Instituto de Estudios Políticos y Derecho Público "Dr. Humberto J. La Roche"
de la Facultad de Ciencias Jurídicas y Políticas de la Universidad del Zulia
Maracaibo, Venezuela
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Vol. 40, Nº 73 (2022), 837-853
IEPDP-Facultad de Ciencias Jurídicas y Políticas - LUZ
Recibido el 26/04/2022 Aceptado el 22/06/2022
Theoretical and methodological bases
of formation of legal competence of future
specialists of non-legal specialties
DOI: https://doi.org/10.46398/cuestpol.4073.48
Viktoriia Prylypko *
Oleksandr Kotliarenko **
Liudmyla Prypolova ***
Tetiana Dmytruk ****
Olena Paruta *****
Abstract
The objective of the study is a comprehensive analysis of the
formation of the legal competence of future specialists of non-legal
specialties by reviewing the educational programs of the main
specialties in the participation of legal disciplines, describing the
diculties faced by students of non-legal specialties in the study
of legal disciplines, all of which, allows to identify the methodological
characteristics of the teaching of the legal disciplines for the direction of the
students. Varied methodological tools were used, including philosophical
methods of knowledge (dialectical, metaphysical, synergistic), general
scientic and specically scientic (compilers, comparative). The main
results of the work are the denition of the problems of higher education in
the formation of educational programs for students of non-legal specialties
and the identication of the typical problems faced by students of non-
legal specialties in the study of legal disciplines. A set of methodological
* Teacher, Candidate of pedagogical sciences Department of Fundamental and Branch Legal Sciences
Faculty of law, humanity and social sciences, Kremenchuk Mykhailo Ostrohradskyi National University,
Kremenchuk, Pershotravneva street, 20. ORCID ID: https://orcid.org/0000-0002-6271-2148
** Ph.D. Chief of the Research Division Research Division of Military Legislation Issues of the Center
for Military and Strategic Studies of the National Defence University of Ukraine named after Ivan
Cherniakhovskyi, 03049, Kyiv, Ukraine, Povitrootskyi Avenue 28. ORCID ID: https://orcid.
org/0000-0001-8776-2515
*** Ph.D., Leading researcher of the Research Division Research Division of Military Legislation Issues of
the Center for Military and Strategic Studies of the National Defense University of Ukraine named after
Ivan Cherniakhovskyi, Kyiv, Ukraine, 03049, Povitrootskyi Avenue 28. ORCID ID: https://orcid.
org/0000-0002-8429-1866
**** Assistant Kyiv National University of Culture and Arts, Faculty - PR, Journalism and Cybersecurity,
Department - Information Technology, Eugene Konovalets Street, 36, Kyiv, Ukraine. ORCID ID:
https://orcid.org/0000-0002-3300-0635
***** Candidate of Science of Law, Associate Professor Lviv Polytechnic National University, Institute
of Jurisprudence, Psychology and Innovative Education, Department of Theory of Law and
Constitutionalism, 79013, 12 Bandera street, Lviv, Ukraine. ORCID ID: https://orcid.org/0000-0001-
5452-0560
838
Viktoriia Prylypko, Oleksandr Kotliarenko, Liudmyla Prypolova, Tetiana Dmytruk y Olena Paruta
Theoretical and methodological bases of formation of legal competence of future specialists of
non-legal specialties
techniques is proposed in the teaching of legal disciplines for students of
non-legal specialties.
Keywords:
legal competence; legal disciplines; educational program;
teaching methodology; non-legal specialties.
Bases teóricas y metodológicas de la formación de
la competencia jurídica de los futuros especialistas de
especialidades no jurídicas
Resumen
El objetivo del estudio es un análisis exhaustivo de la formación de
la competencia jurídica de los futuros especialistas de las especialidades
no jurídicas mediante la revisión de los programas educativos de las
principales especialidades en la participación de las disciplinas jurídicas,
la descripción de las dicultades que enfrentan los estudiantes de las
especialidades no jurídicas en el estudio de las disciplinas jurídicas, todo lo
cual, permite identicar las características metodológicas de la enseñanza
de las disciplinas jurídicas para la dirección de los estudiantes. Se
utilizaron herramientas metodológicas variadas, incluyendo los métodos
de conocimiento losócos (dialécticos, metafísicos, sinérgicos), cientícos
generales y especícamente cientícos (compiladores, comparativos).
