The possibilities of project activity in the development of critical thinking among students – future lawyers

the article investigates the potential of project-based learning (PBL) as an effective psycho-pedagogical tool for developing critical thinking (CT) skills in law students. The theoretical framework is based on constructivist and social constructivist approaches. An empirical study was conducted using a pre-test/post-test control group design (n=42 in each group) to test the hypothesis that PBL positively impacts the development of CT. The formative experiment involved three types of projects: analysis of case law, drafting normative legal acts, and mock trials. Assessment was carried out using a complex of psychodiagnostic methods (L. Starkey, V.V. Ponomareva, A.V. Karpov, R. Bramson and A. Harrison). The results of the control stage showed a statistically significant improvement in CT indicators in the experimental group: the proportion of students with a high level of CT doubled (from ~21-24% to 50%), and a shift towards analytical and realistic thinking styles was recorded. No changes were observed in the control group. The results prove the effectiveness of project-based learning for the formation of key competencies of future lawyers.

project-based learning, critical thinking, law students, legal education, pedagogical experiment, metacognitive activity, thinking styles, professional training