Field Of Legal Education Research Articles

Enhancing clinical law education through immersive virtual reality: A flow experience perspective

BackgroundThe existing literature lacks experimental studies that provide a genuine virtual reality experience, particularly within the context of the flow experience, as it relates to clinical legal education. AimsThis study investigates the impact of immersive Virtual Reality (VR) on clinical law education, with a particular focus on the flow experience. SampleEighty-three law students participated in case practices. MethodThe study adopted an experimental design that included a random post-test control group, two distinct VR environments, immersive VR and desktop VR, were employed to create authentic scenarios mirroring real-life legal cases, and differences between the groups were tested using One-Way Multivariate Analysis of Variance (MANOVA). ResultsThe results revealed that immersive VR significantly enhances the flow experience of law students compared to desktop VR. Participants in the immersive VR group demonstrated higher levels of focused attention, telepresence, time distortion, and interaction, indicating a more profound immersion. Surprisingly, there was no significant difference in terms of enjoyment between the two groups, contradicting previous research in this area. ConclusionsThis study is pioneering in its approach, offering a unique contribution to the field of law education. It highlights the potential of immersive VR as a valuable tool for enhancing clinical legal education and creating more engaging learning experiences. Expanding the use of these virtual environments to both practical and theory-based learning methods presents an exciting avenue for further exploration in the field of legal education.

The relationship of legal science, education, and practice: finding a balance between fundamental legal education and practical skills

The article examines the concept of legal science, education and practice in the context of their interaction. It is noted that the main task of the domestic system of higher legal education is to find a balance between fundamental theoretical training and practical skills. Some types of legal practice require thorough knowledge in the field of both national and international law. Many universities focus on studying the legislation of other countries and foreign languages. In addition, modern political processes require revision of work programs of disciplines, for example, related to the activities of international organizations. For the future professional, we consider it important not only to consolidate theoretical knowledge and mechanical skills, but also to form legal thinking (develop analysis, argumentation, decision-making, responsibility). It is emphasized that the changes in the field of legal education are enshrined in the Report of the European Commission on Ukraine’s progress towards joining the EU, which was published in November 2023. Among other things, there are requirements: to clearly distinguish between legal education and personnel training for law enforcement agencies; strengthen law school admission requirements and law school licensing requirements; introduce a transparent distribution of state orders; review educational programs with an emphasis on ethics, practical training, EU law and international exchanges; implement EDKI. When modernizing legal education, it is also important to pay attention to the learning process, in particular, it is necessary to diversify the activities of students. In addition to traditional lectures, seminars and the previously mentioned practices, the experience of writing coursework and final qualification papers, participation in model processes is important for future lawyers, as this allows for the formation of a general and legal culture of writing and speech, a legal position in a case and the skills of conducting a discussion. It is concluded that new legal mechanisms are being formed in modern Ukraine, which is manifested, in particular, in active law-making, qualitative changes are taking place in legal awareness, including professional awareness. Under such conditions, professional legal education, which involves the formation of students’ practical skills, becomes invaluable. While preserving the training of professionals for a narrow field of legal activity, university education on the basis of domestic and European legal science should be developed at the same time. A university student will be able to become a good specialist only if he studies legal concepts, categories, constructions and ways of their expression in various legal realities. Such knowledge will not become obsolete in a few years, even if the current legislation changes.

ORGANIZATION OF LEGAL EDUCATION IN THE POST-SOVIET PERIOD (90S – 2000S)

The article examines the organization of legal education in the post-Soviet period, from the 90s to the 00s. The fall of the socialist system and the emergence of new states led to changes in the educational sphere, including in the field of legal education. The article analyzes the key changes and challenges faced by educational institutions during this period. As a result of the study, the main trends in the organization of legal education were identified, such as the revision of curricula and programs, the integration of international human rights standards into national educational programs, as well as the active introduction of interactive teaching methods. The importance of strengthening interaction between educational institutions, government bodies and society to create the best conditions for legal education is analyzed. In addition, the article discusses changes in the content of education: from the formation of new curricula to the introduction of advanced teaching methods and new approaches to assessing educational outcomes. An important part of the article is also a discussion of the significance of the development of civil society and the formation of respect for human rights and freedoms through the education system in the post-Soviet context. Overall, the article provides an overview of the key changes and challenges that legal education has faced in the post-Soviet period and discusses the importance of these processes for the development of society as a whole.