Los principales resultados del trabajo son la denición de los problemas
de la educación superior en la formación de programas educativos para
los estudiantes de especialidades no jurídicas y la identicación de los
problemas típicos que enfrentan los estudiantes de especialidades no
jurídicas en el estudio de las disciplinas jurídicas. Se propone un conjunto
de técnicas metodológicas en la enseñanza de disciplinas jurídicas para
estudiantes de especialidades no jurídicas.
Palabras clave: competencia jurídica; disciplinas jurídicas; programa
educativo; metodología de la enseñanza; especialidades
no juridicas.
Introduction: Research Problem
Law as science provides the “framework” of public relations, creating
a matrix for social interactions. Legal policy determines the ideological
direction of the desired relations between people, group members, and
subjects of law, for this purpose distinguishing socially useful and illegal
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CUESTIONES POLÍTICAS
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behavior. The globalization of social reality aects all spheres of life,
including education. Modern congurations establish the demand for
education. For example, according to a recent UNICEF report, households
account for 30% of total educational expenditures worldwide and 39% in
low- and lower-middle-income countries (UNESCO, 2021a). Education
should predictably contribute to a peaceful, just, and sustainable future.
Knowledge of basic legal concepts is essential for the individual as a
citizen of the state, regardless of professional direction or other individual
factors. Such legal competence should be obtained at the level of school
education, including knowledge of one’s rights and duties, understanding
of the principles of law, ability to defend one’s rights and interests,
including in interaction with public authorities, elective skills, and forms
of implementation of labor and civil legal relations, etc. (Babanina et al.,
2021).
Vocational education is designed to equip a person with the necessary
knowledge and skills in accordance with the specialty and direction. The
level of integration of legal knowledge into professional education is
essential for proper professional competence. Obtaining legal information
necessary exclusively for a person’s social life cannot compensate for
the need to form the legal competence of a future specialist of non-legal
specialties (Pohosian et al., 2021).
The level of demand for legal knowledge and its direction clearly depends
on the chosen specialty and specialization. There is no single model and
countervailing approaches. Therefore, the theoretical and methodological
toolkit, which is chosen by the teacher to convey legal knowledge to the
student audience, is important. The peculiarity will act individualized
complex and system of legal knowledge and skills for the target audience, so
the eective work of the educational and pedagogical team is of particular
importance in the area under study.
The unresolved scientic problem is that in the practical aspect it is
necessary to take into account the variable determinants of social processes.
This implies a departure from the classical form of receiving an academic
education, adding synergetic methodological means of learning for the
most eective receipt of in-demand qualications. A competitive specialist
combines state-of-the-art knowledge with the skills of knowledge updating,
the ability to respond to transformational changes in professional and
socio-social directions.
This requires a new way of thinking about the subject. The development
of critical thinking and skills of knowledge renewal, the ability to learn
throughout life is a professional globalization skill for students of non-
legal specialties, which will ensure the retraining of a specialist in the
future. Education that points solely to a knowledge of the norms of current
840
Viktoriia Prylypko, Oleksandr Kotliarenko, Liudmyla Prypolova, Tetiana Dmytruk y Olena Paruta
Theoretical and methodological bases of formation of legal competence of future specialists of
non-legal specialties
legislation as ontological truth, without the application of critical thinking,
argumentation, comparison, and logical analysis of the casual situation
and trends in legal norm development, loses relevance for the professional
direction of non-legal specialists.
The student must not only master the legal thinking skills but also
understand the trends of legal policy development in his professional
sphere, see the multidimensionality of globalization-legal phenomena and
processes.
The unresolved issue is also the formation of communicative skills,
provided through the development of tolerant perception of others, nding
mutual understanding with representatives of dierent groups, regardless
of age, religious, cultural, and professional orientation, so learning to
respect the rule of law, equality, and justice, promoting non-discrimination
policies and protection of human rights and freedoms - an important skill
of future professionals in the knowledge of any, including non-legal.
Therefore, the study of the peculiarities of formation of legal competence
of specialists of non-legal specialties is important enough for the doctrine
and practice contains signicant unresolved scientic problems, concerns
a wide range of educational specialties and directions, is actualized in
connection with the globalization processes of social and legal relations of
today.
