Verdad y Derecho

Revista Arbitrada de Ciencias Jurídicas y Sociales

Vol. 3(2), 26-35, 2024

https://doi.org/10.62574/h6h8yx45

https://doi.org/10.62574/h6h8yx45

26

Teaching law and its adaptation to contemporary university pedagogy

Teaching law and its adaptation to contemporary university pedagogy

Josía Jeseff Isea-Argüelles

ui.josiaia82@uniandes.edu.ec

Universidad Regional Autónoma de los Andes (UNIANDES), Ibarra,

Imbabura, Ecuador

https://orcid.org/0000-0001-8921-6446

SUMMARY

The aim of the research is to analyse the teaching of law and its adaptation to contemporary

university pedagogy. A descriptive type of research was used on a population of 16 scientific

articles to understand how pedagogical innovations are being implemented and their impact on

the training of competent jurists. The importance of the implementation of active methodologies

and the use of ICT in the transformation of legal education is highlighted. Seven documentary

categories have been identified as essential to develop in order to manage meaningful learning

of law: i) Implementation of active methodologies in legal education, ii) Use of Information and

Communication Technologies (ICT), iii) Challenges and opportunities in pedagogical adaptation,

iv) Innovative pedagogical strategies, v) Reflections and effective practices, vi) Reflections and

effective practices, vii) Integration and future of legal education.

Descriptors: legal education; vocational education; higher education (Source: UNESCO

Thesaurus).

ABSTRACT

The aim of the research is to analyse the teaching of law and its adaptation to contemporary

university pedagogy. A descriptive type of research was used on a population of 16 scientific

articles to understand how pedagogical innovations are being implemented and their impact on

the training of competent jurists. The importance of the implementation of active methodologies

and the use of ICT in the transformation of legal education is highlighted. Seven documentary

categories have been identified as essential to develop in order to manage meaningful learning

of law: i) Implementation of active methodologies in legal education, ii) Use of Information and

Communication Technologies (ICT), iii) Challenges and opportunities in pedagogical adaptation,

iv) Innovative pedagogical strategies, v) Reflections and effective practices, vi) Reflections and

effective practices, vii) Integration and future of legal education.

Descriptors: legal education; vocational education; higher education. (Source: UNESCO

Thesaurus).

Received: 07/02/2024. Revised: 11/02/2024. Approved: 12/03/2024. Published: 01/05/2024.

Research articles section

Verdad y Derecho

Revista Arbitrada de Ciencias Jurídicas y Sociales

Vol. 3(2), 26-35, 2024

Enseñanza del derecho y su adaptación a la pedagogía universitaria contemporánea

Teaching law and its adaptation to contemporary university pedagogy

Josía Jeseff Isea-Argüelles

27

INTRODUCTION

Legal education has undergone a significant transformation in recent decades,

driven by the need to adapt to contemporary social, technological and educational

changes. Legal education can no longer be based solely on the passive

transmission of theoretical knowledge; it is essential to incorporate active

methodologies and interdisciplinary approaches that promote critical thinking,

problem solving and the practical application of legal concepts (Atehortúa-

Rengifo, 2023; Bayuelo-Schoonewolff, 2015).

One of the most prominent approaches in this transformation is problem-based

learning (PBL), which has proven to be effective in training legal professionals

with practical and analytical skills (Cicero, 2018; Gil-Galván, 2018). PBL not only

facilitates in-depth understanding of legal topics, but also fosters collaboration

and the development of transversal competences essential for the practice of the

profession (Guamán-Gómez & Espinoza-Freire, 2022).

The incorporation of information and communication technologies (ICT) in the

teaching of law has opened up new possibilities for pedagogical innovation. The

use of digital tools and online platforms allows for greater interaction and flexibility

in the teaching-learning process, which translates into a more dynamic and

accessible educational experience (Valencia-Cárdenas & Suárez-García, 2023).

