<![CDATA[Textbooks have served as pedagogical tools at different educational levels and also generally play a socialization role in transmitting broader cultural norms, including tacit messages about gender roles. In contrast, awareness of gender equity studies has increased; however, existing research on visual gender representation across multiple textbook series and school levels in Indonesia remains sparse. This study examines gender representation in English Language Teaching (ELT) textbooks in Indonesia across various educational levels and book series to identify the balance of gender representation in images, analyze the gender roles in various activities, explore variations in gender representation among textbook series, and analyze patterns of gender representation across educational levels. Qualitative methods are employed to measure gender visibility and activity roles, as well as to interpret and assess interaction patterns, contextual meanings, and the prevalence of stereotypes. The coding framework distinguished between stereotypical and non-stereotypical representations and was used to compare series and educational levels systematically. We find that male characters are more prominent across portrayals, and lead characters are often represented by men in leadership, professional, or active contexts, compared with female lead characters, who are typically depicted in domestic or leisure roles or as supportive. Stereotypical representations persist across educational levels, although some counter-stereotypical depictions are present in newer series and at higher levels. Cross-series comparisons reveal that gender balance varies across textbook series, reflecting differences in editorial and design decisions. Some textbooks present more balanced representations than others, while gender bias remains visible in several materials. These findings suggest that efforts toward gender inclusivity have been uneven across educational levels and textbook series. By examining visual representations across a wide range of ELT textbooks, this study provides evidence to inform the development of more equitable and inclusive learning materials at all levels of education.]]>
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