1. Research Focus
This research article focuses on the main methodological aspects
of updating the teaching of legal disciplines for students of non-legal
specialties. The main focus of the study is focused on the problems that
arise among students of non-legal specialties in obtaining legal competence
and the development of proposals for eective teaching of legal disciplines
for such students.
1.2. Research Aim and Research Questions
The aim of the article is a comprehensive study of the formation of legal
competence of future specialists of non-legal specialties.
Objectives:
1. To analyze the educational programs of the main specialties on the
involvement of legal disciplines.
2. To describe the diculties faced by students of non-legal specialties
in the study of legal disciplines.
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CUESTIONES POLÍTICAS
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3. To identify the methodological features of teaching legal disciplines
for students of non-legal.
The section “Literature Review” contains an analysis of the previous
scientic renements in the eld of professional competence of students
of non-legal specialties and the place of legal knowledge and skills in it.
The section “Methodology” contains an indication of the use of the author’s
approaches and methods to the subject of research, in particular, the
method of the survey on the developed author’s questionnaires, which was
conducted in three regions of Ukraine during 2020-2021.
The section “Results and Discussion” presents the research of educational
programs on the main specialties for the involvement of legal disciplines;
highlights the diculties faced by students of non-legal specialties in the
study of legal disciplines; denes the methodological features of teaching
legal disciplines for students of non-legal disciplines. The “Conclusions”
section contains key statements and theses to which the authors arrived at
during the analysis and substantiates the prospects for further research in
a particular area.
2. Literature Review
Scientic sources have not paid much attention to this important issue
by lawyers and pedagogical experts alike. Extensive attention has been
paid to the subject in the context of legal socialization and the denition
of a comprehensive approach in teaching for non-legal students (Schäfke
et al., 2018). Scholars also focus on the role of legal knowledge in times of
pandemic threats and its potential in distance learning (Querci, 2021).
In the theoretical aspect, the researched issues of legal competence
formation are analyzed through the construct of lifelong learning
(Puhach, 2021), focusing on the European standards of higher education
(Spyrydonova, 2021), as well as the importance of legal practice for the
educational process (Bortnyk, 2021). Scientic advances of the new
generation emphasize the need to update pedagogical methods, arguing
that they should be the subject of constant reection of teachers and
administrators of universities, the development of curricula of law schools
should be aimed at developing the intellectual abilities and curiosity of
students (Vargiu, 2021).
The psychological attitude of professional sphere representatives to
students who study non-core disciplines and methodological proposals in
Questions about the knowledge of laws by specialists in other professions
are devoted to the work of B. van Rooij (Van Rooij, 2020).
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Viktoriia Prylypko, Oleksandr Kotliarenko, Liudmyla Prypolova, Tetiana Dmytruk y Olena Paruta
Theoretical and methodological bases of formation of legal competence of future specialists of
non-legal specialties
There are a number of doctrinal developments concerning the level of
legal competence of students of certain specialties, in particular, on the
specic academic needs and problems of students from creative media and
art history to acquire legal knowledge and skills Sherstoboeva and Dubrovina
(2021) the role of business law for courts of business administration (Reems
, 2021; Khan, 2021), the teaching of business law in the mastery of the
material by law and non-law students (Jianjian, 2018), the methodological
challenges of future physicians’ mastery of legal regulation of abortion
(Cohen et al., 2021), and forensic toxicology (Damian et al., 2019).
3. Methodology
3.1. General Background
The methodology is based on a three-level system of methods and
approaches. The rst level considers philosophical methods, in particular
the dialectical method - applied in establishing established and newest
teaching methods; metaphysical method - to highlight the external factors
aecting the educational process; synergetic method - to determine the
hypothetical consequences of the implementation of updated pedagogical
methods.
The second level of the methodology includes general scientic methods:
analysis and synthesis, analogy, abstraction. Among special scientic
methods (the third level) was used compilatory, with the help of which it
was possible to compare the level of demand for legal knowledge in various
non-legal specialties. The comparative method made it possible to analyze
the practice of acquisition of legal competencies by students of dierent
specialties.
3.2. Sample / Participants / Group / Instrument and Procedures
The representativeness of the author’s provisions is substantiated by
using the method of the survey, which was conducted in dierent regions
of Ukraine during 2020-2021 by using the author’s questionnaires. The
participants of the survey are allocated into two groups. The rst includes
undergraduate students studying in all specialties, except “Law”. First-
year students were deliberately excluded from the survey, as their level of
familiarity with the future subjects oered in the educational program may
be insucient to answer the questions.
