In a world flooded with images, emerging visual technologies are playing a pivotal role in transforming how images are created, interpreted, and trusted in human vision. This article explores how machine-driven vision fits into a long history of mediated seeing, including drone photography. Drawing on a multimodal social semiotic framework, the study examines two widely circulated case studies: the deepfake of Pope Francis in a puffer jacket and the forged arrest of Donald Trump. Through this approach, the article demonstrates how such images derive from the mobilisation of familiar visual narratives. These synthetic visuals function as culturally resonant signs, blurring the boundaries between realism, satire, and misinformation. In response to these developments, the article suggests that visual culture is transitioning into a post-photographic epoch, characterised by declining reliance on images as direct evidence and their replacement by computer-generated representations. As AI-generated images circulate as seemingly real records, they challenge public trust in visual perception and highlight the need for enhanced visual, digital and algorithmic literacy. These literacies enable viewers to critically understand synthetic images and navigate complex visual environments where authenticity cannot be taken for granted.

ABSTRACT In today’s increasingly visual world, developing systematic approaches to strengthen students’ visual literacy has become essential. Visual literacy is defined as the ability to read, interpret, and construct meaning from visual representations through the use of visual language and visual structures. This study investigated the impact of collaborative visualization on the development of visual interpretation, one of the core visual reading skills within visual literacy that involves decoding visual language, analyzing visual structures, and constructing meaning from images. Collaborative visualization involves learners jointly viewing, discussing, interpreting, and creating visuals, while visual interpretation refers to perceiving an image, analyzing it through visual language, and constructing meaning collaboratively. Using a pretest – posttest control group design, the study measured students’ visual interpretation performance and attention patterns with a test based on visual language and administered via an online eye-tracking tool. Results indicated that collaborative visualization significantly enhanced visual interpretation skills compared with individual practice. Eye-tracking data further supported these outcomes, showing earlier and more focused attention on visually and semantically relevant areas, suggesting more effective visual reading processes. Overall, the study provides a novel perspective on improving visual interpretation and broader visual literacy skills through structured collaborative learning.

Artificial intelligence (AI) is transforming how cell biologists generate, analyze, and interpret visual data. Automated pipelines and large-scale image analysis increase throughput and reproducibility, yet they also modify how visual evidence is validated and trusted. This Perspective examines the conceptual implications of this shift, arguing that the integration of AI into imaging demands rather than replaces human morphological expertise. We distinguish between three conceptually distinct phenomena: (1) automation of acquisition, (2) AI-driven interpretation, and (3) the emergence of synthetic images generated without experimental basis. Through examples ranging from classical morphological misinterpretations to the rise of generative models, we show how both human and algorithmic systems can distort meaning when interpretation is detached from context. While AI can match or surpass human precision, metavisual competence remains essential to distinguish signals from artifacts. The current challenge is not technological but scientific: to ensure that computational power and human insight co-evolve toward reliable visual knowledge. We call for a renewed education in critical visual literacy, formal recognition of imaging specialists, and transparent standards of image provenance, such as the publication of raw instrument metadata. Preserving interpretative competence is crucial for the integrity of visual evidence in biomedical science.

