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Information Technology Strategic Planning is a derivative of an institution's Strategic Plan (Renstra). The purpose of this research is to find the need for Information Systems and Information Technology (IS / IT) for institutions with a case study method of the Strategic Plan "XYZ College" The research begins with an analysis of the “PT XYZ” external and internal business environment to determine the five forces model and critical success factors. Next is an analysis of the external and internal IS / IT environment in order to determine world technology trends and the current application portfolio of institutions. The next stage is the strategic process (IS, IT, and IS / IT management. The final stage is to determine the institute's future IS / IT applications. The results achieved are recommendations for the IS / IT application portfolio that "PT XYZ" should have.

Учитывая современные тенденции в сфере высшего образования, важное значение приобретает поступательное развитие инновационного потенциала высшего учебного заведения. В частности, сказанное относится и к юридическому образованию, в процессе которого велика роль интерактивных форм и методов обучения. Проведенное исследование позволило прийти к выводу о необходимости и эффективности широкого внедрения в образовательный процесс современных инновационных, интерактивных образовательных технологий, которые в совокупности с классическими методами преподавания способны обеспечить усвоение обучающимися перечня формируемых компетенций, предусмотренных федеральным государственным образовательным стандартом и учебными планами образовательных организаций. В качестве основных направлений развития процесса преподавания на юридических факультетах представляется широкое использование интерактивного метода кейс-стади, в том числе, с разработкой соответствующих методических рекомендаций, что в конечном счете будет способствовать аналитическому мышлению студентов, умению грамотно применять в профессиональной деятельности нормы права, аргументированно строить речь. Эффективным направлением совершенствования образовательного процесса, в особенности, в условиях его цифровизации, видится использование технологий виртуальной реальности (дополненной реальности), в особенности, на занятиях по криминалистике, предоставляющей возможность отработки практических навыков обучающихся., Taking into account the current trends in higher education, the progressive development of the innovative potential of a higher educational institution is of great importance. In particular, the above applies to legal education, in which the role of interactive forms and methods of teaching is great. The conducted research made it possible to come to the conclusion about the necessity and effectiveness of the widespread introduction of modern innovative, interactive educational technologies into the educational process, which, in combination with classical teaching methods, are able to ensure the assimilation by students of the list of formed competencies provided for by the federal state educational standard and curricula of educational organizations. As the main directions for the development of the teaching process at law faculties, there is a wide use of the interactive case study method, including the development of appropriate methodological recommendations, which ultimately will contribute to the analytical thinking of students, the ability to competently apply the norms of law in their professional activities, to build a reasoned speech. An effective direction for improving the educational process, especially in the conditions of its digitalization, is the use of virtual reality (augmented reality) technologies, especially in criminology classes, which provides an opportunity to practice the practical skills of students., Человеческий капитал, Выпуск 6 (174) 2023, Pages 89-97

В статье изучается кейс-метод как компонент, повышающий инновационную культуру будущих учителей информатики. Рассматривается необходимость установления взаимосвязи между мероприятием с применением кейс-метода и соответствующими образовательными компетенциями. Предоставляется подробное описание применения обозначенной технологии в рамках тематического мероприятия, а также рекомендации по вовлечению всех его участников в процесс поиска оптимальных решений. Указывается необходимость проведения диагностики уровня инновационной культуры среди будущих учителей информатики для дальнейших профильных исследований в научном сообществе. Показана реализация педагогических компетенций путем осмысления и урегулирования проблемной ситуации., The article studies the case method as a component that increases the innovative culture of future computer science teachers. The necessity of establishing the relationship between the event using the case method and the relevant educational competencies is considered. A detailed description of the use of the designated technology within the framework of the thematic event is provided, as well as recommendations for involving all its participants in the process of finding optimal solutions. The necessity of diagnostics of the level of innovative culture among future computer science teachers for further specialized research in the scientific community is indicated. The implementation of pedagogical competencies by understanding and resolving a problematic situation is shown.

