Visual literacy, once considered secondary to written literacy, has now emerged as a crucial educational competency, involving the interpretation, evaluation, and creation of visual content. It encompasses the ability to engage with multimodal elements—such as text, imagery, and design—addressing the demands of diverse social and cultural contexts. Initially perceived as a purely cognitive skill, visual literacy is increasingly viewed as a social practice, where meanings are influenced and shaped by cultural and situational factors. This conceptual shift has become progressively relevant in second language (L2) acquisition, particularly with advancements in computer-assisted language learning (CALL). While progress has been made, research continues to emphasise the importance of formally developing visual literacy in education, advocating for its integration into structured curricula. Incorporating visual literacy into L2 instruction through CALL tools enhances comprehension and retention of language, and cultural awareness, while fostering critical thinking and creative expression. The visual and interactive, engaging nature of CALL can provide an enriched language learning experience, making it both more stimulating and effective. However, achieving effective visual and digital literacy education requires targeted teacher professional development to equip educators with the skills to interpret, evaluate, and produce visual content effectively. Furthermore, assessment methods must evolve to evaluate students’ visual, digital, and multimodal competencies, ensuring they can critically and creatively engage with visual media. These strategies not only prepare learners to navigate an progressively visually oriented world but also position them as capable communicators who can thrive in digital and globalised environments.