This study explored teachers’ experiences in using short-form video applications (SVAs) as instructional tools in teaching history. Despite the growing integration of social media in education, limited research has examined history teachers’ perceptions and experiences with SVAs in the Philippine context. The study employed a qualitative phenomenological design involving 5 (five) history instructors at a college, selected through purposive sampling. Data were collected using a researcher-made semi-structured interview guide and analyzed through thematic analysis. Findings revealed that SVAs helped facilitate more engaging discussions of historical content by capturing students’ attention and simplifying complex concepts. However, challenges were identified, particularly regarding content accuracy and the lack of available devices for classroom use. These factors influenced teachers’ willingness or reluctance to integrate SVAs into instruction. The study implies that while SVAs are promising supplementary tools in history education, proper content evaluation, teacher support, and improved technological access are necessary. This research contributes to the literature on digital pedagogy by providing context-specific insights into the use of emerging technologies in history teaching.