В статье обосновывается необходимость совершенствования культуры профессионального мышления сотрудников полиции. Для этого предлагается интенсифицировать процесс курсовой подготовки методом кейсов. Ставится цель работы, предполагающая описание педагогических возможностей кейс-метода в совершенствовании культуры профессионального мышления сотрудников полиции. Выделены задачи, научная новизна и практическая значимость исследования. Осуществлен обзор научных публикаций, подтверждающих педагогические возможности кейс-метода в совершенствовании качеств ума сотрудников полиции. Дано определение культуры профессионального мышления сотрудников полиции как высшего уровня развития аналитических способностей, интегрирующего в себе ценностные ориентации профессиональной деятельности, способности к оперативному реагированию на рисковые ситуации, готовность прогнозировать последствия своих действий и понимать служебную ответственность за выбранные модели поведения. Методологическим основанием исследования выступают положения андрагогического и компетентностного подходов. Предлагается описание применения кейс-метода в ключевых направлениях курсовой подготовки слушателей. Характеризуются различные разновидности кейсов. Данные кейсы предусматривают: ситуационные задачи, анализ опыта коллег, изучение видеороликов, проведение рефлексии и самооценку, решение моральных дилемм. Они могут успешно применяться в расширении юридических, тактических, медицинских, психологических знаний слушателей. Указанные виды кейсов содержат в себе большой потенциал для совершенствования культуры профессионального мышления сотрудников полиции. Делается вывод о направленности кейс-метода на совершенствованиемыслительных операций (анализ, синтез, обобщение, сравнение, абстрагирование) сотрудников полиции и целесообразности его применения в повышении их квалификации. Отмечаются возможность метода кейсов в компетентной подготовке сотрудников полиции к успешной профессиональной деятельности., The article substantiates the need to improve the culture of professional thinking of police officers. To do this, it is proposed to intensify the process of training by use of the case method. The purpose of the work involves a description of the pedagogical possibilities of the case method in improving the culture of professional thinking of police officers. The tasks, scientific novelty and practical significance of the study are highlighted. A review of scientific publications is carried out, confirming the pedagogical possibilities of the case method in improving the qualities of the mind of police officers. The definition of the culture of professional thinking of police officers is given as the highest level of development of analytical abilities, integrating the value orientations of professional activity, the ability to quickly respond to risk situations, the willingness to predict the consequences of one’s actions and understand the official responsibility for the chosen behavior patterns. The methodological basis of the study is the provisions of the andragogical and competence-based approaches. A description of the application of the case method in key areas of training students is proposed. Different types of cases are characterized. These cases include: situational tasks, analysis of colleagues’ experience, studying videos, conducting reflection and self-assessment, solving moral dilemmas. They can be successfully used in expanding the legal, tactical, medical, psychological knowledge of students. These types of cases contain great potential for improving the culture of professional thinking of police officers. The conclusion is made about the focus of the case method on improving the mental operations (analysis, synthesis, generalization, comparison, abstraction) of police officers and the feasibility of its use in their advanced training. The possibility of the case method in the competent training of police officers for successful professional activities is noted., Бизнес. Образование. Право, Выпуск 1 (62) 2023, Pages 1-5

В статье актуализируется применение кейс-метода в процессе профессиональной подготовки студентов вуза, последовательность проведения занятия с применением кейс-метода. Авторы рассматривают дефиницию «кейс-метод» с точки зрения различных ученых. Изучена программа проведения кейс метода на занятиях по математике, показана роль педагога, являющегося участником процесса, а также организующего самооценку студентов по результатам работы над кейсом с целью выявления приобретенных знаний, умений. Авторы пришли к выводу, что применение кейс-метода является на сегодня эффективным практико-ориентированным способом обучения, что дает возможность использовать полученные знания в конкретных ситуациях, в профессиональной деятельности., The article updates the application of the case-method in the process of professional training of university students, the sequence of the lesson with the case-method. The authors consider the definition of “a case-method” from the point of view of different scientists, consider the program of case-method realization on mathematics lessons, show the role of teacher, who is a participant of the process, as well as organizes students’ self-assessment according to the results of case work, identifying the acquired knowledge, skills. The author has come to a conclusion, that case-method application for today is an effective way of training, practice-focused, gives the chance to apply the received knowledge in concrete situations, in professional activity. Thanks to the use of the case method, the gap between the theoretical and practical parts of training is reduced, the cognitive and mental activity of students, their analytical abilities are deepened.

