Exploring the Role of Illustrations in Secondary-Level English Textbooks under Meghalaya Board of School Education (MBOSE)

Textbooks are not only tools for delivering content but also visual mediums that influence how students engage with and understand academic material. This study explores the perceptions of B.Ed. student teachers regarding the role and effectiveness of illustrations in Class IX and X English textbooks prescribed by the Meghalaya Board of School Education (MBOSE). A total of 60 pre-service teachers were purposively selected as the sample for the study. Data was collected using a structured questionnaire containing both close-ended questions and open- ended questions focused on various aspects of textbook illustrations, including their relevance, cultural representation, environmental awareness, visual appeal, and inclusivity. The responses were analysed using frequency and percentage. The findings reveal that while illustrations are present in most chapters and generally considered helpful for comprehension and engagement, concerns remain regarding the extent to which they reflect local culture, avoid stereotypes, and effectively support classroom learning. The study underscores the importance of thoughtful visual design in textbooks to ensure both pedagogical value and cultural responsiveness.

English Textbooks, Illustrations, Student Teacher Perceptions, Cultural Representation, Environmental Awareness, MBOSE

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