Chychkevych O. The formation of future law bachelors' readiness for professional activity in the context of digitalization: the differentiated approach

The goal of the study is as follows: to theoretically substantiate, develop, and experimentally verify a model for forming the readiness of future bachelor’s degree holders in law for professional activity in the context of digitalization based on a differentiated approach. In accordance with the subject and purpose of the study, the following objectives were defined: 1. To analyze scholarly and pedagogical literature in order to determine the state of research on the problem in pedagogical theory and to clarify the key concepts of the study. 2. To theoretically substantiate the conceptual foundations for applying a differentiated approach to the formation of readiness of future bachelor’s degree holders in law for professional activity in the context of digitalization. 3. To identify and justify the pedagogical conditions for implementing the model of forming readiness of future bachelor’s degree holders in law in the context of digitalization. 4. To develop a model for forming the readiness of future bachelor’s degree holders in law for professional activity in the context of digitalization based on a differentiated approach and to experimentally verify its effectiveness. 5. To develop methodological recommendations for participants in the educational process. Object of the research – professional training of future bachelor’s degree holders in law. Subject of the research – formation of readiness of future bachelor’s degree holders in law for professional activity in the context of digitalization. Methods: analysis and generalization, comparative analysis, classification and systematization, modeling, pedagogical observation, questionnaires, surveys and testing, pedagogical experiment, methods of mathematical statistics. The scientific novelty of the obtained results lies in the fact that for the first time, a model for forming the readiness of future bachelor’s degree holders in law for professional activity in the context of digitalization and the pedagogical conditions for its implementation have been theoretically substantiated, defined, and experimentally verified. These conditions include: the formation of a digitally oriented educational environment for the professional training of future bachelor’s degree holders in law with due regard to professional legal specificity based on a differentiated approach; the implementation of individualized educational trajectories for the professional training of future bachelor’s degree holders in law; ensuring reflective support of students’ educational activities in a digital environment; and variability of forms and methods of organizing the educational process based on individual educational needs as the foundation of a differentiated approach. The content and structure of the readiness of future bachelor’s degree holders in law for professional activity in the context of digitalization have been specified through motivational-value, cognitive-content, operational-activity, and reflective-evaluative components, along with relevant criteria, indicators, and levels of readiness. The concepts of “readiness of future bachelor’s degree holders in law for professional activity in the context of digitalization,” “differentiated approach in a digital educational environment,” and “pedagogical conditions for forming digital professional readiness of a lawyer” have been refined. The content and methodological support of the process of forming lawyers’ professional readiness for work in a digitalized environment based on a differentiated approach have been improved, and further development has been achieved in pedagogical theory concerning the digitalization and differentiation of training of future bachelor’s degree holders in law.