В статье указывается на уникальность дисциплины «Управление проектами», как дисциплины, результаты освоения которой являются надпрофессиональными, то есть востребованными в большинстве направлений подготовки бакалавриата и магистратуры. Кроме того, «управление проектами», как надпрофессиональный навык, обеспечивает возможности овладения профессиями будущего, впрочем и современный рынок труда приветствует владение проектными компетенциями. Это создает повышенный уровень ответственности к преподавательскому составу, осуществляющему учебный процесс по соответствующим дисциплинам, в том числе в отношении выбираемых методов преподавания и форм контроля уровня формирования компетенции. Обсуждаются подходы к изучению данной дисциплины и обосновывается, что классических и интерактивным методов обучения в этом случае недостаточно. Авторы предлагают использовать процесс написания курсовой по дисциплине в виде индивидуального проекта длительностью в семестр. Формирование надпрофессиональных компетенций имеет решающее значение в условиях цифровизации экономики и общественной жизни. Поэтому авторами предпринята попытка обобщения опыта преподавания дисциплин нацеленных на формирование проектных компетенций, вынести на суд профессионального и научного сообщества собственное видение процесса формирования проектных компетенций в рамках образовательного процесса в высших учебных заведениях., The article points out the uniqueness of the discipline "Project Management" as a discipline, the results of which are superprofessional, that is, in demand in most areas of undergraduate and graduate studies. In addition, “project management”, as a superprofessional skill, provides opportunities for mastering the professions of the future, however, the modern labor market also welcomes the possession of project competencies. This creates an increased level of responsibility for the teaching staff carrying out the educational process in the relevant disciplines, including in relation to the chosen teaching methods and forms of control over the level of competence formation. Approaches to the study of this discipline are discussed and it is substantiated that classical and interactive teaching methods in this case are not enough. The authors propose to use the process of writing a term paper in the discipline as an individual project lasting a semester. The formation of cross-professional competencies is crucial in the context of the digitalization of the economy and public life. Therefore, the authors made an attempt to generalize the experience of teaching disciplines aimed at the formation of project competencies, to bring to the judgment of the professional and scientific community their own vision of the process of forming project competencies within the educational process in higher educational institutions., Экономика и предпринимательство, Выпуск 5 (154) 2023, Pages 1294-1298

В статье рассматривается процесс подготовки будущих бакалавров юриспруденции, направленный на развитие их готовности к аналитической деятельности в образовательном процессе вуза. Данная педагогическая задача актуализируется с помощью анализа современной научной литературы. Констатирована недостаточная разработанность теоретического и методического обоснования педагогических средств развития исследуемого вида готовности. Охарактеризован комплекс педагогических условий, которые поддерживают процесс развития готовности будущих бакалавров к аналитической деятельности. Обозначена связь предлагаемых мер с методологическими основаниями педагогической науки и современным состоянием практики профессиональной подготовки юристов в вузе. Представленные условия расширяют научные представления о педагогических факторах, поддерживающих нацеленность содержания, методов и средств профессионального образования на развитие исследуемого вида готовности. Сделан вывод о возможности использования полученных выводов для обогащения содержания юридического образования, разработки контекстных кейс-заданий, использования профессионально ориентированных цифровых ресурсов в процессе профессиональной подготовки будущих бакалавров юриспруденции., The article discusses the process of preparing future bachelors of law, aimed at developing their readiness for analytical activities in the educational process of a university. This pedagogical task is updated with the help of the analysis of modern scientific literature. The insufficient development of the theoretical and methodological substantiation of pedagogical means of development of the studied type of readiness is stated. The complex of pedagogical conditions that support the process of developing the readiness of future bachelors for analytical activity is characterized. Connection of the proposed measures with the methodological foundations of pedagogical science and the current state of the practice of professional training of lawyers at the university is indicated. The presented conditions expand the scientific understanding of the pedagogical factors that support the focus of the content, methods and means of vocational education on the development of the studied type of readiness. The conclusion is made about the possibility of using the findings to enrich the content of legal education, developing contextual case tasks, using professionally oriented digital resources in the process of professional training of future bachelors of law.

