INDIVIDUALIZATION OF BASIC AND GENERAL EDUCATION IN THE CONTEXT OF LEGAL EDUCATION

ИНДИВИДУАЛИЗАЦИЯ ОСНОВНОГО И ОБЩЕГО ОБРАЗОВАНИЯ В КОНТЕКСТЕ ЮРИДИЧЕСКОГО ОБРАЗОВАНИЯ

Аношин Данила Юрьевич

студент, Российский государственный университет правосудия им. В.М. Лебедева (Уральский филиал), РФ, г. Челябинск

Магденко Сергей Александрович

научный руководитель, старший преподаватель, Российский государственный университет правосудия им. В.М. Лебедева (Уральский филиал), РФ, г. Челябинск

Abstract. Цель исследования – обоснование подходов к индивидуализации школьного образования для формирования предпрофессиональной юридической подготовки. Методы: анализ литературы, сравнительный анализ, педагогическое моделирование. Результат: выявлены проблемы и разработаны рекомендации по внедрению индивидуализации. Выводы: индивидуализация повышает эффективность правового обучения.

Аннотация. Цель исследования – обоснование подходов к индивидуализации школьного образования для формирования предпрофессиональной юридической подготовки. Методы: анализ литературы, сравнительный анализ, педагогическое моделирование. Результат: выявлены проблемы и разработаны рекомендации по внедрению индивидуализации. Выводы: индивидуализация повышает эффективность правового обучения.

Keywords: individualization, school education, legal training, law, digital technologies.

Ключевые слова: индивидуализация, школьное образование, юридическая подготовка, право, цифровые технологии.

In modern conditions of development of society and education, the individualization of schooling is becoming a key area of modernization of educational systems. This process is particularly important in the context of the formation of pre-professional legal training, since law requires future specialists to have developed critical thinking, analytical abilities and independent decision-making skills [3, p. 56]. However, the massive nature of school education often does not allow taking into account the individual characteristics of students, which reduces the effectiveness of legal education and career guidance. Given the growing interest of schoolchildren in law, as well as the need for early training for the country's legal system, the study of individualization issues in the context of legal education is becoming particularly relevant.

The aim of the research is to provide a theoretical basis and develop approaches for the individualization of secondary education, with a focus on the formation of students' pre-professional legal skills.

To achieve this goal, it is necessary to solve the following tasks:

1. To analyze the theoretical foundations of individualization of school education.

2. To determine the role of school education in the formation of legal culture and pre-professional legal training.

3. To explore the methods and technologies of individualization applicable in the context of legal education.

4. To identify the problems of individualization in school education and their impact on the quality of legal training.

5. To develop recommendations for improving the practice of individualization of education with an emphasis on legal orientation.

General scientific and private scientific methods were used in the research process.:

General scientific methods: Analysis and synthesis are used to study the theoretical foundations of individualization and identify key trends in school education. Comparative analysis is used to evaluate different approaches to individualizing learning. A systematic approach is used to consider individualization as a complex phenomenon, including pedagogical, psychological and technological aspects.

Private scientific methods: Pedagogical modeling is used to develop recommendations for the implementation of individualized approaches in teaching legal disciplines. Observation and analysis of pedagogical practice — to identify problems and limitations in the implementation of individualization.

The theoretical foundation for this research was drawn from the works of prominent educators and psychologists, including S. A. Amonashvili, L. S. Vygotsky, V. P. Bespalko, and I. Ya. Lerner, among others, who have explored the concept of individualized education. Special consideration was given to works that focus on teaching law in schools (V. S. Kukushin and I. E. Unt), as well as modern research on digital technologies and their impact on education (E. S. Polat) to provide a comprehensive understanding of the issue and develop practical suggestions for enhancing individualized learning in the context of legal education.

Individualization of school education is a pedagogical process aimed at taking into account the personality characteristics of students, their interests, abilities and learning needs. This approach allows us to create conditions under which each student can maximize their potential [1, p. 14]. The idea of individualization goes back to the works of Jan Amos Komensky, who emphasized the importance of taking into account the natural inclinations of children in the learning process. Later, this concept was developed in the works of such teachers as Shalva Amonashvili, Lev Vygotsky and John Dewey.

Shalva Amonashvili considered individualization as an integral part of humane pedagogy, where each child is perceived as a unique personality [1, p. 56]. He proposed to abandon unified approaches to knowledge assessment and introduce a system based on emotional support and trust. According to Amonashvili, this approach helps to unleash the creative potential of students and develop their independent thinking skills, which are especially important for legal education.

Lev Vygotsky, in turn, focused on the zone of proximal development, which makes it possible to determine the level of a child's abilities and create conditions for his growth [3, p. 210]. In relation to school education, this means the need to adapt curricula to the individual characteristics of students. For example, when studying legal subjects, it is important to take into account that some students may be more inclined to analytical thinking, while others may be more inclined to practical application of knowledge.

John Dewey emphasized the importance of students' active participation in the educational process [4, p. 123]. His ideas about problem-based learning are reflected in modern methods of teaching law. Thus, the use of case methods and situational analysis allows students not only to master the theoretical foundations of law, but also to learn how to apply them in practice, which is a key skill for future lawyers.

Thus, the theoretical foundations of individualization of school education lay the foundation for the formation of pre-professional legal training. Consideration of personality traits, the development of critical thinking and analytical skills become the basic principles that allow students to prepare for a successful career in law.