Type 2 diabetes mellitus (T2DM) requires continuous self-care to prevent complications. Patients with limited health literacy often struggle to understand health information and adhere to treatment, resulting in poorer outcomes. Educational interventions tailored to improve self-care and health literacy arSCTe therefore essential. This study evaluated the effectiveness of a Social Cognitive Theory-based intervention, with and without health literacy strategies, in enhancing self-care among patients with T2DM and limited health literacy. This interventional study included 150 patients with T2DM and limited health literacy, randomly assigned to three equal groups (n = 50 each): a Social Cognitive Theory-based group (TBG), a theory-based group with an AI-designed photo-novel (TBG+AIPN), and a control group. At baseline, all participants completed questionnaires assessing diabetes knowledge, self-efficacy, outcome expectations, perceived social support, and self-care behaviors. Both intervention groups received five training sessions grounded in Social Cognitive Theory. In the TBG+AIPN group, additional health literacy strategies-such as an AI-designed photo-novel and plain language materials-were incorporated. Follow-up assessments were conducted one and three months post-intervention. Data were analyzed using SPSS version 24. Longitudinal analyses revealed significant within-group improvements from baseline to follow-up across all measured constructs in both intervention groups (all p < 0.001). Between-group comparisons showed that the TBG+AIPN group achieved significantly greater improvements than the TBG group in self-care behaviors (p = 0.002), diabetes knowledge (p = 0.040), self-efficacy (p = 0.020), outcome expectations (p = 0.030), and self-regulation (p = 0.020). No statistically significant difference was observed between the groups in perceived social support (p = 0.800). These findings highlight the added value of integrating AI-designed visual literacy tools with SCT-based education in improving self-care-related outcomes among patients with T2DM. An intervention based on Social Cognitive Theory, when combined with health literacy strategies including an AI-designed photo-novel, is more effective in improving self-care among patients with T2DM and limited health literacy. Such a comprehensive approach integrates psychological and communication strategies, offering a holistic solution for improving outcomes in this vulnerable group. Iranian Registry of Clinical Trials (IRCT), IRCT20240426061579N1. Registered on 12 May 2024.

Google gazes and digital seams: Visual epistemologies between satellite view and Street View

Generative artificial intelligence (AI) tools are transforming visual production across multiple domains, including entrepreneurship. However, their influence on constructing cultural imaginaries and legitimating symbols remains insufficiently examined. This study analyzes how text-to-image systems visually represent entrepreneurship and success, using a focused sample of 24 images generated with the Midjourney platform. Through critical visual discourse analysis, the research identifies recurring aesthetic codes, symbolic patterns, and temporal framings that demonstrate how generative AI replicates established cultural narratives of entrepreneurship. The results indicate a consistent depiction of solitary, self-assured individuals who embody control, ambition, and transcendence. In contrast, representations of collaboration, diversity, and social contribution are largely absent. The visual grammar emphasizes formality, isolation, and monumental composition, while temporal orientations favor immediacy and permanence rather than process and collective effort. These algorithmic representations reinforce narrow ideals of entrepreneurial legitimacy and perpetuate masculine-coded notions of success and authority. To synthesize these findings, the study introduces a conceptual model of the sociotemporal automation of legitimacy in generative AI entrepreneurial imaginaries. This model connects algorithmic infrastructures, aesthetic and temporal representations, and cultural circulation through the feedback loop of human-AI co-production. The paper contributes to understanding the aesthetic mechanisms by which generative AI consolidates dominant entrepreneurial ideals and considers implications for critical visual literacy, responsible AI deployment, and inclusive innovation policy. • Generative AI systems reproduce dominant visual stereotypes of entrepreneurship. • Midjourney portrays entrepreneurs as solitary, self-assured, and transcendent figures. • Visual narratives emphasize control, ambition, and permanence over process or collaboration. • Diversity, collectivity, and social contribution are largely absent from AI-generated depictions. • The study theorizes the “sociotemporal automation of legitimacy” in generative AI imaginaries.

Despite the increasing pedagogical value of graphic novel adaptations of classic literary works, there is limited research investigating their availability in university libraries, especially in non-English-speaking countries. This study explores the presence of graphic novel adaptations of canonical literature in university libraries across Istanbul, Turkey. Using a qualitative document analysis method, library catalogs from 13 major public and private universities were systematically examined. Data were collected through keyword searches (e.g., graphic novel, graphic novel adaptation) and analyzed based on physical and electronic availability, format diversity, and author/title frequency. The findings reveal a significant scarcity of such adaptations in academic collections. While some institutions, such as Boğaziçi University, hold a modest range of adaptations (e.g., Macbeth, A Midsummer Night’s Dream), most university libraries lack even the most widely adapted classics (e.g., Jane Eyre, Frankenstein, Crime and Punishment). The findings indicate that graphic novel adaptations are limited in academic library collections. Only three of the thirteen universities surveyed held canonical graphic novel adaptations: Boğaziçi University (13 titles), Galatasaray University (3 titles), and İstanbul University (2 titles). This limited availability can restrict students’ access to multimodal reading experiences and potentially hinders the development of visual literacy and critical reading skills. Moreover, the high price of imported graphic novels makes access even more difficult. The study highlights the need for inclusive collection development policies that reflect contemporary literacy practices. It contributes to the growing discourse on equitable access to alternative literary formats and offers implications for educators, librarians, and policymakers aiming to enhance multimodal literacy through academic resources.