The National Education Policy (NEP) of 2020 and the Hybrid Learning Paradigm: Revising Strategies for An Evolving Legal Education Environment

A strong and resilient education system is vital for the progress and growth of any nation, as it equips individuals with the necessary skills and knowledge to effectively address current and forthcoming issues, while also keeping pace with rapid technological breakthroughs. The National Education Policy, 2020 (NEP 2020) plays a significant role in creating a comprehensive framework for the transformation of the education sector. The hybrid approach of teaching and learning has the ability to integrate multiple viewpoints within legal education by combining in-person and online interactions, under the guidance of policy. Nevertheless, it is important to conduct a thorough examination of the pedagogical tactics and technology tools that augment the learning experience in legal education, in order to assess the efficacy of this approach in professional courses like law. Given the aforementioned environment, the primary objective of this study is to comprehensively examine the consequences of incorporating a hybrid method of learning in the field of legal education in India, specifically focusing on its policy implications and relevant issues. This study endeavours to examine the strengths and weaknesses of the paradigm, as well as the ongoing problems and limitations associated with it, in the context of legal education. Moreover, the primary objective of this article is to conduct a rigorous analysis of apparent gaps and inconsistencies that may necessitate additional explanation or refinement in order to effectively accomplish the targeted transformative goals. The paper seeks to provide a valuable contribution to the continuing discourse on educational reform and promote the successful implementation of the hybrid model in accordance with NEP 2020 for the purpose of delivering legal education in India, particularly in the context of the post-pandemic global landscape.

Harnessing NGO Internships for Student Learning: Project Report Submission to the Gaje Symposium 2021

Non-Governmental Organisations (“NGOs”) are amongst the most important actors in the field of legal education. They offer to students what the classroom never can – an opportunity to contribute to addressing real life issues, while equally contextualising what they learn in the classroom. Yet, the role of NGOs in developing pedagogical innovations in clinical education is often overlooked. Similarly, there exists a discord between the internship model and the clinical legal education model. That is, while many NGOs offer internships, such internships rarely provide the level of cross learning expected from a clinical program. Instead, students are delegated clerical, sometimes meaningless work. A well-designed internship in coordination with university faculty provides an invaluable opportunity for students, NGOs and universities to share and co-construct knowledge. However, the potential of such an arrangement is rarely explored, at least in the Indian context. With this as the point of departure, this report captures the experiences and learnings of Centre for Social Justice (“CSJ”) in promoting practice-oriented learning rooted in field realities through its internship program. While a broad overview of CSJ’s internship program is provided, the predominant focus is on the organisation’s work during the COVID-19 lockdown.

New directions in legal education: Moving beyond the socratic tradition

Over the past century, not much has changed in the field of legal education. Several hypotheses have emerged as a result of considerable advancements in education at the same period. The five major philosophies of education—connectivism, humanism, constructivism, cognitivism, and behaviorism—will be examined in the sections that follow. These will all be compared to the Socratic Method, which is the main teaching strategy used in law schools. It will be highlighted how the Socratic Method contains other theories and provides specific examples of how some of these theories have manifested in legal education. Additionally, the impact of technology on legal education will be discussed. This article's main objective is to demonstrate how these theories can be put to use in law schools to create highly competent graduates who will increase the effectiveness of the field as a whole. The ideas presented in this paper will be further illustrated by anecdotes from law schools in North America and Africa.

