Visual literacy in Ghanaian Colleges of Education- Art tutors’ conceptualization and practice

Abstract

This study investigated the conceptualization and practice of visual literacy among art tutors in Ghanaian Colleges of Education. Visual literacy, involving the ability to interpret, produce, and communicate through visual means, is essential in 21st-century education. However, limited research has explored how art tutors in Ghana define and integrate visual literacy into their pedagogy. This study addressed this gap by examining tutors’ understanding and instructional practices, identifying challenges, and proposing a framework for improvement. The rationale for the study stems from the need to strengthen visual literacy skills in teacher education to enhance teaching effectiveness and learner engagement in visual arts. A mixed-methods sequential explanatory design was adopted, underpinned by a constructivist worldview and transcendental phenomenology. Quantitative data were collected through structured questionnaires from 40 art tutors across five educational zones. Qualitative data were gathered using semi-structured interviews and classroom observations, allowing for deeper insight into tutors’ lived experiences, instructional strategies, and contextual constraints. Findings revealed diverse interpretations of visual literacy among tutors, shaped by their academic training, teaching experience, and exposure to media technologies. Notable inconsistencies were identified in how visual literacy concepts are applied in the classroom due to the lack of a standardized pedagogical framework. In response, a comprehensive model was developed to guide the structured integration of visual literacy into art education curricula. The study recommends adopting the proposed model across Colleges of Education to improve visual literacy instruction. Future research should assess the model’s effectiveness in enhancing student learning and its adaptability across subject areas.