This study aims to describe the implementation of local culture-based ethnomathematics in strengthening STEAM literacy within transdisciplinary mathematics learning. A qualitative descriptive approach was employed through thematic analysis of 14 student projects developed by postgraduate students in the Mathematics Education Program at Universitas Negeri Makassar during the 2025/2026 academic year. Data were collected through document analysis of student project reports focusing on local culture, geometry, arts, digital technology, and STEAM-based learning. Data analysis was conducted through coding, categorization, theme synthesis, and interpretation. The findings reveal that local culture provides an effective context for STEAM-based transdisciplinary learning by connecting mathematical, scientific, artistic, and technological concepts with students’ real-life experiences. The project themes were predominantly related to local Sulawesi cultural elements, including Tongkonan traditional houses, Lipa’ Sabbe motifs, traditional weaving, Sayyang Pattudu, and natural patterns based on symmetry and fractals. STEAM integration was reflected in the use of GeoGebra and Canva for concept visualization, digital design, and mathematical exploration. The transdisciplinary projects also supported the development of numeracy, scientific, digital, visual, and cultural literacy, as well as 21st-century skills. The study concludes that integrating local culture, transdisciplinary learning, and digital technology has strong potential as an innovative mathematics learning model for supporting the implementation of the Merdeka Curriculum. These findings contribute to mathematics education by demonstrating how ethnomathematics can strengthen STEAM literacy while preserving local cultural values in technology-enhanced learning environments.

ABSTRACT Objectives Toxicity color codes on pesticide containers communicate the risk between manufacturers and farmers; however, their effectiveness in developing countries, like Nepal, remains understudied. This study thus aimed to identify factors influencing farmers’ understanding and their correct interpretation of the toxicity color codes. Methods Survey data from 270 households in Kavrepalanchok district, Nepal, was used, where respondents were primary pesticide applicators. Probit regression was run separately to identify the factors influencing (1) the understanding of the meaning of toxicity color codes for the whole sample and (2) correct interpretation of the least toxic color code as green for the sub-sample who responded “YES” to the first question. Finally, ordered probit regression identified factors influencing (3) toxicity color code literacy: illiteracy, partial literacy, or full literacy. Results Of the total respondents, only 49% stated they understood the meaning of toxicity color codes, yet only half of them correctly interpreted the least toxic color code as green. Farmers’ understanding was significantly influenced by location, higher education, when males purchase pesticides, participation in integrated pest management-farmer’s field school training, and prior experience of health effects associated with pesticide use (p < .05). All these factors also significantly influenced toxicity color code literacy. However, females (p = .023) and educated farmers (p = .005) correctly interpreted the least toxic color code as green, highlighting the need for inclusive education-based interventions in risk communication. Conclusion The results show a distinction between self-reported farmers’ understanding of toxicity color codes on pesticide containers and their correct interpretation. We suggest that risk communication interventions be redesigned to improve visual literacy and that gender-sensitive training be included to enhance literacy.

Abstract: The digital era demands that every individual possess visual literacy competencies, but in Islamic boarding schools (pesantren), access to technology is often limited to maintain focus on worship. The main problem at the Salafiyah Al-Furqon Islamic Boarding School in Sawangan, Magelang Regency, is the digital skills gap among 12th-grade students. This is caused by the boarding school's policy of only allowing mobile phone use during semester breaks, leaving students lacking practical multimedia skills prior to graduation. This community service activity aims to provide a solution through basic photography and videography training as a soft skill for alumni independence. The method used is a workshop that combines theoretical explanations and direct practice (experiential learning). The results of this activity show a significant increase in students' technical competency; participants are able to operate smartphone cameras with stable shooting techniques, understand the principles of visual composition (such as the rule of thirds and leading lines), and are able to perform basic video editing using mobile-based software applications. Through this training, Islamic boarding school graduates are expected to become individuals who are adaptive to technological developments and able to utilize visual media as a means of creative economics and digital da'wah after graduation.

