for lecturers, infrastructural investment, and supportive educational policies that encourage technology-enhanced learning environments. It concludes that while Canva alone cannot resolve systemic pedagogical challenges within higher education, its deliberate and structured incorporation into teaching practices can significantly contribute to the modernisation of university pe