<![CDATA[Visual literacy is a multidimensional competency encompassing the ability to interpret, produce, and evaluate visual representations. Poster design instruction in senior high school requires a conceptual framework that systematically connects these competencies with learning activities and assessment indicators. This study aims to formulate a conceptual framework for visual literacy learning in senior high school poster design through the integration of visual analysis, production, and reflection. A qualitative approach was employed through a focused integrative literature review of eight core publications, supported by relevant theoretical and empirical literature. The analysis involved information extraction, thematic categorization, cross-source comparison, and conceptual synthesis. The review resulted in a framework comprising three interconnected dimensions: visual analysis for interpreting visual elements and messages, visual production for constructing communication through design, and visual reflection for evaluating design decisions and refining artworks. These dimensions were operationalized through learning activities, competency indicators, and assessment evidence, including analysis worksheets, concepts, sketches, poster artworks, and records of reflection and revision. The proposed framework provides a conceptual foundation for poster design instruction that integrates visual interpretation, creation, and evaluation. Further validation and empirical investigation are required to examine its feasibility and effectiveness.]]>
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