This study investigated the adoption, perceived usefulness, and impact of Canva on innovative learning outcomes among undergraduate students in Nigerian universities, aiming to understand how digital visual design tools can enhance creativity, critical thinking, collaboration, and visual literacy in higher education. Employing a quantitative research approach with a cross-sectional survey design, data were collected from 200 undergraduate students across selected public and private universities using a structured questionnaire comprising sixteen items measuring Canva adoption, perceived usefulness, and innovative learning outcomes on a five-point Likert scale. The validity of the instrument was ensured through expert review for face and content validity, while reliability was confirmed via Cronbach’s alpha, exceeding the acceptable threshold of 0.70. Descriptive analyses, including mean and standard deviation, revealed high levels of Canva adoption and perceived usefulness, alongside moderately high innovative learning outcomes among respondents. Inferential analyses using Pearson correlation demonstrated a strong positive relationship between Canva adoption and innovative learning outcomes (r = 0.624, p < 0.05), and a significant positive influence of perceived usefulness on innovative learning outcomes (r = 0.672, p < 0.05), leading to the rejection of both null hypotheses. The findings indicate that students’ engagement with Canva, coupled with their perception of its academic value, significantly contributes to enhanced creative and innovative competencies in learning. The study recommends that Nigerian universities integrate Canva and similar digital tools into curricula, provide training to enhance digital literacy, and ensure adequate institutional support, to foster innovative learning environments that prepare students for the demands of the digital age.