School education plays a key role in shaping the legal culture and pre-professional legal training of students. Basic knowledge about law, such as understanding laws, human rights, and the foundations of civil society, is laid at this stage [7, p. 89]. However, it is important to note that the effectiveness of this process largely depends on how teachers are able to integrate elements of legal education into the school curriculum.

In the modern education system, legal subjects are most often taught as part of a social studies course. However, this approach has its limitations, as it does not allow for in-depth study of the specifics of law. To overcome this barrier, many schools introduce additional forms of work, such as law clubs, Olympiads, and participation in model courts [7, p. 102]. These activities help students develop skills in public speaking, document analysis, and working with regulations.

Special attention should be paid to project activities, which are becoming an important tool for generating interest in law. For example, the development of projects on the topics of "Children's rights" or "Environmental protection" allows schoolchildren not only to study relevant legal norms, but also to learn how to defend their ideas in front of an audience [8, p. 45]. This experience is especially valuable for future lawyers who need to be able to defend their position in a reasoned manner.

An example of successful practice is the work of Moscow schools, where additional education programs with an emphasis on law have been introduced. Students have the opportunity to participate in interscholastic competitions and Olympiads, which contributes to the development of their professional competencies [13, p. 345]. However, it is worth noting that such programs are not available in all regions, which creates inequality in access to high-quality legal education.

Thus, school education is an important stage for the formation of pre-professional legal training. The integration of elements of law into the educational process, the use of extracurricular activities and project methods make it possible to lay a solid foundation for a future career in law.

Individualization methods and technologies play a key role in improving the effectiveness of school education, especially in the context of legal training. One of the most common approaches is differentiated learning, which allows taking into account different levels of motivation and abilities of students [14, p. 78]. For example, when studying legal subjects, a class can be divided into groups: one will focus on the theoretical analysis of laws, the other on practical tasks such as drafting contracts or analyzing court decisions.

Project and research activities are also an important tool for developing an interest in law. Students working on projects have the opportunity to independently choose a research topic, which contributes to the development of their initiative and creativity [8, p. 56]. For example, the project "Analysis of legal conflicts in the field of consumer protection" can be an excellent platform for applying knowledge about civil law.

Digital technologies open up new opportunities for creating personalized educational trajectories. Modern platforms such as Coursera or Stepik offer interactive law courses that can be adapted to the needs of each student [11, p. 156]. In addition, the use of gaming technologies, such as legal quests or court simulations, makes the learning process more exciting and effective.

However, the introduction of such technologies requires significant resources, which creates a barrier to their widespread use. As Nikandrov notes, mass school education often faces the problem of standardizing programs, which limits the possibilities for an individual approach [10, p. 92]. However, even with limited resources, simple methods such as individual assignments or group work can be used to take into account the characteristics of each student.

Thus, the methods and technologies of individualization make it possible to increase the effectiveness of legal training at school. A differentiated approach, project activities and digital technologies are becoming key tools for developing interest in law and building professional competencies.

Despite the obvious advantages of individualization, its implementation in school education faces a number of challenges. One of the main barriers is the massive nature of learning, which makes it difficult to take into account the individual characteristics of each student [14, p. 112]. Standardized programs and uniform requirements for learning outcomes often do not take into account the diversity of students' interests and abilities.

In addition, the lack of qualified teachers with individualization skills is also a serious problem. As Bespalko notes, modern teachers often do not have sufficient training to implement innovative methods [2, p. 89]. This is especially important for teaching legal subjects, where a deep understanding of the subject and the ability to adapt the material to the needs of students are required.

Another problem is the uneven access to high-quality legal education in different regions. For example, schools in large cities have more resources to implement additional programs and use digital technologies than in rural areas [15, p. 60]. This creates an inequality in the opportunities for the formation of pre-professional legal training.

The need to improve the regulatory framework is also an important aspect. Current educational standards often do not provide sufficient flexibility for the implementation of individualization [16, p. 145]. To solve this problem, it is necessary to develop new approaches that will allow teachers to adapt programs to the needs of students without violating general requirements.

Thus, the problems of individualization in school education have a significant impact on the quality of legal training. The massive nature of education, the lack of resources and qualified teachers, as well as uneven access to educational opportunities create serious barriers to the development of interest in law among schoolchildren.

In the course of the conducted research, the theoretical and practical aspects of individualization of school education in the context of the formation of pre-professional legal training were considered. The analysis of scientific literature and modern educational practices has revealed key trends and problems related to the introduction of individualized approaches in teaching.

It was found that individualization is an important condition for the development of critical thinking, analytical abilities and legal culture of students [3, p. 56]. A special role in this process is played by methods of differentiated learning, project activities and the use of digital technologies, which make it possible to adapt the educational process to the needs of each student [14, p. 78]. However, the massive nature of school education, lack of resources and qualified teachers create serious barriers to the realization of individualization [10, p. 92].

The study showed that the integration of elements of legal education into the school curriculum through social studies lessons, extracurricular activities and participation in legal competitions contributes to the formation of interest in the legal profession [7, p. 102]. At the same time, it is important to ensure equal access to high-quality legal education for all students, regardless of their region of residence or type of educational institution.

Based on the data obtained, recommendations were developed to improve the practice of individualization, including the introduction of flexible educational programs, teacher training and the use of modern technologies [11, p. 156]. These measures will improve the effectiveness of school education and lay a solid foundation for a future career in law.

Thus, the individualization of school education is a promising area that requires further study and implementation in practice. The development of this approach will be an important step towards creating a more flexible and personality-oriented education system capable of meeting the needs of modern society and training highly qualified legal professionals.