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.
