The purpose of the study is to substantiate theoretically, develop, and experimentally verify the organizational and pedagogical conditions for the integration of teaching methods in the process of training bachelor's degree students in law. Tasks: 1. Analyze the essence and peculiarities of integrating teaching methods in the training of future bachelor's degree students in law as a pedagogical problem. 2. Substantiate methodological approaches and conceptual foundations for integrating teaching methods in the process of training bachelor's degree students in law. 3. Substantiate the organizational and pedagogical conditions for the integration of teaching methods in the training of future bachelors in law. 4. Build a model of the integration of teaching methods in the training of bachelors in law and a component structure of the teacher's readiness to use the integration of teaching methods, as well as criteria, indicators, and levels of formation of the relevant components. 5. Develop a methodology for implementing the organizational and pedagogical conditions for integrating teaching methods in the training of future law graduates. 6. Experimentally test the effectiveness of the organizational and pedagogical conditions for integrating teaching methods in the training of law graduates.
The object of the study is the professional training of bachelor's degree students in law at higher education institutions. The subject of the study is the integration of teaching methods in the process of training bachelor's degree students in law.
Methods: analysis, generalization and systematization, questionnaires, interviews, pedagogical observation, expert evaluation, testing, forecasting and pedagogical modeling, mathematical statistics.
The scientific novelty of the research lies in the fact that, for the first time, the organizational and pedagogical conditions for the integration of teaching methods have been theoretically substantiated, developed, and experimentally verified (ensuring the interconnection of content and teaching methods for the formation of specific professional and general competencies based on a clear definition of the lesson's objectives; transversality as the focus of the integration of teaching methods on the formation of cross-cutting skills and professional competencies; the readiness of teachers and students for the integration of teaching methods; taking into account the impact of the digital environment on the possibilities of integrating teaching methods); the conceptual foundations of the integration of teaching methods in the process of training bachelors in the field of law (systematic integration, level structure of skills, transversality, digital environment, active position and reflectivity of the student, humanistic dimension of activity) have been defined, based on methodological approaches (competence-based, integrative, heuristic-analogical) and principles (systematicity, axiologicality, synergeticity; competence, integrativity; peculiarities of education of bachelors in the field of law, modeling and simulation of legal situations); a model of integration of teaching methods in the process of training bachelors in the field of law has been developed, which contains four blocks (methodological, theoretical, methodological, experimental) and its component structure of readiness for the use of teaching method integration by teachers and students (motivational-value, informational-content, activity-organizational, and result-evaluative components, as well as criteria, indicators, and levels of formation of these components); the classification of teaching methods in legal education has been improved by introducing the concept of an “integrated method,” which combines different levels of learning activity, contributing to the formation of cross-cutting skills; clarified the meaning of the concept of “integration of teaching methods” in legal education as a process of systematic combination of traditional, problem-solving, interactive, and digital teaching methods focused on the formation of professional and transversal competencies; the methodology for preparing teachers and students for the integration of teaching methods has been specified; the provisions of the theory of integrative teaching in the context of professional education of future bachelors in the field of law have been further developed.
