Student scientific research in jurisprudence as a form of project activity: theoretical foundations and implementation practice

this article examines student scientific research in jurisprudence as a type of project activity within the framework of implementing a competency-based approach to education in higher education institutions. The regulatory basis for integrating project-based learning in accordance with the requirements of the third-generation Federal State Educational Standards (FSES) is analyzed. To form an evidential foundation, the article characterizes the theory and stages of project activity, and draws parallels between the structure and stages of scientific research and the algorithm for performing student research coursework projects. Based on practical experience in training legal professionals at K.E. Tsiolkovsky Kaluga State University, elements of successful implementation of a methodology for developing research and project skills among students while mastering the course "Designing in Professional Activity" are demonstrated. In this regard, the article describes the methodological experience of applying a project-based approach when completing coursework in the form of scientific articles by students majoring in legal disciplines and specialties. The authors emphasize that using this teaching methodology develops students’ experience in conducting scientific research, which is subsequently successfully applied in writing graduation qualification works. It is argued that the project-based approach in education promotes the development of independence, analytical thinking, and professional competence of future lawyers, as well as prepares them to perform high-quality legal activities.

jurisprudence, student scientific research, project activity, competencies, legal education, FSES, research projects, professional training