Evaluating the Use of Digital Platforms for Comparative Literature Teaching in South West Nigerian Universities

Digital teaching platforms including learning management systems, e-library databases, and social media reading communities have begun to transform the teaching of literature, yet the specific opportunities and challenges these platforms present for Comparative Literature pedagogy in South West Nigerian universities have not been professionally evaluated. This study evaluated the use of digital platforms for Comparative Literature teaching at the University of Ibadan, Obafemi Awolowo University, and Lagos State University. A professional evaluation methodology was employed, combining structured interviews with 18 literature lecturers using digital platforms, analysis of three institutions' learning management system course data, and a survey of 150 literature students on their digital learning experiences. Results showed that learning management systems were used for distributing reading materials in 82 percent of courses but were rarely used for interactive comparative discussion in fewer than 25 percent of cases. Access to global digital library databases providing non-African world literature texts was rated as satisfactory in only 31 percent of student responses. Social media literature communities were used by 62 percent of students for self-directed reading but almost never in formal course structures. Bandwidth limitations outside Lagos campuses were identified as a critical constraint. The study concludes that digital platforms are enhancing access to course materials but are not yet transforming comparative literary pedagogy in any systematic way. Recommendations include LMS training for comparative discussion facilitation, institutional subscriptions to JSTOR and Project MUSE, and structured social media reading community integration into course assessment.