Composition as a fundamental component of designer’s professional training: theoretical justification and empirical verification

Abstract

The purpose of this study is to theoretically substantiate and empirically verify the role of composition as a fundamental component of designer training within contemporary digital contexts. The methodology combines theoretical analysis of historical compositional models, content analysis of design curricula (Ukrainian and international), student surveys, an eye-tracking experiment, and case study reviews of 14 real-world projects (2018– 2024). The article proposes a three-level compositional thinking model — composition → layout → grid — as a framework for visual logic in print and UI/UX design. The applied methods include descriptive statistics, t-tests, ANOVA, correlation analysis, and visual data (heatmaps, gaze paths). The scientific novelty lies in integrating classical compositional principles with digital tools and empirical cognitive metrics, positioning composition not only as an artistic skill but also as a functional, user-centred problem-solving system. The results demonstrate that early and intensive training in composition significantly enhances performance in related disciplines (typography, UI/UX), reduces users‘ cognitive load, improves visual quality, and contributes to achieving measurable business goals. Designers with strong compositional thinking exhibit higher effectiveness, adaptability, and cross-disciplinary design competence. The conclusions emphasise the need for educational reform: vertically integrating composition training throughout the curriculum, embedding digital platforms (Figma, CSS Grid), encouraging interdisciplinary collaboration, and developing objective evaluation tools. Composition is framed as a connective visual-cognitive language essential for contemporary design practice. Its mastery empowers designers to navigate complexity, foster clarity, and address accessibility and usability challenges.