However, adapting university pedagogy to the contemporary needs of legal

education also faces challenges. Teachers must be prepared to integrate these

new methods and technologies into their educational practices, and institutions

must provide the necessary support and resources to facilitate this transition

(Cruz-Piza et al. 2022; Rodríguez-Jemio, 2016).

In this context, it is crucial to analyse and reflect on the different pedagogical

strategies that are being implemented in higher education for the teaching of law.

Therefore, the most effective methodologies and best practices adopted by

universities to train competent jurists adapted to the requirements of the 21st

Verdad y Derecho

Revista Arbitrada de Ciencias Jurídicas y Sociales

Vol. 3(2), 26-35, 2024

Enseñanza del derecho y su adaptación a la pedagogía universitaria contemporánea

Teaching law and its adaptation to contemporary university pedagogy

Josía Jeseff Isea-Argüelles

28

century are explored (Mora-Amezcua, 2022; Peralta-Lara & Guamán-Gómez,

2020).

Through a review of the existing literature, we aim to provide a comprehensive

overview of how pedagogical innovations are transforming legal education and

preparing for future challenges in the training of lawyers (Vásquez-Santamaría &

Restrepo-Jaramillo, 2021; von-Hohendorff et al. 2021).

Accordingly, the research objective is to analyse the teaching of law and its

adaptation to contemporary university pedagogy.

METHOD

The research work adopted a documentary analysis design with the aim of

examining and evaluating the pedagogical methodologies employed in the

teaching of law in the context of contemporary higher education. A descriptive

type of research was used on a population of 16 scientific articles to understand

how pedagogical innovations are being implemented and their impact on the

training of competent jurists.

Data collection was carried out through a systematic review of the existing

literature. Recognised academic databases such as Scopus, Scielo, Latindex

2.0, and Google Scholar were consulted to identify relevant articles published in

the last five years. Inclusion criteria were studies that addressed the

implementation of active methodologies in law teaching, the use of information

and communication technologies (ICT) in the educational process, and case

studies of universities that have adopted these practices.

ANALYSIS OF THE RESULTS

The literature review shows that the adoption of active methodologies has been

crucial for the transformation of legal education. In particular, problem-based

learning (PBL) has been widely recognised for its effectiveness in training legal

professionals with practical and analytical skills (Atehortúa-Rengifo, 2023; Gil-

Galván, 2018). The study by (Cicero, 2018) highlights that PBL facilitates a

Verdad y Derecho

Revista Arbitrada de Ciencias Jurídicas y Sociales

Vol. 3(2), 26-35, 2024

Enseñanza del derecho y su adaptación a la pedagogía universitaria contemporánea

Teaching law and its adaptation to contemporary university pedagogy

Josía Jeseff Isea-Argüelles

29

deeper understanding of legal issues, promoting collaboration and the

development of transversal competences essential for the practice of the

profession.

The integration of ICT in the teaching of law has opened up new possibilities for

pedagogical innovation. According to (Valencia-Cárdenas & Suárez-García,

2023), the use of digital tools and online platforms allows for greater interaction

and flexibility in the teaching-learning process. This approach translates into a

more dynamic and accessible educational experience, aligned with the

contemporary needs of law students.

Despite advances, adapting university pedagogy to the contemporary needs of

legal education faces several challenges. Teachers must be prepared to integrate

these new methods and technologies into their educational practices (Cruz-Piza

et al., 2022; Rodríguez-Jemio, 2016). Lack of resources and institutional support

may limit the effectiveness of these innovations.

Various pedagogical strategies have proven to be effective in teaching law. For

example, interdisciplinarity is an approach that has gained relevance, allowing

students to approach legal problems from multiple perspectives (Centellas-

Vargas, 2014), the combination of law and art, such as film analysis, has been

used to foster a broader and more critical understanding of legal concepts

(Córdova-Vinueza, 2020).

In addition, (Gatgens-Gómez, 2020) and (Mora-Amezcua, 2022) stress the

importance of reflecting on current pedagogical practices to improve the teaching

of law. These reflections include the continuous evaluation of active

methodologies and their impact on students' academic and professional

performance. Research by (von-Hohendorff et al. 2021) suggests that project-

based learning can be an effective complementary methodology for legal

education.