This paper examines the terminology employed across PubMed publications to refer to medical animations in patient education, also looking at how content is assessed, and the ways in which narrative clarity, aesthetic engagement, and scientific rigor are balanced. The findings reveal both terminological ambiguity when labeling “medical animation” for lay audiences, and heterogeneous content evaluation frameworks. The paper also highlights the absence of medical animations as an area of ​​research in translation research despite their growing role in multilingual health communication. And yet, their nature invites inquiry into multimodal translation strategies. Furthermore, medical animations can serve as a pedagogical tool for cultivating competencies that include multimodal literacy, visual literacy, collaborative knowledge negotiation, boundary-crossing inquiry, interdisciplinary conversation of narrative modes, scientific analysis, and creative synthesis of medical science, technology, visual communication, and language practices.

This study aims to determine the effect of the use of visual literacy on the development of vocabulary and writing skills of elementary school students. The main problem of this study is the low vocabulary and writing skills of students in the learning process, as well as the limited optimal use of digital platforms. This study uses a quantitative approach with a true experimental design Posttest Only Control Group. The location of the study was at SDN Negeri Bedahan 04, Depok City, West Java with research subjects totaling 63 elementary school students divided into two groups Sample 33 students in the control class and 30 students in the experimental class. The research instrument was in the form of essay questions on vocabulary development and writing skills that had been tested, The results showed that the average value of vocabulary development of students in the experimental class was higher than the control class. The Independent Samples t-Test test produced a t-count value of 3,535 greater than tTable 2,000 with a significance of 0.001 &lt;0.05, which indicates a significant effect of the use of visual literacy on students' vocabulary development. Furthermore, the significant influence of visual literacy on writing skills was demonstrated by the Independent Samples t-Test, with a t-count of 4.239 &gt; t-table of 2.000 and a significance value of 0.001 &lt; 0.005. The results of the multivariate test (MANOVA) showed a significance value of 0.001 &lt; 0.05, indicating that the use of visual literacy in Indonesian language learning simultaneously influenced the development of vocabulary and writing skills of elementary school students. It can be concluded that the use of visual literacy is effective in improving the development of vocabulary and writing skills of elementary school students as part of strengthening 21st-century competencies.

Artificial intelligence (AI) has rapidly improved in its ability to produce polished and realistic visual representations of biological structures and processes, yet most AI-generated images still contain factual inaccuracies, inconsistencies, or errors. These types of errors that often make AI images "bad" representations of biology can make AI images powerful pedagogical tools for teaching visual literacy. As biology education relies on diagrams to model structures, processes, and systems that cannot be directly observed, students need to develop skills interpreting, evaluating, and critiquing the visual representations of the unobservable phenomena they encounter in their biology courses. The error-prone and uncanny qualities of AI-generated images can provide rich opportunities for active learning in which students identify inaccuracies, articulate why AI images are incorrect, and refine their understanding of the visual conventions in biology diagrams. The flaws and inaccuracies that make AI-generated biology diagrams "bad" can make them quite good for fostering critical thinking and deep conceptual understanding in biology learners. This perspective outlines practical strategies for incorporating AI images into active learning and assessments in biology courses and offers guidance for generating AI images to use as teaching tools.