Three leading institutions of higher education of Ukraine (the State
Higher Educational Institution “Uzhgorod National University”, the
National University “Lviv Polytechnic”, the Kyiv National University of Trade
and Economics) were chosen for the survey. The number of respondents
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was 342 people. The study was carried out by self-lling questionnaires by
students in papers. Hypothetical statistical error - 2%.
The second group of respondents - practicing physicians with various
years of medical practice to establish the demand for legal competence
for medics. The number of respondents was 76. Doctors work in Lviv,
Transcarpathian, and Kyiv regions. Hypothetical statistical error is 1.5%.
3.3. Data Analysis
The analysis was conducted by the authors of the article based on the use
of the method of data collection and the method of analysis of the results,
the search for relationships, and dierences in the arrays. The statistical
method was used to transfer the obtained results to the whole totality of
information. Using the analysis of relations, we determined the degree
of inuence of the factor of the absence of “Medical Law” subject on the
negative legal competence of the respondents of the second group of the
survey.
4. Results and Discussion
Legal competence is necessary for a member of society and a specialist, so
legal education is used to obtain it as an additional element of professional
competence. The latter without legal knowledge cannot be formed since
practice requires possession and use of legal norms a priori as a basic
element of understanding of authority and professional status.
Legal education should be understood as a set of measures of educational,
training, and informational nature aimed at creating appropriate conditions
for the population to acquire legal knowledge and skills, as well as the
process of acquiring legal knowledge, skills, and abilities to form the legal
culture and competence of an individual to exercise the rights of conduct
of the attitude and tasks of a particular professional branch of law. Legal
competence is the result of legal training based on the legal consciousness
of the person, formed at the expense of the development of the future
professional’s own views, position on the socio-legal reality.
The purpose of legal education is to organize an eective learning process
for each student by conveying legal information, monitoring and evaluating
its assimilation. Analysis of the catalog of educational programs. Recent
scholarship advocates the introduction of interdisciplinary approaches to
legal studies (Schäfke et al., 2018), implemented for all approaches and
majors, both legal and non-legal.
Let us analyze the Ukrainian national practice. The analysis of
educational programs of National University “Lviv Polytechnic” allows to
844
Viktoriia Prylypko, Oleksandr Kotliarenko, Liudmyla Prypolova, Tetiana Dmytruk y Olena Paruta
Theoretical and methodological bases of formation of legal competence of future specialists of
non-legal specialties
point out that the educational process contains an insignicant number of
subjects of legal direction and mostly all of them belong to the block of
disciplines to choose from. The results are presented in Table 1.
Table 1. Law courses at the National University “Lviv
Polytechnic”
Name of specialty Name of the law course
Information, Library, and Archives
Legal support of professional activity;
Legal basics of communication with
the authorities
Finance, banking, and insurance Legal Basics of Business Activities
Marketing Legal Basics of Business Activities
Environmental Design Labor law
Software Engineering Labor legislation
Computer engineering
Normative-technical documentation
of the branch (mandatory)
Cybersecurity
Normative legal support, standards,
and policy of information and cyber
security
Journalism Legal norms of journalism in Ukraine
Psychology Legal psychology
Management none
Logistics none
Industrial Engineering none
Drawn up by the authors based on an analysis of Lviv Polytechnic National University.
Majors’ directory. Retrieved from: https://www.uzhnu.edu.ua/.
As for the educational programs of Uzhgorod University, the situation is
much simpler. Most majors contain the subject “Jurisprudence” (“History
and Archaeology”, “Philology”, “Economics”, “Entrepreneurship”, “Trade
and Stockbroking”, etc.) or none at all (“Medicine”, “Dentistry”, “Forestry”).
Only one specialty – “Cybersecurity” oers a selective course “Legal Basis of
Information Protection”.
Almost the same approach is used in the educational programs of the Kyiv
National University of Trade and Economics. “Jurisprudence” as a general
course is oered to students of “Information Systems and Technologies”,
“Finance”, “Banking and Insurance”, “Marketing”; for “Tourism” a course
on labor law is selected; for “Food Technologies” it is considered that legal
competence is not needed at all.
According to the authors, this analysis demonstrates that there are no
unied approaches to educational programs, higher education institutions
independently determine the necessary level of legal competence.
