This study investigates the role of information and communication technology (ICT) in social studies education through a comparative case study of two secondary schools with differing ICT infrastructures. School A, an urban public school, boasts comprehensive ICT resources, including interactive whiteboards and high-speed internet, while School B, a rural private school, has limited ICT tools and basic internet connectivity. The research explores educators' and principals' perceptions, the implementation of ICT in Social Studies classes, and the experiences of students. Findings indicate that both schools recognise the benefits of ICT in enhancing student engagement, facilitating deeper learning, and developing digital literacy skills. However, challenges such as technical issues, the need for continuous teacher training, and resource limitations are prevalent. Key factors influencing successful ICT integration include adequate infrastructure, regular professional development, administrative support, and equitable access to technology. The study contributes to the field of education by providing insights into the practical applications and challenges of ICT in Social Studies, offering recommendations for improving ICT use, and highlighting areas for future research. By addressing these issues, educators, school leaders, and policymakers can enhance the quality of Social Studies education and better prepare students for the digital age.