It appears that adults as textbook users are often overlooked, even though textbooks play an important role in the learning process not only in primary and secondary education, but also in adult education. Primary and secondary school textbooks predominate, and it is expected that most research attention is focused on them, while textbooks for adults remain in the background. A special group of textbook users who are neither pupils nor secondary school students are higher education students, for whom there are no age restrictions, and for whom visual elements intended for a younger population are not motivational. The latter was the reason for researching a less explored area, namely higher education textbooks. There is little research in this area, especially from the perspective of textbook content design, as the text is often in the foreground. The purpose of this thesis is to investigate how textbooks for this level are designed visually and in terms of layout, and perhaps to show that textbook design goes far beyond the aesthetic appearance of the product. The findings may be helpful to those who prepare such learning materials and encourage critical reflection on the use of various visual elements.
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