Психологические основы правового нигилизма

Introduction: the paper discusses the psychological foundations of legal nihilism through the prism of law as a socio-cultural and psychological integrity. The purpose of the study is to analyze legal nihilism from the point of view of legal psychology and to determine the ways to overcome the psychological deformation of legal consciousness. Objectives of the work: to identify the factors that generate psychological deformation of legal consciousness, to determine the role of legal mentality and psychological dominant in the formation of legal nihilism, to characterize the role of intuitive law in the perception and implementation of positive law, to identify the main directions of the educational process to overcome this negative phenomenon. Methods: dialectical-materialistic, synergetic, interdisciplinary, analysis, synthesis, induction, deduction, interpretation of law, legal modeling. Results: legal nihilism has deep conscious-unconscious psychological foundations of deformed legal consciousness associated with the implementation of dominant attitudes, emotional experiences and forms of psychological protection. Due in law becomes an actual legal regulator only if the individual’s psyche passes and accepts his internalization. Otherwise, the law, as a rational-imperative rule, will cause psychological opposition to implementation. Conclusions: ignoring the psychological component of the state policy in the field of legal education and legal realization against the background of the aggravation of military danger, external isolation, sanctions policy, pandemic, falling living standards of the population will lead to an increase in legal nihilism. The way out is the legalization and legitimization of power, the improvement of the democratic and social orientation of the state through the investment support of the state, the innovative restructuring of the economic mechanism, the consolidation of society around the state power, increasing the level of psychological culture of educational and disciplinary processes.

LEGAL CULTURE: CONCEPT, ESSENCE AND MODERN DEVELOPMENT TRENDS

The article explores the modern understanding and essential characteristics of legal culture, which reflects the extent and nature of its development. The relevance of the research topic is due to the needs of forming a high level of legal culture of the population and fostering respect for the rule of law as the most important components of a model of legitimate social behavior necessary for the successful implementation of the tasks of socio-economic development of society and the state in modern realities. The purpose of the study is to identify possible directions for improving and increasing legal culture based on the analysis of scientific approaches to understanding legal culture, as well as existing regulatory legal acts in this area. The methodological basis of the research is represented by a complex of general scientific and private scientific research methods: dialectical method, methods of analysis and synthesis, formal legal, comparative legal and other methods of scientific cognition. The paper analyzes the concept and essence of legal culture, its constituent elements, the state of legal culture, considers approaches to the formation, improvement and development of legal culture at the present stage. Ensuring the rule of law in the law-making and law-realization spheres, formation of appropriate legal thinking, improvement of legislation, legal practice, creation of conditions and motivations for improving legal behavior, introduction of digital technologies into the field of legal education and legal assistance are defined as the main directions for increasing the level of legal culture.

Digital Transformation Of Legal Education

Employers and practicing lawyers face the challenges of digitalisation in society. Many lack enough experience and skills to work with digital technologies. To increase the competitiveness of their graduates, universities have established advanced training programmes related to digital technologies and law; however, a common approach has yet to be found. The development and implementation of the proposed Framework for the Digital Competence of Lawyers will assist in solving novel problems in the field of legal education. This framework should include general digital competencies for all legal professions. The use of computer or virtual simulators, demo versions of popular digital platforms, and LegalTech hackathons within the educational process has been proposed to improve the digital skills of law students, which will allow examining the essence of ongoing processes and better acquire theoretical knowledge about new technologies.

An Analytical Study On Legal Education In The Context Of National Education Policy

The long-awaited discussion on the integrity of the education sector was deliberately initiated by the new education policy. The policy proposal is seen as a review of the country’s current education system as well as legal education sector. Subsequent policies adopted in 1986 and revised in 1992 mainly focus on addressing issues of access to education and equity in educational opportunities between different social groups. Under the rudder of the new education policy, private and self-governing organizations are seeing a radical change seen as being associated with a more self-reliant structure. Bar Council of India and University Grants Commission which is the main structural and regulatory body for under graduates as well as higher legal education. The curriculum for legal studies reflects socio-cultural context with evidence-based practice, history, legal principles, and jurisprudence. Voice has been pedestaled on multiple occasions to increase the diversity in and of Legal Educational Institutions. The National Education Policy is intended to affect state institutions providing legal education and promote bilingual legal education in state law universities also applying it to Legal Educational Institutions. Morality, justice, and principles are significant keywords in the life of any law student. The National Education Policy draft can be seen as a means to accomplish this goal. The legal profession lacks social acceptance and trust, which ultimately affects public confidence in the judiciary. The policy itself faces various aspects of the legal education system and this policy is executed with full budding, the country would take great growth in the field of Legal Education.

