This study investigates the role of visual communication in shaping perceptions of the Belt and Road Initiative (BRI) through a comparative analysis of educational and media materials in China and the United States. Visual communication, increasingly central in pedagogy and public discourse, functions not only as a learning aid but also as an ideological tool that frames global initiatives. This study employs a qualitative systematic literature review (SLR) using a PRISMA-based selection process and thematic analysis. A total of 12 peer-reviewed studies published between 2015 and 2024 were systematically reviewed, focusing on visual representations of the BRI in educational and media-based learning materials from China and the United States. The analysis identified three main themes: visual narratives as ideological framing tools, comparative representations across national contexts, and the impact of visuals on learners’ interpretive skills. The research aimed to identify visual communication strategies in BRI-related educational materials, examine how these visuals reflect political, cultural, and ideological narratives, and compare cross-national differences in visual framing. The findings indicate that Chinese materials emphasize cooperation, development, and cultural symbolism to legitimize the BRI, while U.S. and Western materials predominantly highlight risks, debt, and geopolitical rivalry, reflecting caution and skepticism. European and Hong Kong narratives demonstrated hybrid framings, balancing opportunity with suspicion. The study concludes that visuals serve as powerful framing devices that influence geopolitical literacy by reinforcing national ideological positions. It further suggests that integrating visual literacy into education is essential for fostering critical analysis of international narratives and avoiding passive acceptance of biased representations.
Mengyao Qi1,2, Shahrul Nazmi Bin Sannusi3, Ammar Redza Bin Ahmad Rizal4 (Wed,) studied this question.