In the era of digital transformation in higher education, visual tools are gaining particular importance for teaching abstract disciplines such as philosophy. This article is devoted to the typology of visualization tools for philosophical material, both within philosophy itself and in pedagogy. The study is based on a systematic literature review, comparative analysis, and typological classification of visual formats. The paper presents a systematic analysis of modern forms of visualization – from verbal and visual metaphors, diagrams, and symbols to infographics, memes, comics, and graphic philosophy – considering their pedagogical potential and limitations. The results show that the effectiveness of visual tools depends on their alignment with educational goals, the audience’s level of preparation, and the specifics of the philosophical material. The article provides practical recommendations for the selection and integration of various types of visualization, as well as for involving students in the process of co-creating visual representations. It concludes that visual tools should not replace, but rather complement, traditional philosophy teaching, fostering the development of analytical and creative thinking, as well as a deeper understanding of philosophical concepts.