Автори:
Kostenko I. V., Ph.D., Researcher Scientific Research Institute of the State Building and Local Government of National Academy of Law Sciences of Ukraine, ORCID ID: 0000‑0002‑8784‑5422
Chebotarova T. V., junior researcher in the municipal law and local self-government sector of the Research Institute of State Building and Local Self-Government of the National Academy of Public Administration under the President of Ukraine, ORCID ID: 0009‑0007‑4179‑1135
Abstract (анотація):
This article explores the integration of the constructive alignment model within legal education, emphasising the importance of coherence between intended learning outcomes, teaching strategies, and assessment methods. Constructive alignment, as proposed by Biggs and Tang, provides a pedagogical framework that promotes deep learning and critical engagement, both of which are essential competencies for future legal professionals. The paper highlights how active learning, problem-based approaches, and game-based methodologies contribute to the development of student autonomy, legal reasoning, and reflective judgement. Particular attention is paid to how these strategies align with the objectives of contemporary legal curricula and prepare students to function effectively in complex, dynamic legal environments. Drawing on international research and best practices in higher education pedagogy, the article analyses the challenges and opportunities of implementing constructive alignment in law faculties. Additionally, it discusses the transformative role of the educator – from a transmitter of knowledge to a facilitator of learning – and considers how digital technologies, formative assessment, and student-centred teaching contribute to meaningful legal education reform. The study synthesises evidence from a variety of scholarly sources and provides practical insights for aligning course design, delivery, and evaluation with the cognitive and ethical demands of the legal profession in the 21st century.
Key words (ключові слова): constructive alignment, legal education, learning outcomes, critical thinking, gamification.