The purpose of this study is to identify the experiences and challenges of teachers in using the blended learning method during the teaching and learning process. This study used a case study method with a qualitative approach. This case study was conducted through interview with 6 of respondents involves the group of secondary school teachers from Malaysia and Indonesia. The instrument used is open-ended questions. The collected data were analyzed using descriptive. The results showed that the blended learning environment was built with a combination of face-to-face and online sessions. This case study found common challenges that was faced by teachers are the students’ lack of devices and equipment. From the results, teachers explained how dissatisfied they were in order to deliver information towards their students. Teachers' experiences of engaging the students in a blended learning class by getting attention and students interest with fully applying technology. Practice with technology-mediated learning creates challenges that must be taken into account when planning and implementing integrated teaching and learning. The challenges that the teachers face in engaging the students in a blended learning class from 3 factors: First factor from environmental factors is lack of internet connection so that it hinders the blended learning process, second factors that come from students are lack of students' interest and student motivation, take a lot more time, students lazy during online class, students pay less attention and maintain consistency of participants in the class, and the last factor that comes from the teacher is unable to be assessed students task. However, it provides a good opportunity to enhance student learning using blended learning methods.

In this paper, leadership tasks and stakeholder response during transboundary crisis management are analyzed based on findings from Hofstede’s study, GLOBE Project, and theoretical concepts in cross-cultural management. Accordingly, a conceptual model of transcultural crisis management is proposed. Seven propositions (P) and sixteen sub-propositions (SP) are developed and then tested using the case method. The case of the COVID-19 pandemic is studied to note the effects of cross-cultural differences and intercultural communication in the pre-crisis, crisis, and post-crisis stages. Cross-cultural differences are found to affect sense-making, decision-making, sense-giving and meaning-making during pre-crisis and crisis management stages. Implications of these findings and further research agenda are discussed. [ FROM AUTHOR] Copyright of International Journal of Cross Cultural Management is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all Abstracts.)

This study examines the Black Panther Party Oakland Community School’s attempt to offer a liberatory education for its students. Drawing from Black intellectuals and contemporary education scholars, this study is placed within the context of critical race theory in education, Black revolutionary change, and Afrocentricity as a method to show how Black Radical ideologies may help to create more equitable outcomes for Black students. This study sits in contrast to much of the Anglo guided scholarship and examines pedagogy from a survivalist perspective, which as a theoretical philosophy maintains Blacks have prevailed in sustaining their African roots, culture, and identity. Using an intrinsic case study method, this study reviewed archival data highlight many of the radical practices deployed by the Black Panther Party that have yet to make it into mainstream schooling.