АҚШда НОДАВЛАТ НОҲУКУМАТ ТАШКИЛОТЛАРИНИНГ ЮРИДИК ТАЪЛИМДАГИ ЎРНИ

This article highlights the role of non-governmental organizations specialized in the field of legal education in the United States of America. According to the author, non-governmental organizations provide assistance to higher education institutions in the areas of quality control of education, organization of admission examinations, effective management, promotion of scientific developments, employment of graduates, and training of young professionals. The activities of the most popular of these organizations are described in detail. Moreover, conclusions are made on basis of the analysis of the activities of non-governmental associations in the legal field. Based on the investigation of the experience of the United States, proposals will be put forward to strengthen the role of non-governmental organizations in the field of education in our country.

Legal Education: New Challenges

Legal education should aim at promoting ‘Justice’ - The idea of Bar Council of India was to make the study of law as prestigious and attractive as technological and management studies - What is legal education doing for social justice? - The law schools of this country are confronted with the great task of infusing into our legal system - We have been discussing what our law needs - Legal education as a science which imparts to students’ knowledge of certain principles and provisions of law - Profession of law is a noble calling and the members of the legal profession occupies a very high position - legal education should not only produce attorneys but should be observed as a legal tool for social proposal – The aims of legal education may be multi-fold in a developing democratic country like India - Legal education is a broad concept - Legal education is influenced by a multitude of factors. - The function of the Bar Council of India as rules on standards of Legal Education. Legal education institutions engage in field of legal education and strive to improve the quality of legal education in India. There are many challenges and issues surrounding legal education.

Ситуационно-средовой подход к проектированию развития эстетической культуры сотрудников органов внутренних дел

The relevance of the topic under study is due to the fact that at present, the requirements imposed by society and the state to the level of cultural development of an employee of the internal affairs bodies have indicated the need to develop his aesthetic culture. Analysis of the results of research in the field of legal education, is devoted to the study of the phenomenon of the educational environment ATS as a subsystem of vocational service environment showed that it is aesthetically developing enabling incentives and substantial procedural opportunities for the development of aesthetic culture of police officers and has not only normative, but also ethical and aesthetic properties: meaning-generating and value-oriented context of professional and service (educational) activities, empathic relationships and hermeneutic communication of employees. Based on the situational-environmental approach (N. V. Khodyakova), 4 types of aesthetic-developing situations and the corresponding levels of aesthetic culture of employees are identified: 1) the situation of aesthetic perception (adaptive level); 2) the aesthetic-praxeological situation (selective level); 3) the situation of aesthetic communication and the formation of personal aesthetic assessment (reflexive level); 4) the situation of aesthetic creativity and self-change (creative level). Situational and environmental design is defined as the selection and combination of components of the professional and service environment (incentives and opportunities for the development of aesthetic culture), corresponding to the progressive change in the types of aesthetically developing situations. A consistent change in the type of situation determines the dynamic model of the process of developing the aesthetic culture of the Department of Internal Affairs employees. In accordance with the structural model of the aesthetic culture of the officials and the dynamic model of the process of its formation is defined five groups of criteria and indicators to differentiate officers at different levels of development of aesthetic culture. The process of development of aesthetic culture of police officers during the formative experiment was designed in the form of sequential development officers of educational situations. The study was conducted using a questionnaire (the author's questionnaire), testing (the test "Value orientations" M.Rokich), the method of expert assessments. The data obtained as a result of the study confirm the model of situational and environmental development of the aesthetic culture of police officers.

Цифровизация юридического образования: теоретический аспект

We consider current issues of introducing digital technologies into the education system, including in the lawyers’ preparation. We state that digital technologies in a rapidly changing world are not only a tool, but also a kind of life environment that opens up completely new opportunities and makes legal education accessible: the use of individual educational routes, training at any time and from any place where there is the Internet, continuous education. We establish that digitalization is the increasing introduction of digital resources into all spheres of society and is a global trend that is de-veloping rapidly and cannot be stopped. We propose arguments that the de-velopment of digital technologies in the field of legal education is highly ac-tualized and supported at the state level. We substantiate that in the process of digitalization, the structure of education is significantly changing, as well as the approach to the organization of the educational process and the educational environment of students. We argue that the use of new technologies in the educational process is one of the main conditions for the further development of digital education. We identify the strengths and weaknesses of the digitalization of legal education.

