Keyword: «teaching methodology»

In an era of rapid social and state development and modernization of the legal system, the issue of quality in modern legal education has become increasingly important. Thus, legal education and the development of professional skills of future specialists play a fundamental role in the formation of a civil society. Therefore, the relevance of this study is determined by the need to adapt the legal education system to the modern requirements of society and the labor market, as well as by the need to train highly qualified legal professionals. The aim of this study is to develop an innovative legal education model that goes beyond simply transferring theoretical knowledge and instead fosters a comprehensive understanding of the law, analytical abilities, and professional competence among students. This model is based on a holistic approach that combines dialectical thinking, system analysis, and practical orientation. It is based on a synthesis of generally accepted scientific methods and specialized research tools, including processes of cognition that move from the particular to the general and vice versa, as well as the creation of educational models. Integration of various scientific fields plays a significant role, allowing us to combine the achievements of pedagogical science, psychological theory, law, and modern information technology into a unified educational system. The conducted research has allowed us to form a comprehensive model for legal education development based on a harmonious combination of traditional and modern practices. During the course of the work, we identified key directions for reshaping the educational process, with a focus on enhancing its practicality, incorporating digital technologies, and fostering cross-disciplinary collaboration. The scientific significance of the research lies in enriching the methodological foundation of legal education and developing innovative approaches to educational organization. The results have significant practical potential, which could be realized through improvements to the legal education system, enhancing the effectiveness of professional training, and promoting legal culture development in society. The practical significance of this work lies in the potential for implementing the developed recommendations in law school curricula, thereby improving the quality of legal training and ensuring the competitiveness of graduates in the job market. The potential for future research lies in testing the proposed model in an educational setting, monitoring its effectiveness, and making adjustments based on the findings.

This article substantiates the necessity of developing digital linguistic competence among learners in supplementary vocational education (SVE) programs in the field of legal linguistics. In the context of large-scale digital transformation of society and judicial practice, there is an urgent need to train specialists capable of conducting scientifically grounded analysis of digital texts characterized by multimodality, fragmentation, interactivity, and dynamism. An analysis of SVE programs revealed a significant gap between educational content and the demands of contemporary expert practice: only 25% of programs include modules on digital technologies. The article proposes a four-component structure of digital linguistic competence (cognitive, operational, technological, and value-regulatory), elucidates the distinctive features of digital discourse as an object of expert analysis, and identifies typical expert tasks. A methodology for developing this competence is justified, grounded in the principles of professional orientation, integration, problem-based learning, reflexivity, and instrumentality, and implemented through case studies, project-based learning, and the use of domestic digital tools (National Corpus of Russian Language, Mystem, AntConc). Evaluation results demonstrate the high effectiveness of the proposed teaching approach. The article is intended for educators, SVE program developers, forensic linguists, and researchers in the field of legal linguistics.

The article examines the inclusion of contemporary Russian authors’ texts in Russian as a foreign language (RFL) and Russian as a non-native language (RNL) courses. Methodological, cognitive, and cultural aspects of working with authentic literary and journalistic texts are analyzed. Using data from the National Corpus of the Russian Language and modern textbooks, the main difficulties foreign learners face are identified, and methods for overcoming them are proposed: text adaptation, context work, cognitive visualization, and discussion of cultural realities.