Students’ Perceptions on Teaching Styles within Public International Law Curriculum: a Case of Russia
More details
Hide details
Peoples’ Friendship University of Russia (RUDN University), Moscow, RUSSIA
Anastasia Belousova   

Department of International Law, Law Institute, Peoples’ Friendship University of Russia (RUDN University), Moscow, Russia
Online publish date: 2017-10-14
Publish date: 2017-10-14
EURASIA J. Math., Sci Tech. Ed 2017;13(10):6945–6952
The topicality of the research is stipulated by the challenges the legal education faces due to the controversial trends toward globalization and national legal system preservation, toward comprehensive legal training on the one hand, and the market increasing demand for narrow-field practitioners. The aims of the research are to study law students’ perceptions regarding teaching/learning formats of studies in progress, to follow the development of students’ perceptions regarding their legal studies at different levels of higher education. The research methods included theoretical analysis, law students’ survey, statistics data processing. The empirical studies included two surveys: the entry survey of second year students of LLB and the same students’ survey when they have moved to the second year of their master studies. The research enhances the awareness of the specific characteristics of public international law teaching within national system of legal culture and its values. The empirical data contributes to teachers’ understanding of students’ needs and raises awareness of learner-centered education within legal domain. The article had both theoretical and practical value as the theoretical background and the proposed methodology can be applied to developing training courses for legal faculty.
Areeda, P. E. (1996). The Socratic Method, Harvard Law Review, 109(5), 911-922.
Astin, A. W. (1993). Diversity and multiculturalism on campus: How are students affected? Change, 25(2), 44-49.
Barton, K., McKellar, P., & Maharg, P. (2007). Authentic fictions: simulation, professionalism and legal learning, Clinical Law Review, 14(1), 143-93.
Barton, K. & Westwood, F. (2011). Developing professional character – trust, values and learning. In: P. Maharg, & C. Maughan (Eds.), Affect and Legal Education. Emotion in Learning and Teaching the Law. Aldershot, Ashgate Publishing, 235-257.
Del Mar, M. (2016). Learning How to Read a Case: Resources from the Visual and Dramatic Art. In: Bart van Klink, Ubaldus de Vries (Eds.), Academic Learning in Law, Edward Elgar Publishing, 244-266.
Dent, M. (2005). Designing an LL.M. Curriculum for non-Western-Trained Lawyers, Perspectives: Teaching Legal Research and Writing, 87, 13. Retrieved from
Germain, S. (2016). For a New and More Diverse Comparative Legal Education. In: Bart van Klink, Ubaldus de Vries (Eds.), Academic Learning in Law, Edward Elgar Publishing, 180-200.
Hüfner, K., Sadlak, J. & Chitoran, D. (1997). Research on Higher Education and the Activities of International Organisations: Multiplicity of Interests, Needs and Forms. In: J. Sadlak, & P. Altbach (Eds), Higher Education Research at the Turn of the New Century. Paris, New York and London: UNESCO and Garland, 321-347.
Hutchinson, T. (2016). Empirical Methodologies Knowledge and Expertise: A ‘Necessary’ Skill for Lawyers? In: Bart van Klink, & Ubaldus de Vries (Eds.), Academic Learning in Law, Edward Elgar Publishing, 142-159.
Leering, M. (2014). Conceptualizing Reflective Practice for Legal Professionals, Journal of Law and Social Policy, 23, 83-106.
Li, J. (2012). Cultural Foundations of Learning: East and West. Cambridge University Press.
Lynch, A. (1996). Why do we Moot? Exploring the Role of Mooting in Legal Education, Legal Education Review 7(1). Retrieved from
Menkel-Meadow, C. (2001). Aha? Is Creativity Possible in Legal Problem Solving and Teachable in Legal Education? Harvard Negotiation Law Review, 6, 97-144.
Miller, C. J., McNear, J., & Metz, M. J. (2013). A comparison of traditional and engaging lecture methods in a large, professional-level course, Advances in Physiology Education, 37(4), 347-355.
Montgomery, J. E. (2007). Incorporating emotional intelligence concepts into legal education: strengthening the professionalism of law students. University of Toledo Law Review, 39, 323-352.
Nowrot, K. (2004). Global Governance and International Law. Retrieved from www.wirtschaftsrecht.uni-halle....
Qafisheh, M. (2016). Experimental Legal Education in a Globalized World. UK: Cambridge Scholars Publishing.
Reed, J. W. (1999). The Changing Face of Legal Education: Implications for the Practice of Law and the Courts. Law Review, 3, 779-790.
RF President Decree (2014). Principles of State Policy of the Russian Federation in the sphere of legal literacy and legal awareness of citizens. Retrieved from
Sokhi-Bulley, B. (2016). Learning Law Differently: The Importance of Theory and Methodology. In: Bart van Klink, & Ubaldus de Vries (Eds.), Academic Learning in Law, the Netherlands, Edward Elgar Publishing, 121-141.
Sommerlad, H., Harris-Short, S., Vaughan, S. & Young, R. (2015). The Futures of Legal Education and the Legal Profession, UK: Bloomsbury Publishing.
Sturm, S., & Guinier, L. (2007). The law school matrix: reforming legal education in a culture of competition and conformity. Vanderbilt Law Review, 60, 515-554.
Van Klink, B., de Vries, B. (2013). Skeptical Legal Education, Law and Method. Retrieved from https://www.bjutijdschriften.n....
Vanderstraeten, R. (2002). Dewey’s transactional constructivism. Journal of Philosophy of Education, 36(2), 233–46.
Webb, J. (1998). Ethics for lawyers or ethics for citizens? New directions for legal education. Journal of Law and Society, 25(1), 134-150.