The Use of Smart Technologies in the Professional Training of Students of the Law Departments for the Development of their Critical Thinking

Abstract

The objective of this study was to find out how effective the use of smart technologies is in the professional training of students of the law departments, in particular for the formation and development of their critical thinking. According to the author, the combination of the potential of smart technologies in learning and the development of critical thinking in students allows the most optimal solution of the contradictions between the needs of a modern society and the current practice of professional training of students, in particular, students of the law departments. The experimental model with the use of smart technologies was tested in the academic courses "Intellectual Property and Copyright" and "Fundamentals of Administrative Law", which are part of the special subjects of the educational and professional training program for students of the Speciality 081: Law. In order to analyze the results obtained and the efficiency ratio of the experimental model against the traditional model and STATA Software was applied. The study showed the efficiency of the use of smart technologies in the formation and development of critical ©2020 The authors and IJLTER.ORG. All rights reserved.thinking in future lawyers. The author concluded that the use of smart technologies in the professional training of students of the law departments also facilitates feedback, which increases students' learning motivation and allows monitoring of changes in student development. This model can be applied to teaching other subjects in both full-time and distance learning.

Critical thinking in training bachelor of law in Vietnam under the influence of the process of internationalization of higher education and the fourth industrial revolution

“…Pensar em termos de linguagem é entendido como a manifestação de um estágio superior do processo cognitivo, aprofundando-se na natureza e descobrindo a regularidade das As drásticas mudanças que impactam diretamente os campos da ciência jurídica mostram que as atividades de formação do bacharel em direito não se esgotam na aplicação dos avanços da ciência e da tecnologia ao ensino, mas também atualizam prontamente novos conhecimentos científicos jurídicos sob a influência e impacto da revolução industrial 4.0, bem como durante a universidade. A combinação do potencial das tecnologias inteligentes na aprendizagem e no desenvolvimento do pensamento crítico nos alunos permite a solução mais otimizada das contradições entre as necessidades de uma sociedade moderna e a prática atual de formação profissional dos alunos, em particular, estudantes de departamentos de direito (KOPOTUN et al, 2020). Com a atual taxa de desenvolvimento rápido, se as atividades de formação de bacharel em direito não acompanharem o desenvolvimento da ciência jurídica no mundo para atualizar e complementar, é muito difícil para os alunos acompanharem e se adaptarem ao ambiente de trabalho bem como ao conhecimento científico jurídico internacional.…”

Professional Foreign Language Training in the Context of the Digital University

“…Modern globalization processes, covering all spheres of life, set high requirements for future specialists of higher education, in general, and for philologists, in particular. Today, the optimization of foreign-language professional training of future philologists, including in the information and educational environment, is relevant [5,6]. In this regard, one of the main prerequisites of this study is to consider the nature and structure of foreign language professional training of students of philology, increasing the effectiveness of which causes considerable interest of researchers to this issue.…”

Peculiarities of using of the Moodle test tools in philosophy teaching

“…The research paradigm is represented by Alan Crawford [6], John Dewey [7], Diane F. Halpern [9], Jaakko Hintikka [12] Martha J. Kurtz [25], Matthew Lipman [18], and others. The national tradition includes the publications of Alina O. Karapetian [15], Igor M. Kopotun [16], Serhii O. Terno [32] etc. John Dewey was one of the first educators who prioritized critical thinking in education.…”