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The improvement of the higher education system is based on the
indicators of educational development worldwide, and in this regard, given
the global trends (Shobonova et al., 2020). The UN Educational, Scientic
and Cultural Organization in its new global report “Reimagining our
futures together: a social contract for education” points out that education,
especially vocational education, should act as a new social contract that
should unite the world “around collective eorts and provide the knowledge
and innovation needed to shape a stable and peaceful future for all who
are anchored in social, economic and environmental justice” (UNESCO,
2021b).
Unfortunately, Ukrainian universities are at the initial stage of forming
special approaches to higher education. Let us allow ourselves to criticize
the approach of the State Educational Institution “Uzhgorod National
University” and the Kyiv National University of Trade and Economics, where
the basics of law is a general discipline without analyzing the demand for
legal knowledge within the specialization and qualication of the student.
In general, for some majors in HEE is not enough and the number
of legal subjects oered to choose from, in particular for the specialty
“Cybersecurity” we consider it appropriate to focus on information law
as the main legal branch, without which their professional competence is
incomplete. Also, for students of management, logistics, food technology
specialty it is necessary to study the basics of at least business law; forestry
- environmental law; medical and dentistry - medical law.
Let us turn to the experience of leading universities. Experts argue not
only about the need for specialization, but also the systematic updating of
educational courses. In addition to environmental law and environmental
law, European universities, with the nancial assistance of the European
Union, are introducing a mandatory course on energy transition law,
“Comparative Climate Change and Energy Transition Law between the EU
and the United States,” which has been taught since 2019 (Smith et al.,
2019). This example reects the demand for knowledge not of general rules
and principles of law, but industry-specic specialized law and practice.
The results of the author’s survey also illustrated the actualization of
legal knowledge among students (Fig.1). Almost 68% of respondents
indicated the demand for legal disciplines.
846
Viktoriia Prylypko, Oleksandr Kotliarenko, Liudmyla Prypolova, Tetiana Dmytruk y Olena Paruta
Theoretical and methodological bases of formation of legal competence of future specialists of
non-legal specialties
Fig.1. Drawn up by the authors according to the results of the
author’s survey
So, the majority of students understand the importance of legal
competence for their professionalism in the future. However, almost half
believe that legal subjects are not enough in their educational program (see
Fig. 2 for details).
Fig. 2. Drawn up by the authors according to the results of the
author’s survey.
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Students face a great deal of diculty in obtaining legal competence. As
N. Nikonova, the requirements for law students can be an overwhelming
task for students in other majors. Therefore, it is necessary to adapt the
material, to simplify it if possible (Nikonova, 2020). H. Ambaras Khan
argues that law is perceived as a dicult topic and takes a lot of time. This
subject needs to be presented in a way that is acceptable to students to
attract attention and interest. During the Covid-19 pandemic, all teaching is
done through an online platform. The instructor must have a good teaching
plan to ensure that students are able to learn and enjoy the subject of law
(Khan, 2021).
Our survey of students also conrmed the diculty of legal knowledge
for their perception (Fig. 3).
Fig.3. Drawn up by the authors according to the results of the
author’s survey.
Content analysis of preliminary research and the author’s survey allowed
us to group the problems in the study of legal disciplines into such groups:
1) the complexity of the material for perception;
2) the volume of the legal course;
3) the material is very boring and uninteresting;
4) low professional and pedagogical competence of the teaching sta;
848
Viktoriia Prylypko, Oleksandr Kotliarenko, Liudmyla Prypolova, Tetiana Dmytruk y Olena Paruta
Theoretical and methodological bases of formation of legal competence of future specialists of
non-legal specialties
5) lack of understanding of the need to apply legal knowledge in the
future for professional competence.
Despite the problems in obtaining legal competence, it is still in demand
and necessary for specialists in a particular specialty. Let us illustrate
this with an analysis. Another study we conducted among physicians
demonstrated the demand for knowledge of medical law. In particular,
when asked if they told a patient’s close relatives his diagnosis without prior
consent, 89% responded in the armative.
We should add that such behavior is contrary to national standards
in health care. 56% of doctors do not see the need to ask a minor over 14
years about consent to treatment, because they believe that these issues
should be discussed with the parents before adulthood. The above shows
the lack of knowledge about the specics of the legal regulation of issues
of medical secrecy, the provision of medical services to a minor patient, so
the principle of condentiality is practically not respected in the health care
system of Ukraine.
