Transformation of Higher Legal Education in the Context of the Digital Economy and the Introduction of Artificial Intelligence

   The paper examines the influence of digital competencies on the development of professional skills of students majoring in law at higher education institutions. A correlation has been established between law students’ proficiency in artificial intelligence technologies, the quality of their professional training, and their competitiveness in the labor market within the digital economy. The state’s need for socio-economic and technological development necessitates a transition from the traditional humanities model of higher legal education to a hybrid model that combines domestic educational traditions and fundamental legal disciplines with the development of skills in working with artificial intelligence systems, an understanding of the specifics of machine learning, and the creation of databases for generating queries to neural networks. Particular attention is given to the integration of digital competencies into the educational program of law students to develop professional competencies such as legal analysis, legal writing, and legal problem solving. An analysis of federal state educational standards revealed a discrepancy between the content of the curricula and the current level of digitalization and automation of legal activities. To improve the competitiveness of law school graduates, it is proposed to introduce digital modules from the first year of study, develop digital departments, and update educational standards to reflect the needs of society and the state. When reforming higher legal education, it is necessary to take into account the cognitive characteristics of students, such as visual thinking and high digital literacy, which contributes to the development of their interest in future professional activities. It is proposed to assess the influence of digital skills on the formation of professional competencies of law students using Bloom’s taxonomy, taking into account their cognitive characteristics.

   It is concluded that there is the need to revise educational programs, drawing on international experience, to improve the quality of legal training and their relevance in the context of the digital economy and the widespread introduction of artificial intelligence into legal practice.

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