In the dissertation, for the first time, current domestic and foreign scientific literature on the specified issue is analyzed; a conceptual vision of the historiographical situation was formed, the main directions of development were investigated. It has been demonstrated that the analysis of the state of research of the problem proves the relevance and importance of the considered and analyzed issues. In the historiographical context, the problems of the artistic component in the design solutions of educational and educational websites and portals are summarized within the following trends: A) in the historical and chronological aspect, the study of the specified problem is not uniform; B) within the framework of the comparative analysis, it is obvious the inconsistency of the study of design practices of the Western and Eastern European spaces; C) in the context of formal and stylistic analysis, as well as the study of stylistic "iconography" in the visual repertoire of design solutions of websites and portals for education and training, there are significant substantive gaps.
The second chapter examines and defines the typological characteristics of the design of educational sites and portals, which requires special attention to the definition and justification of design typology criteria. The universal typology contains two main types of educational web resources: representative and educational, which are defined and substantiated based on the following criteria: a) relatedness of informational messages; b) specifics of using information messages; c) features of visual representation of content. In the context of the specified criteria, three types, which are best represented by the interpretive capabilities of the design approach, are highlighted, namely: corporate, creative and responsive design approach. Correctly designed design solutions of educational and training websites, which demonstrate compliance with the balance of functional and aesthetic components of the system, allow the user to be a participant in genre combinations and hybridizations. As markers of the typology of the system of expressive means, three components of design solutions that operate with expressive means in the corresponding artistic context are defined: 1) morphological solutions; 2) compositional normalization; 3) style solutions. The third section presents an analysis of the spatial and compositional structure of network resources. According to our conclusions, the typology that is important for the means of artistic expression has a triadic structure and is as follows: 1) font-font; 2) font-sign; 3) font-illustration. At the same time, it is worth paying attention to the key signs of the transition of the font to the image. For example, using words, phrases or lines in poster mode or addressing the viewer at once with two standards of representation: verbal-textual and artistic-figurative. Stylistic principles are the most flexible categories in the analysis of the artistic and stylistic repertoire (or styling) in the design of educational sites and portals. It is shown that among the main markers of styling, the following are key: A) artistic and emotional clarity, which is achieved by maximally specifying the iconic and symbolic aspects of the artistic language of the website design; B) meaningful association with the context, expressed through visible points of intersection between the actual message and its background qualities, between the central artistic idea and individual aspects that clarify and deepen it; C) functionality of decorative content: all elements of web design that stylize (decorate, create effects) must be subordinated to a utilitarian purpose, the meaning of which is obvious in the usability system.
In the fourth chapter, it is proved that quite traditional groups of means (color, shape, composition), as well as contextual collections of tools that combine the aesthetics and functionality of the website into a common complex of emotional consumption. The second group of means of expression is defined according to the reverse principle: 1) compositional solutions should not generate additional interpretations; 2) the morphology of objects should not form secondary components; 3) tonal and color solutions should avoid the effects of graphic noise and decorativeism; 4) aesthetics within the principles of web-accessibility should narrow the effects of perception, not expand them.
Keywords: expressive means of web design, web usability, web accessibility, design of educational websites and web portals, design-aesthetics of network resources, styling
