<![CDATA[This study examined differences in university students’ inferential reading comprehension according to the number of social media platforms they used. A quantitative comparative design was employed with 492 students from four universities in South Sulawesi, Indonesia. Data were collected through Microsoft Forms using a 15-item inferential reading comprehension test and analyzed using descriptive statistics, one-way ANOVA, and Tukey’s HSD post hoc test. Mean scores increased across the 1–3 platform group (M = 9.0385), the 4–6 platform group (M = 9.5818), and the 7–9 platform group (M = 9.7500). The ANOVA indicated a significant overall group difference, F (2, 489) = 3.561, p = .029, with a small effect size (η² = .014). Tukey’s HSD showed a significant difference only between the 1–3 and 4–6 platform groups. These findings suggest that the breadth of social media platform use is associated with inferential reading comprehension, although the association is small and not fully linear. The study highlights the potential value of integrating critical digital literacy into reading instruction in higher education.]]>
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