Model of organizing blended learning in professional legal education: management and pedagogical dimensions

Abstract

The purpose of this study is to analyze and substantiate a systemic approach to organizing blended learning in professional legal education, with a particular focus on managerial and pedagogical dimensions. The relevance of the research is driven by the need to transform educational strategies in response to the challenges of the digital age, especially growing demands for flexibility, adaptability, and practical orientation in the training of future lawyers.

Methods. The research methodology includes theoretical analysis of academic sources, comparative studies, modeling, and synthesis of blended learning practices in both domestic and international contexts. A structural-functional analysis was also applied to evaluate the components of managerial and pedagogical systems in higher legal education institutions that are integrating digital technologies.

Results. The article outlines the key elements of the systemic approach, including: digital infrastructure (LMS platforms, analytical tools), principles of resource management, staff development, integration of innovative educational methods (simulations, case-based learning, gamification, problem-based learning), and tools for personalized learning. The proposed model combines strategic governance, flexible planning, and pedagogical technologies that contribute to the formation of professional competence among students. A summary table of key managerial and pedagogical parameters is presented, along with recommendations for effective integration of digital solutions in educational processes.

Conclusions. The study demonstrates that a systemic approach to blended learning enhances the quality of legal education by promoting critical thinking, digital literacy, and communication skills. This approach ensures institutional resilience, improves adaptability to change, and enables effective responses to contemporary challenges in legal education. The results of the study can be applied to modernize educational policies and design strategic frameworks for digital transformation in higher education institutions.