The study by (Vásquez-Santamaría & Restrepo-Jaramillo, 2021) highlights the

importance of integrating research and clinical practice in legal education. This

Verdad y Derecho

Revista Arbitrada de Ciencias Jurídicas y Sociales

Vol. 3(2), 26-35, 2024

Enseñanza del derecho y su adaptación a la pedagogía universitaria contemporánea

Teaching law and its adaptation to contemporary university pedagogy

Josía Jeseff Isea-Argüelles

30

integration not only improves students' practical training, but also strengthens

their ability to apply theoretical knowledge in real contexts. In addition, (Peralta-

Lara & Guamán-Gómez, 2020) emphasise that active methodologies must be

continuously adapted and improved in order to maintain their relevance and

effectiveness in higher education.

Table 1 presents the documentary categories designed on the basis of the

analysis of the results:

Table 1. Documentary categories based on the implementation of

pedagogical innovations in law teaching.

Main Category

Subcategory

Description

References

Implementing

active

methodologies in

law teaching

Problem Based

Learning (PBL)

Effective training of legal

professionals with practical

and analytical skills.

(Atehortúa-

Rengifo, 2023;

Gil-Galván,

2018).

Implementing

active

methodologies in

law teaching

Problem Based

Learning (PBL)

PBL facilitates a deeper

understanding of legal issues

and fosters collaboration and

the development of essential

skills.

(Cicero, 2018)

Use of Information

and

Communication

Technology (ICT)

Pedagogical

innovation

The use of digital tools and

online platforms allows for

greater interaction and

flexibility in the teaching-

learning process, enhancing

the educational experience.

(Valencia-

Cárdenas &

Suárez-García,

2023).

Challenges and

opportunities in

pedagogical

adaptation

Teacher

preparation

Teachers must be prepared to

integrate new methods and

technologies into their

educational practices.

(Cruz-Piza et

al., 2022;

Rodríguez-

Jemio, 2016).

Challenges and

opportunities in

pedagogical

adaptation

Teacher

preparation

Lack of resources and

institutional support can limit

the effectiveness of these

innovations.

-

Innovative

pedagogical

strategies

Interdisciplinarity

Interdisciplinarity allows

students to approach legal

problems from multiple

perspectives.

(Centellas-

Vargas, 2014)

Innovative

pedagogical

strategies

Interdisciplinarity

Film analysis to foster a

broader and more critical

understanding of legal

concepts.

(Córdova-

Vinueza, 2020)

Verdad y Derecho

Revista Arbitrada de Ciencias Jurídicas y Sociales

Vol. 3(2), 26-35, 2024

Enseñanza del derecho y su adaptación a la pedagogía universitaria contemporánea

Teaching law and its adaptation to contemporary university pedagogy

Josía Jeseff Isea-Argüelles

31

Reflections and

effective practices

Continuous

evaluation of

methodologies

Continuous evaluation of

active methodologies and their

impact on students' academic

and professional performance

is crucial for improving law

teaching.

(Gatgens-

Gómez, 2020;

Mora-Amezcua,

2022).

Reflections and

effective practices

Project Based

Learning

Project-based learning as an

effective complementary

methodology for legal

education.

(von-

Hohendorff et

al., 2021).

Integration and the

future of legal

education

Research and

Clinical Practice

Integrating research and

clinical practice enhances

students' practical training and

their ability to apply theoretical

knowledge in real-life contexts.

(Vásquez-

Santamaría &

Restrepo-

Jaramillo, 2021)

Integration and the

future of legal

education

Continuous

adaptation of active

methodologies

Active methodologies must be

continuously adapted and

improved to remain relevant

and effective.

(Peralta-Lara &

Guamán-

Gómez, 2020)

Source: Own elaboration.