If medics had received knowledge in the sphere of medical law when
studying in HEE, the results of legal errors would have been lower. Medical
law as a complex institute of law has formed recently in the post-Soviet
space (three to ve years), so it is just beginning to be introduced as an
academic discipline among medical students.
Peculiarities of teaching legal subjects for law students are manifested
in the fact that the knowledge they acquire is important for their future
specialization, but in contrast to the prole, disciplines require additional
adaptation to acquire knowledge. This applies to legal tools, conceptual and
categorical apparatus, understanding of the system of law and the system of
legislation, and key concepts of general theoretical jurisprudence.
The teacher should not rely on the fact that students of non-legal
specialties have the necessary basic knowledge to perceive the specialized
rules of law. For example, in presenting any legal subject, especially in the
rst lecture classes, emphasis should be placed on the basic concepts that
will be used later to enrich the student’s lexical toolkit.
In particular, it is appropriate to focus on the fact that jurisprudence
uses such concepts as “legal person” instead of the commonly used “rm”
or “enterprise”; to explain the dierence between the legal force of laws and
bylaws and interpretative legal acts from the previous two; to distinguish
crime and misconduct; to recall the system of public authorities and the
structure of the judicial system of the country.
The set of methodological and conceptual and categorical apparatus
depends on the legal course oered to students. We consider it necessary to
provide in the introductory class some general methodological provisions
for the enrichment of theoretical concepts of legal sense.
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Another important feature of gaining knowledge is that the approach
used in the educational process should be aimed specically at the student
of a particular specialty. Suppose when expounding “Entrepreneurial Law”
for law students, one should focus exclusively on topics that have not been
the subject of other courses, in particular, within the framework of economic
law, civil law, tax law, customs law, budget law, shareholder law, etc.
However, when teaching the same course for students of non-legal
specialties (economists, logisticians, nanciers, managers) it is necessary
to expand the subject of the discipline to include the main provisions of
related subjects. It is important that the specialist who will develop and
teach the relevant course be familiar with the educational program and
the individual plans of the student. Thus, the discipline will be an eective
component of a single set of educational components.
To reduce the level of complexity of the material, it is methodologically
correct not only to simplify it but also to adjust the student’s evaluation
criteria. The level of knowledge of the subject cannot be the same as that
of law students. Law students often study in law schools certain existing
attitudes, personalities, qualities, interests, values. Typically, individuals
with well-developed linguistic skills, reading a lot of material, writing, and
rhetoric come to study. Therefore, professional outcomes among non-law
students cannot be achieved with the same course model, teaching styles,
and strategies adopted for teaching law students.
A methodological shift in teaching approaches from the general
normative to the specically casual is necessary for a better perception of
the material. A sign of successful learning in any eld of endeavor is the
ability of students to retain information from the course. The way to achieve
this goal is for instructors to create comprehensible factual situations in the
form of problems stemming from jurisprudence.
The sharper and more vivid the subject matter, the more likely students
will engage in class discussions and remember what they have learned.
The ability to model legal situations, to make decisions that do not violate
legal procedures when applying knowledge plays an important role in a
professional’s qualications. The main indicator of assimilation of legal
knowledge, abilities, and skills acquired by the future specialist is the
ability to show the degree of their readiness to work consciously using the
information received.
By democratization and humanization of education, an important
condition in the formation of legal competence is that the student is
considered as an active subject of the educational process, his subjective
experience, cognitive needs and abilities, future professional interests and
requests, his individual and personal characteristics. determine the success
of higher education. Consideration of employer and student opinion is a
necessary principle of formation of modern professional education.
850
Viktoriia Prylypko, Oleksandr Kotliarenko, Liudmyla Prypolova, Tetiana Dmytruk y Olena Paruta
Theoretical and methodological bases of formation of legal competence of future specialists of
non-legal specialties
Conducting a co-design of curricula, literature can lead to greater
student engagement, motivation, and learning, contribute to the
development of graduate qualities and positively inuence the relationship
between students and teachers. An important methodological approach to
overcoming the problem of alienation from the law is the cooperation of all
participants in the educational process.
