Elena M. Zorina

The relevance of the study is determined by a profound value-normative crisis in youth legal consciousness, manifested in the spread of legal nihilism, vulnerability to manipulative influences, and weakly developed citizenship. At the same time, the digital transformation of the educational environment and the "visual turn" in culture necessitate adapting pedagogical methods to the cognitive preferences of the "digital generation," which predominantly processes information through multimodal formats. Traditional dogmatic approaches to legal education, focused on rote memorization of norms, fail to engage the emotional-value sphere of personality and prove insufficient for developing holistic legal culture as an integrative quality encompassing cognitive, affective, and behavioral components. The aim of the article is the theoretical substantiation and methodological design of an artistic case model as an innovative pedagogical support for fostering legal culture among students. The leading approaches employed are systemic (considering legal culture as an integrated whole), interdisciplinary (synthesizing jurisprudence, pedagogy, art history, and cultural studies within the "Law and Art" paradigm), and competency-based (interpreting legal culture as a transdisciplinary competence). For the first time in Russian pedagogical science, the concept of "artistic case" has been operationalized as a didactic construct that integrates literary text, visual art, and media content into a unified semantic structure focused on a moral-legal dilemma. A three-level structural-functional model has been developed, comprising a core (dialogue of arts based on semantic resonance), a contextual-methodological shell (historical-cultural commentary and a system of problem-based tasks), and a toolkit of pedagogical cues. A universal five-stage analytical algorithm has been proposed–from emotional perception to conscious legal positioning–sequentially developing all components of legal culture. The typology of pedagogical cues for decoding multimodal content has been substantially expanded. Theoretical significance lies in creating a holistic conceptual framework for integrating art into legal education, thereby bridging the gap between humanities and jurisprudence. Practical value is determined by the model's readiness for immediate implementation in the educational process without additional resources, with its reliance on available cultural artifacts, and its adaptability across diverse educational contexts, including legal education within foreign language instruction.

The article discusses the problem of optimizing the structure of a foreign language lesson in a higher education institution. The relevance of this research stems from the growing demand for a higher level of practical proficiency in a foreign language among students, as well as the need to optimize every aspect of the learning process. Special attention is given to the initial, organizational, and motivational stages, which, in traditional practice, are often reduced to mere technical procedures that do not contribute to solving the modern challenges of foreign language education. It is proved that the traditional approach to the beginning of the lesson, limited only to organizational issues and the announcement of the topic, is not effective enough to solve the modern most important tasks of foreign language education. The aim of the article is to theoretically substantiate and develop a practice-oriented model for conducting the initial stage of the lesson, aimed at improving the overall effectiveness of learning. The main approach to studying the problem is to analyze and synthesize domestic (activity-based, student-centered) and foreign (ESA, ARC models, Theory of Self-Determination) methodological concepts, as well as to compare the structural elements of the beginning of lessons in authentic British textbooks. The main results of the study were: identification of the shortcomings of the traditional "organizational structure"; development of a three-component model of an optimized initial stage (communicative launch, actualization and problematization, joint goal setting). The model was tested, which confirmed the increased involvement of students, increased motivation and intensification of speech practice. The theoretical significance of the work lies in the systematization of scientifically based approaches to the design of the initial stage of the lesson. The practical value of this article lies in providing specific techniques and general guidelines for teachers on how to turn the start of a lesson into a multi-functional module that engages students in productive learning activities.