This study examined how digital technologies are utilized by literature teachers to access, share, and implement instructional resources, as well as the effectiveness and challenges associated with their use in the teaching and learning process. A mixed-methods research design was adopted for the study. The population comprised all literature teachers in public and private secondary schools in Gombe State, Nigeria. Using a purposive sampling technique, 100 literature teachers were selected from both urban and rural schools. Data were collected through structured questionnaires and semi-structured interviews, providing both quantitative and qualitative insights into teachers’ use of digital platforms. Quantitative data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics with the aid of SPSS software, while qualitative data were analyzed thematically to identify emerging patterns and concerns. The findings revealed that digital platforms such as Google Classroom, WhatsApp, YouTube, and online academic libraries have significantly enhanced teachers’ access to diverse literature teaching resources and improved instructional delivery. However, the effective utilization of these platforms was constrained by several challenges, including inadequate ICT training, poor internet connectivity, and limited access to digital devices, particularly in rural schools. The study concluded that although digital platforms have strong potential to improve literature teaching and learning in Gombe State, their benefits cannot be fully realized without addressing existing infrastructural and capacity-related challenges. The study therefore recommended increased investment in digital infrastructure, continuous capacity building for literature teachers, and the integration of ICT literacy into teacher education and professional development programs to promote effective use of digital resources in literature instruction.