Skills of independent mastering of knowledge have a key place for
students extracting higher education, the individual pace of learning,
independence in mastering the acquired knowledge takes priority. The task
of researchers in establishing the correct vector of knowledge acquisition
and determining the proper vector of independent work, monitoring and
supervising this process.
In the period of globalization changes, the dominance of technical
ways of obtaining knowledge, computer education of students - all this
contributes to independent work. Students can systematically update legal
knowledge, in particular, follow the changes in legislation and practice
through the ocial Internet representations of public authorities (Supreme
Council, President of Ukraine, Commissioner for Human Rights, Ministries
and departments). They usually contain not only normative legal acts but
also an unocial interpretation by specialists.
Also positively assess the public access to decisions of all levels of
the judiciary and local authorities, legal registries. Therefore, it becomes
relevant to use the technology of independent work to form university
students’ skills of independent mastering of knowledge and skills,
development of their ability to self-improvement and self-education, rapid
response to changes in the law, and the state.
And in conclusion, we note that in the context of pandemic threats, legal
competencies can serve as a subject of social communication and contribute
to the reduction of social tension among students, which is due to distance
learning. Socialization activities are an essential part of the educational
process, as well as other non-formal and informal educational opportunities
that derive from participation in the social life of the university.
Through the introduction of social distancing activities, students
may feel isolated, depressed, and anxious, and thus face unprecedented
challenges in achieving their academic goals. Law courses are creative,
fostering discussion, argumentation, and motivation, so they provide an
opportunity, unlike exact academic subjects, to feel free, socially engaged.
Quercin, I. motivates that the activity of teaching law can help de-escalate
some of the side eects of quarantine on students while also generating
innovative changes in society. Methods exist and can be developed to create
rich learning environments where the law is a tool for participation and
inclusion, despite the problems associated with long-term e-learning and
distance education (Querci, 2021).
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CUESTIONES POLÍTICAS
Vol. 40 Nº 73 (2022): 837-853
Conclusions
Analysis of the educational programs of students of non-legal specialties
in the three leading universities of Ukraine has demonstrated the lack of
unied approaches to educational programs, higher education institutions
independently determine the required level of legal competence and often
do so without applying special methodological approaches, violating
international legal standards in the eld of education. The practical
problem of higher education is the study of the general course of law basics,
which only indirectly contributes to the development of professional
competence, or often the lack of legal disciplines at all, but the demand for
the competitiveness of a specialist.
The results of the survey of students demonstrated their interest in the
study of complex legal and professional disciplines, they emphasized the
insuciency of such disciplines, as well as their diculty for perception.
Typical problems faced by students of non-legal specialties in the study
of legal disciplines were identied: the complexity of the material for
perception; the volume of the legal course; lack of curiosity of materials;
low professional and pedagogical competence of the teaching sta; lack of
understanding of the need for legal knowledge application in the future for
professional competence.
The need for legal competence is demonstrated by reviewing the results
of a survey of practicing physicians in the area of medical and legal issues
and the need to deepen the knowledge of the latter in the area of medical
law is indicated.
It is proposed for the application of the following methodological
techniques in teaching legal disciplines for students of non-legal specialties:
additional adaptation to the acquisition of knowledge by explaining the
used legal tools, conceptual and categorical apparatus, understanding of
the system of law and the system of legislation and key concepts of general
theoretical jurisprudence.
Individual pedagogical approach aimed at the student of a particular
specialty and avoiding the unication of material for all areas, including law
students; simplication of the material of the discipline and correction of
the criteria for assessing knowledge; transition from the general normative
to a specically causational approach in teaching; intensication of
communication and cooperation between the teacher and the student in
order to adjust work programs and lecture material; formation of the skill
of independent mastering of knowledge and skills, which will facilitate the
possibility of renewal of knowledge during life; using legal disciplines as a
springboard to overcome the problems of pandemic nature in education.
Prospects for future studies analyze the specics of obtaining legal
competence by specialists in certain areas and the demand for them in
practice, the possibility in the future to update knowledge during life.
852
Viktoriia Prylypko, Oleksandr Kotliarenko, Liudmyla Prypolova, Tetiana Dmytruk y Olena Paruta
Theoretical and methodological bases of formation of legal competence of future specialists of
non-legal specialties
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Esta revista fue editada en formato digital y publicada
en julio de 2022, por el Fondo Editorial Serbiluz,
Universidad del Zulia. Maracaibo-Venezuela
Vol.40 Nº 73
