It is beyond suspicion that legal English stands as a sublanguage of paramount international importance. The extralinguistic basis of legal English has nowadays been extended embracing conflict of overall international-social, political (both foreign and home) interests. As seen from the title of the work, the primary goal of the present article is to investigate the nature of law English. The article covers a detailed analysis of some pivotal, challenging and highly significant linguistic issues that deal with the multifaceted nature of legal English based on the comprehensive historic review of legal English. Thus, the vital importance of the subject is accounted for by the substantial and decisive role legal English plays in our social life.

Senior Bachelor and Master Students in economic and law universities view English for Special Purposes (ESP) course as an essential component in developing both their linguistic and vocational competences. The paper argues that reliance on the use of e-shaped professionally-relevant materials is a shortcut to professional jargon acquisition and pre-employment immersion into future job realities. The existing shortage of published ESP textbooks for students of finance and law stipulates the necessity for the teachers to develop their own customized courses tailored for particular students' needs. Embracing the opportunities provided by information technologies and custom-built e-courses composed of autonomous e-modules has helped to create a personalized virtual learning environment for ESP students of any learning profile or academic background. In addition, it has helped in responding to the challenging contemporary labor market demands. The paper hypothesizes the paramount importance of converting selected study materials into an interactive electronic format in order to better equip students of finance and law with linguistic and professional skills. A questionnaire related to the students' perceptions on the e-course relevance on 5-point Likert-type scale was administered to 208 bachelor and master undergraduates in Finance. 302training courses get a massive student support and serve as a springboard for boosting students' lingua-professional development and enhancing learner autonomy. However, the findings also revealed that the participants of the study even in geographically remote universities, who have quite different cultural and multicultural specificities and prefer working with the printed out paper-based version of the interactive courses, significantly outnumber (83%) those who rely solely on e-learning format (34%). The results of the study are critical to e-courses developers, university IT and administrative staff, and it also provide trajectories for further research.

Environmental sustainability is a constant concern for educational establishments as it has many vital social, academic and financial implications. The aim of this study is to investigate and compare students’ perceptions regarding their university’s environmental challenges in two geographically distant countries: sampling two economic universities in Russia and Armenia. A survey related to university’s environmental challenges based on 5-point Likert scale was administered to the Bachelor’s and Master’s students at Plekhanov Russian University of Economics (PRUE), Moscow, Russia and Yerevan Gladzor University (YGU), Yerevan, Armenia. The findings revealed that irrespective of geographical location, there are similar notable differences in students’ attitudes towards understanding their own role in their university’s environmental well-being. The data shows that the majority of the students strongly understand the concepts of sustainability, sustainable development, eco-friendliness and eco-tourism. The findings reveal that students’ age and their education level significantly correlate with their general knowledge of sustainability. Senior students have more responsible attitude towards environmental sustainability of their university. The study established that the majority of the students perceive that environmental awareness can improve their university’s facilities, quality and academic development. They understand that they themselves are fully responsible for the university’s environmental welfare. Suggestions by environmentally-conscious students in both universities were summarized in 5Ss: surveying the current state of affairs; sounding out the problems; suggesting improvements; saving university’s resources; sharing the experience. The possible causes of environmental problems in the universities have been analysed and their solutions have been recommended. Including formal training in environmental studies in the curricula is suggested. It has also been advised to practice environmental ethics in the universities. The findings of the research can be used for the benefit of all stakeholders and policy makers in promoting universities’ eco-conscious image, increasing students’ environmental awareness and achieving substantial cost savings.