BackgroundPhysicians require visual communication skills to convey complex health information effectively. This descriptive evaluation assessed infographic quality and inter-rater reliability as a Bloom’s “create”-level assessment tool within Alexandria University’s third-year Sustainable Healthcare elective, addressing a gap in visual literacy training within the medical curriculum.MethodsWe analyzed 20 collaborative group infographics from the Planetary Health and Sustainable Healthcare online course. Three blinded expert raters independently applied a four-point weighted rubric (total composite score 0–4.0). Reliability was quantified using a two-way mixed-effects intraclass correlation coefficient (ICC) (absolute agreement and average measures) and repeated-measures analysis of variance (ANOVA) (IBM SPSS v.20.0).ResultsThe mean composite score was 3.18 of 4.0 (SD = 0.58; 95% CI [2.95–3.41]; range: 1.50–3.77), with 15 of 20 groups (75%) achieving good-to-excellent ratings (≥3.0). Excellent inter-rater reliability was confirmed: ICC (average) = 0.909 (95% CI [0.798–0.962]). Minor rater effects (F = 5.027, p = 0.012, η2 = 0.21) were overshadowed by substantial between-infographic variance (mean square [MS] ratio: 12.9:1).ConclusionScaffolded infographic assignments produced reliable Bloom’s “create”-level group products (ICC = 0.909) suitable for medical education assessment. The rubric demonstrates discriminative validity in assessing collaborative visual synthesis.

Generative AI text-to-image systems are increasingly used in medical education due to their speed and apparent visual realism, yet they introduce distinct safety and equity risks. Although empirical evaluations are accumulating, evidence on representational bias and clinical fidelity remains fragmented. We conducted a PRISMA-guided systematic review to synthesize findings from 36 empirical studies evaluating AI-generated images in medical teaching, assessment, and patient education contexts. Most studies (80.6%) evaluated DALL·E-based tools. Representational bias was pervasive: 75% of studies reported significant demographic skew, particularly in studies that examined race (66.7%) and gender (58.3%), often within the same study; generated clinicians were often depicted as predominantly white and male. Clinical fidelity limitations were reported in 17 studies (47.2%), ranging from anatomical hallucinations to plausible but incorrect depictions of medical equipment. Importantly, bias and fidelity were often coupled; high visual plausibility can mask clinically or socially consequential distortions, potentially anchoring incorrect mental models. We conclude that AI-generated images should not be treated as neutral educational resources. Safe integration requires a shift from passive adoption to active governance, including expert curation and the incorporation of visual AI literacy into medical curricula.

This hybrid research article explores how comics function as both research methodology and pedagogical intervention for decolonising educational practice in schools in England. Structured through six panels that perform sequential art principles within academic argumentation, the piece draws on conversations with educators, publishers, and comics creators, alongside workshop observations and recent scholarship, to demonstrate how visual storytelling disrupts traditional epistemologies and challenges what counts as legitimate knowledge production. Through a methodology I term panel-based analytical reading – interpreting conversation transcripts through comics’ grammatical structures – I argue that comics-based research offers unique affordances for addressing educational inequities, representing intersectional identities, and developing critical consciousness. The article examines structural barriers across publishing, policy, and institutional assessment that perpetuate epistemic exclusion, while documenting how alternative models – from indie publishing to digital platforms – circumvent traditional gatekeeping. Attending to comics’ particular accessibility for neurodiverse learners and their capacity for multimodal meaning-making, I propose concrete implementation strategies for embedding visual literacy across educational and research contexts. Writing from my position as a non-drawing advocate for visual methods, this piece contributes to growing institutional recognition of creative research methodologies while foregrounding the urgent decolonial work that remains: challenging curriculum violence, resisting epistemicide, and creating space for all ways of knowing to be valued.

This study investigated the adoption, perceived usefulness, and impact of Canva on innovative learning outcomes among undergraduate students in Nigerian universities, aiming to understand how digital visual design tools can enhance creativity, critical thinking, collaboration, and visual literacy in higher education. Employing a quantitative research approach with a cross-sectional survey design, data were collected from 200 undergraduate students across selected public and private universities using a structured questionnaire comprising sixteen items measuring Canva adoption, perceived usefulness, and innovative learning outcomes on a five-point Likert scale. The validity of the instrument was ensured through expert review for face and content validity, while reliability was confirmed via Cronbach’s alpha, exceeding the acceptable threshold of 0.70. Descriptive analyses, including mean and standard deviation, revealed high levels of Canva adoption and perceived usefulness, alongside moderately high innovative learning outcomes among respondents. Inferential analyses using Pearson correlation demonstrated a strong positive relationship between Canva adoption and innovative learning outcomes (r = 0.624, p &lt; 0.05), and a significant positive influence of perceived usefulness on innovative learning outcomes (r = 0.672, p &lt; 0.05), leading to the rejection of both null hypotheses. The findings indicate that students’ engagement with Canva, coupled with their perception of its academic value, significantly contributes to enhanced creative and innovative competencies in learning. The study recommends that Nigerian universities integrate Canva and similar digital tools into curricula, provide training to enhance digital literacy, and ensure adequate institutional support, to foster innovative learning environments that prepare students for the demands of the digital age.

