The scoping review examines how pedagogy can incorporate visual language and imagination as integral components of the learning process. Sixty-four studies were analysed following PRISMA-like guidelines to identify definitions, taxonomies, pedagogical functions and skills required by visual thinking. The results highlight the cognitive, communicative and motivational role of visual tools and the active contribution of students in the construction of meaning through images. The study proposes an integrated definition of visualisation as an analytical, generative and socially situated process of meaning creation through visual and symbolic forms, offering a conceptual basis for the development of multimodal and creative educational practices.