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Within the contemporary landscape dominated by visual media, educators' proficiency in visual literacy is crucial for effective pedagogy, particularly in English language instruction. This research aims to explore the effects of visual literacy training on the capability of English teachers at Kalam Kudus Elementary School, Bali, to create innovative teaching materials. Utilizing a mixed-methods approach, the research engaged 21 teachers in a professional development program centered on contrast, repetition, alignments, and proximity (CRAP) design principles. The study's methodology combined quantitative and qualitative data, integrating pre-and post-tests, visual literacy questionnaires, and semi-structured interviews to evaluate changes in teachers' visual literacy competencies and their practical application in the classroom. The findings reveal significant improvements: (i) teachers demonstrated a substantial enhancement in their visual literacy skills, with an average Gain Score of 74.15%, reflecting the program's statistically significant effectiveness; (ii) teachers’ ability to create visually engaging and pedagogically sound teaching materials was markedly improved; and (iii) despite these gains, challenges in balancing visual design with content selection persist, underscoring the need for ongoing professional development. The research underscores the critical role of visual literacy in modern education, with clear implications for broader educational policy and curriculum design. By integrating visual literacy training into teacher development programs, educational institutions can significantly enhance the quality of instructional materials, thereby improving student engagement and learning outcomes.
Bachtiar et al. (Fri,) studied this question.