This paper examined the potential of Canva as an emerging instructional technology capable of fostering innovative learning practices in Nigerian universities. The growing demand for digitally mediated and student-centred learning environments has necessitated the exploration of accessible technological tools that can enhance creativity, engagement, and knowledge construction among university students. Against the backdrop of persistent reliance on traditional lecture-centred pedagogy in many higher education institutions, the paper argues that the integration of Canva offers a practical pathway for transforming instructional practices and supporting the development of twenty-first-century skills. Drawing on contemporary literature on educational technology and innovative pedagogy, the paper conceptualises innovative learning within higher education and examines the instructional features of Canva that make it suitable for academic environments. Particular attention is given to its capacity to promote visual literacy, collaborative learning, creative knowledge representation, and improved student engagement through multimodal instructional design. The discussion also identifies key contextual challenges that may hinder the effective adoption of such technologies in Nigerian universities, including inadequate digital infrastructure, limited digital pedagogical competence among lecturers, and issues related to technological accessibility and academic rigour. To address these concerns, the paper proposes strategic institutional approaches involving curriculum integration, professional development for lecturers, infrastructural investment, and supportive educational policies that encourage technology-enhanced learning environments. It concludes that while Canva alone cannot resolve systemic pedagogical challenges within higher education, its deliberate and structured incorporation into teaching practices can significantly contribute to the modernisation of university pe

This research examines how participatory design frameworks can support identity construction in the context of undergraduate visual communication education. It proposes an evolved FC-STEAM model that integrates form storming, creative exploration, and STEAM-based inquiry to help students develop culturally resonant visual identities. The study was conducted in a third-year design course at Thammasat University, Thailand using a design-based research approach. Data were collected through participatory observation, in-depth interviews, and focus groups, with quantitative elements used to examine the impact of large-scale events on decision-making. The analysis combined thematic and semiotic visual analysis, represented by visual artefacts, logo sketches, logo systems, and branding applications at a consistent scale. The results reveal that the FC-STEAM model shifted identity design—previously treated as a purely aesthetic project—towards a collaborative, iterative process rooted in cultural interpretation. The most promising outcomes were achieved through partial implementation of the process, which significantly enhanced visual literacy, collaborative decision-making, and awareness of symbolic meaning within branding contexts. The study contributes a scalable pedagogical model for participatory identity design that aligns strategic design education with semiotic understanding and interdisciplinary creativity.

The article provides a comprehensive theoretical and practical analysis of contemporary approaches to teaching art history for first-cycle (Bachelor's) students majoring in "Vocational Education (Design)." The author argues for a fundamental revision of the traditional educational paradigm, focusing on the transition from reproductive learning of art history facts to the implementation of interactive, visuallyoriented, and immersive methodologies. The study thoroughly examines the role of integrating modern digital tools (VR technologies, online platforms, cloud services) and project-based learning in the formation of professional competencies of future teacher-designers. It is established that studying art history in the second year serves not only as a general educational component but as a strategic tool for developing visual literacy, analytical thinking, and the capacity for creative reflection. Particular attention is paid to the "comparative analysis" technique, which allows students to draw parallels between classical artistic forms and modern trends in graphic, industrial, and environmental design. The paper presents the results of an empirical study conducted among students, confirming a positive trend in the formation of professional motivation and aesthetic taste when using innovative teaching models. The scientific novelty of the research lies in substantiating the synergistic connection between art history training and the future pedagogical activity of a designer, where art history becomes the foundation for creating original visual content and methodological support for the educational process. The findings emphasize that the modernization of art history teaching contributes to the development of "soft skills," which are crucial for the competitiveness of graduates in the European educational and creative labor market.