Integrating Digital Competencies into Legal Education: A Pedagogical Framework for the Future

Guzal  Ergasheva; Rustam  Khursanov; Dildora  Bazarova; Razzoq  Altiyev; Albina  Tadjibaeva; Gulnoza  Yusupdzhanova; Zaynabjon Madatova

doi:10.48161/qaj.v5n2a1709

Authors

Guzal M. Ergasheva Department of Psychology and Pedagogy, ISFT Institute, Tashkent City, 100140, Uzbekistan;
Rustam Kh. Khursanov Department of Department of Business Law, Tashkent State University of Law, Tashkent City, 100000, Uzbekistan;
Dildora B. Bazarova Department of Criminal Procedure Law, Tashkent State University of Law, Tashkent City, 100000, Uzbekistan;
Razzoq S. Altiyev Department of Criminal Law, Criminology and Anti-Corruption, Tashkent State University of Law, Tashkent City, 100000, Uzbekistan;
Albina Yu. Tadjibaeva Department of Criminal Procedure Law, Tashkent State University of Law, Tashkent City, 100000, Uzbekistan;
Gulnoza I.Yusupdzhanova Department of Criminal Procedure Law, Tashkent State University of Law, Tashkent City, 100000, Uzbekistan;
Zaynabjon H. Madatova Department of Pedagogics, Tashkent state Alfraganus university, Tashkent, Uzbekistan, Uzbekistan.

DOI:

https://doi.org/10.48161/qaj.v5n2a1709

Keywords:

legal education, digital competencies in legal studies; digital legal culture; pedagogical framework for legal education; digital transformation in legal education.

Abstract

This study introduces a context-sensitive pedagogical model that integrates legal culture with digital competencies, developed and piloted in higher education institutions across Uzbekistan and Kazakhstan. The research responds to the urgent need to modernize legal education by embedding digital fluency such as AI-assisted legal research, legal informatics, and data ethics within the traditional framework of legal training. A mixed-methods design was employed, combining pre- and post-intervention surveys, six focus group interviews, and non-participant classroom observations across twelve teaching sessions in three institutions. Additionally, ten detailed case studies and a review of over 50 academic sources were analyzed to strengthen theoretical grounding. Quantitative data from 191 students revealed a 35% increase in digital competency scores and a statistically significant 1.0 SD improvement in legal writing proficiency (p < 0.05) after the intervention. Reflective portfolios, in conjunction with NVivo-aided thematic analysis of qualitative data, highlighted substantial increases in student engagement, critical thinking skills, and identity formation as professionals. The proposed model was scalable both in high-resource and low-resource scenarios. Moreover, the study revealed persistent institutional barriers, notably the reluctance of faculty towards educational technologies and infrastructure deficiencies. To address these challenges the study suggests evidence-based interventions such as the use of modular toolkits; a pivot to blended learning; and targeted faculty training and development initiatives. The conducted research is a considerable advancement in the sphere of legal education because it offers the validated and flexible model allowing considering the traditional practice of education, along with the novel approaches to the legal sphere and taking into consideration the interdisciplinary competencies which the students of law faculty require to impress the digital reality in the legal profession.

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