Legal competence development of the teacher in sphere of preschool education

Introduction.The authors point to the relevance of the problem of the legal competence development of a teacher in the sphere of preschool legal education. The requirements determined by the Federal State Educational Standards of Preschool Education in the field of legal education and social training of the child indicate the need for its development.Materials and Methods.The authors used methods of analysis, systematization and generalization of scientific literature according to the research problem, experimental research of the development level of a preschool teacher's legal competence. The purpose of the article is to develop a model for the development of legal competence of a preschool teacher.Results.The authors understand legal competence of a preschool teacher as a complex of components (value-motivational, content-legal, functional-activity, reflexive-evaluative), the formation of which ensures a more effective organization of work on legal education of pupils. The authors distinguish three levels of its formation (high, medium, low) and characterize them. There are results of studying the level of formation of the legal competence of a preschool teacher.The authors have developed a model for the development of legal competence of a preschool teacher, focused on the modern values of the preschool education system, the continuity of the teacher's personal and professional development, the formation of his legal attitudes, methods of professional and legal activity. There are the pedagogical conditions for its realization. There are examples of recommended forms and methods of developing the legal competence of a preschool teacher in a preschool educational organization.Discussion and Conclusions.The authors emphasize the need to develop the legal competence of a preschool teacher as a component of their professional competence. Its high level of formation is the basis for the formation of the legal competence of pupils. As a prospect for further research, the authors designate the approbation of the model for the development of legal competence of a preschool teacher and the verification of the pedagogical conditions for its implementation in the conditions of a preschool educational organization.

Current Issues and Prospects of Modern Higher Legal Education in Conditions of the Fight against COVID-19

The purpose of the document is to determine the current problems and the possible directions for the development and improvement of higher legal education in the modern challenges and conditions of the pandemic and post-pandemic of COVID-2019, under the hypothesis that the upcoming emergency is affirmed again. World order General-scientific and special-legal methods of cognition have been used. Through the use of the dialectical method, the current problems of modern legal education have also been identified, their foundations have been investigated and instructions have been sought to improve legal education and the quality of young lawyers in the educational environment of the pandemic. In conclusion, it is highlighted that the findings found in the research can be useful for higher education teachers who are constantly adapting to the new conditions of professional activity in the field of legal education, in the scene of pandemic and the ordering after the pandemic, with particular emphasis on specialists focused on developing suggestions and improving the quality of legal education in the context of the global challenges imposed by COVID-2019.

Igor A. Isaev’s Metaphysics of Power and Law. On Scholar’s Anniversary

The paper deals with the events devoted to the anniversary of an outstanding Russian historian of law, Prof. Igor A. Isayev. On June 11, 2020, our colleague, prominent historian of law, Doctor of Legal Sciences, Professor, Honoured Worker of Science of the Russian Federation Igor A. Isaev turns 75 years old. In addition, for 30 years Prof. Isayev has been the Head of the Department of History of the State and Law, first, at All- Russian Law Correspondence Institute that was later renamed into Kutafin Moscow State Academy of Law (MSAL) and, later, Kutafin Moscow State Law University (MSAL). Since the late 1980s, our University has taken a leading place in the field of legal education, which became possible due to its scholarly potential: the involvement of the most gifted and professional scholars, professors and educators who create and maintain an academic tradition, introduce innovations. Igor A. Isayev has become one of the leaders of the team that has achieved this success and earned credibility in the legal world is. The paper presents his views. In particular, the paper highlights that in his research Igor A. Isaev addresses the fields of history of the State and law, legal ideology, legal culture and legal symbolism, history of political and legal doctrines, and the philosophy of law. Igor Isaev’s life history represents the way of a real scholar, the milestones of his life are represented by written works, numerous pupils and the life of the faculty of the Department of History of the State and Law, the formation of which is impossible without creating an atmosphere of academic freedom, professional solidarity and mutual support.

