Repositioning Literature in the General Studies Curriculum for Nigerian Tertiary Institutions
Abstract
Abstract The General Studies (GNS) programme in Nigerian tertiary institutions is designed to produce graduates who are not only technically proficient but also linguistically competent, culturally aware, and socially responsible. Within this framework, the Use of English component occupies a central role in developing students’ communication skills. However, the pedagogical potential of Literature within this component remains underutilized, often treated as peripheral rather than as a core instructional resource. This study adopts a qualitative, conceptual approach to examine the relevance of integrating Literature more purposefully into the Use of English curriculum. Drawing on Cultural Transmission Theoryand policy frameworks, the paper argues that Literature enhances language proficiency, critical thinking, cultural literacy, and value formation. It further demonstrates that the systematic use of literary texts can address persistent challenges such as weak reading comprehension, limited vocabulary, poor expressive skills, and shallow interpretive ability among students. The study identifies key constraints, including inadequate instructional strategies, limited resources, and the perceived irrelevance of literary studies among non-humanities students. It concludes that repositioning Literature as a central pedagogical resource within the Use of English component, rather than a marginal add-on, offers a practical pathway to strengthening the objectives of the GNS programme. Recommendations are made for curriculum enrichment, pedagogical innovation, and capacity building among instructors.