Table 1 provides a comprehensive and structured overview of the documentary

categories based on the implementation of pedagogical innovations in law

teaching. In the following, each of the identified categories and subcategories is

analysed, highlighting their relevance and most significant findings:

Problem-based learning (PBL) has proven to be highly effective in the training of

legal professionals, developing practical and analytical skills. This methodology

facilitates a deep understanding of legal issues, promoting both individual

learning and team collaboration, and fosters essential cross-cutting skills for

future lawyers, such as problem solving and critical thinking.

The integration of ICT in law teaching has significantly transformed educational

dynamics. The use of digital tools and online platforms enhances interaction and

flexibility in the teaching-learning process, providing a more accessible and

dynamic educational experience. This approach not only modernises legal

education, but also prepares students for a professional environment where

digital competences are increasingly important.

Verdad y Derecho

Revista Arbitrada de Ciencias Jurídicas y Sociales

Vol. 3(2), 26-35, 2024

Enseñanza del derecho y su adaptación a la pedagogía universitaria contemporánea

Teaching law and its adaptation to contemporary university pedagogy

Josía Jeseff Isea-Argüelles

32

The adaptation of new methodologies and technologies in legal education

presents significant challenges. Teachers must be prepared to integrate these

innovations into their educational practices. However, lack of preparation and

resources can limit the effectiveness of these initiatives. It is crucial that

educational institutions provide the necessary support to enable teachers to

implement these tools effectively. Ongoing training and professional development

are essential to overcome these barriers.

Interdisciplinarity emerges as an innovative pedagogical strategy that allows

addressing legal problems from multiple perspectives. This methodology

enriches students' education by exposing them to different disciplines and

approaches; the use of artistic elements, such as film analysis, fosters a critical

and broad understanding of legal concepts, providing a richer and more diverse

context for learning.

Continuous evaluation of active methodologies is essential to improve the

teaching of law. Reflecting on current pedagogical practices and their impact on

students' academic and professional performance allows these methodologies to

be adjusted and optimised, ensuring that they adapt to the changing needs of the

educational and professional environment. Project-based learning effectively

complements other active methodologies, enabling students to apply theoretical

knowledge to practical situations and develop skills relevant to their future

careers.

The integration of research and clinical practice in legal education enhances

students' practical training and strengthens their ability to apply theoretical

knowledge in real contexts. This connection between research and practice is

crucial for developing essential competencies in future lawyers, legal education

must remain dynamic and responsive to pedagogical innovations in order to

remain effective. The constant improvement of active methodologies ensures that

students are prepared to face contemporary challenges in the legal field.

CONCLUSION

Verdad y Derecho

Revista Arbitrada de Ciencias Jurídicas y Sociales

Vol. 3(2), 26-35, 2024

Enseñanza del derecho y su adaptación a la pedagogía universitaria contemporánea

Teaching law and its adaptation to contemporary university pedagogy

Josía Jeseff Isea-Argüelles

33

The importance of the implementation of active methodologies and the use of ICT

in the transformation of legal education is highlighted. Seven documentary

categories have been identified as essential to develop in order to manage

meaningful legal learning: i) Implementation of active methodologies in legal

education, ii) Use of Information and Communication Technologies (ICT), iii)

Challenges and opportunities in pedagogical adaptation, iv) Innovative

pedagogical strategies, v) Reflections and effective practices, vi) Reflections and

effective practices, vii) Integration and future of legal education.

Despite the challenges in implementing these categories, scrutinised studies

indicate that these pedagogical innovations have proven to be effective in training

competent jurists adapted to contemporary demands. Continuous reflection and

adaptation of pedagogical practices are essential to further improve the teaching

of law, ensuring that students are well prepared for the challenges of the 21st

century.

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in research.

ACKNOWLEDGEMENTS

To the teachers who work to provide quality education.

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Verdad y Derecho

Revista Arbitrada de Ciencias Jurídicas y Sociales

Vol. 3(2), 26-35, 2024

Enseñanza del derecho y su adaptación a la pedagogía universitaria contemporánea

Teaching law and its adaptation to contemporary university pedagogy

Josía Jeseff Isea-Argüelles

35

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