FORMAÇÃO JURÍDICA E NOVAS TECNOLOGIAS: RELATO DE UMA APRENDIZAGEM EXPERIENCIAL EM DIREITO

O objetivo deste artigo é investigar a contribuição do ensino experiencial no campo do ensino jurídico enquanto instrumento adequado à formação das competências identificadas como importantes aos novos profissionais de Direito. Variadas transformações tecnológicas estão sendo vivenciadas nas profissões jurídicas, com a crescente inserção da automação e da inteligência artificial no mercado de Direito. Nesse cenário, buscou-se identificar as competências necessárias a esses novos profissionais para, a partir da utilização da teoria da experiência de ensino, ser proposto um novo método de formação jurídica com base na aprendizagem experiencial do Direito. Foi utilizada, portanto, como metodologia, especialmente, a análise de doutrina, de acordo com referenciais teóricos da Educação (Kolb e Moon), em consonância com conclusões de pesquisas jurídicas sobre o perfil dos novos profissionais de Direito (CEPI); então, idealizou-se uma nova disciplina para o curso de graduação da FGV Direito SP, cujos resultados foram avaliados e se encontram presentes neste artigo. Concluiu-se, por meio da análise dos diários de bordo produzidos pelos alunos ao longo do semestre e de observação, que o método utilizado foi importante para o desenvolvimento das competências identificadas como relevantes à formação dos novos profissionais de Direito, quais sejam: desenvolver a capacidade de apresentar soluções criativas e rápidas de problemas; trabalhar colaborativamente em grupos diversos; e idealizar, executar e conduzir novos projetos.

The competence of a teacher in the field of preschool legal education as an important component of professional competence

The article discusses the relevance of the development of the teacher’s competence in solving the problems of preschool legal education. The necessity to develop the competence of teachers in the field of preschool legal education is justified by the importance of implementing the requirements determined by the Federal State Educational Standard of Preschool Education in the field of legal education and social training of the child. The authors determined the structure of the teachers’ competence in the field of preschool legal education, presented the characteristics of the components, described the levels of their formation. A model for the development of the teacher`s competence in the field of preschool legal education is proposed, the pedagogical conditions for its implementation are disclosed. There are examples of the recommended forms and methods for the development of the teacher`s competence in the field of preschool legal education which can be implemented in a preschool educational organization.

Legal Education in the Next Future

The legal profession is facing a new working environment marked by increasing globalisation, competition, technological advances and deregulation. Furthermore, the economic perspective imposed by the European Union – which leads us to consider lawyers as business as well as professionals – is having a profound impact on national regulations. Nobody would doubt that the intellectual professions have experienced a deep transformation whereas competition rules – originally addressing more traditionally commercial ventures – have begun to penetrate in this different area. In this time of changes, the ‘qualitative entry restrictions’ – taking the form of minimum periods of education (and related educational standards), post-university vocational training and professional examinations – are maintaining a key role: ensuring that only practitioners with appropriate qualifications and competence can supply their legal services in the internal market.The first part of this paper is devoted to analysis of the evolution and changes involving legal education in European countries, adopting a comparative and historical perspective. Member states have the right to regulate professional services, and they have the primary responsibility of defining the framework in which professionals operate; therefore, regulation of legal education is, first and foremost, a national matter. Nevertheless, a historical overview of the different systems shows that even if the starting points of the different traditions are very distant, sometimes even opposite, there are some common trends in the evolution that are going to create a harmonization in the field of legal education. In particular, every system is going to create a pathway to enter in the legal profession that ensures both academic studies and professional training, combining the theoretical knowledge with practical aspects.The second part of the paper focuses on the new role embraced by the law schools, arguing that the new mission of law schools is, at least in part, to contribute to the creation of legal practitioners. In fact, it seems that the division between exclusively academic theoretical study and post-university vocational training is today unsustainable. Considering the law schools’ new obligation to create both ‘theoretic and practical’ scholarship and the consequent shift towards more skills-based legal education, the second part of the paper will be devoted, in particular, to the analysis of the fundamental role that clinical legal education should play in this process of reform.