Case studiesandrole-playsare examples of active collaborative teachingtechniques. Online collaborative learning encourages students to learn together in teams using Internet communication technologies. However, online collaborative learning space is not only encouraging but also challenging for both instructors and students. In this article, the authors investigated the application of an online case study method that involves role-play approach (RP/CS) in solving the cases. Due to the shift to online education during the last two years in response to the Covid-19 pandemic, this research study explored the application of online RP/CS in the development of students’ leadership skills, which are of significance for all professions. The purpose of this research study is to investigate if/how the instructors use RP/CS tools in order to aid students in their leadership skills development and how students perceive the application of RP/CS activities introduced in online courses. Course instructors across the West Ukrainian National University were surveyed to identify the courses where the instructors used online RP/CS activities. The focus was on the application of RP/CS in teaching leadership skills. Nine course instructors were interviewed to identify the features around the courses and the use of RP/CS (the aim of the course, the purpose of using RP/CS, and the expected outcomes). 22 second-year students who participated in online RP/CS activities were surveyed online. Seven students were interviewed online. The research purpose was to explore students’ perceived learning, participation, and satisfaction. According to the analysis of students’ surveys and interviews, the participants were satisfied with their online learning experience and felt increased motivation and interest in RP/CS. Thus, the difficulties caused by the Covid-19 pandemic and other current challenges should not negatively affect the educational process in universities. The creation of a new educational space for interactive learning and the use of active collaborative methods online are of particular significance.Key words: online education, case study method, role play, leadership skills, collaborative learning. Методи конкретних ситуацій (case study) та рольові ігри належать до активних колаборативних технологій навчання. Інтерактивне спільне навчання заохочує студентів навчатися разом у командах з використанням технологій Інтернет-комунікацій. Протягом останніх двох років у відповідь на пандемію Covid-19 відбувся перехід до онлайн-навчання. Однак спільний навчальний простір в Інтернеті є складним завданням як для викладачів, так і для студентів. У статті автори розглянули застосування методу конкретних ситуацій (кейс-стаді), який передбачає використання методу рольової гри (РГ) у розв’язанні кейсів з метою розвитку лідерських навичок студентів, які є важливими для всіх професій. Завдання дослідження полягає у вивченні того, як викладачі використовують онлайн РГ/КС та як студенти сприймають застосування РГ/КС на онлайн-курсах. Проведено опитування викладачів Західноукраїнського національного університету для того, щоб визначити курси, на яких викладачі використовували онлайн РГ/КС. Основна увага приділена застосуванню РГ/КС з метою розвитку лідерських навичок. Було проведено інтерв’ю дев’яти викладачів курсів, щоб визначити особливості курсів та використання РГ/КС (цілі курсу, причини використання РГ/КС та результати). Також 22 студенти другого курсу, які брали участь в онлайн РГ/КС під час онлайн-курсу Командна робота та лідерство, взяли участь і в опитуванні. Аналіз даних опитувань та інтерв’ю студентів показав, що вони позитивно сприймають активну спільну навчальну діяльність, задоволені досвідом навчання онлайн, мали підвищену мотивацію та інтерес до РГ/КС. Отже, труднощі, спричине-ні пандемією Covid-19, та інші сучасні виклики не повинні негативно впливати на навчальний процес в університеті. Особливої важливості набуває створення нового освітнього простору інтерактивного навчання і використання активних колаборативних методів онлайн. Ключові слова: онлайн-навчання, метод конкретних ситуацій (кейс стаді), рольова гра, лідерські якості, колаборативне навчання.

This paper aims to analyze student perceptions of social distancing in education in the Covid-19 pandemic in the context of educational innovation. The focus of the discussion in this study is how students perceive social distancing in education in the Covid-19 pandemic and the learning patterns applied during the COVID-19 pandemic at the university in Labuhanbatu Utara. This research uses a qualitative approach with a case study method. The data collection techniques are structured interviews with informants (students and lecturers), observation and document study. Furthermore, the data were analyzed using data reduction techniques, descriptive data presentation and concluding. The results of this study indicate that students' perceptions of social distancing in education are a temporary policy issued by the government to anticipate the spread of the Covid-19 virus. On this basis, educational institutions (especially universities) apply online learning using the WhatsApp Group (WAG) application, and Zoom Meeting. The main purpose of using online media is as an alternative for learning, assignment and assessment of lectures during the Covid-19 pandemic.

This study aims to explore the perceptions of students of SD Karawaci Baru VIII Tangerang on the animated video The story of the Prophet Ibrahim (as) starting from the growing concern about animated video content and games that contain dangerous content or can damage the future of the nation's generation. This animated video produced by Al-Imran contains da'wah bil wisdom, da'wah bil mau'izah, and da'wah jidal bil ahsan in it. Therefore, the researchers tried to raise it through the theory of perception and the da'wah bil wasilah approach through the case study method with field observations and semi-structured interviews. The results of this study explain that the students of SD Karawaci Baru VIII Tangerang are supported by their parents and teachers in watching the animated video The Story of the Prophet Ibrahim as finding the meaning of wisdom, mau'izah hasanah, and jidal ahsan to be used as a means to build an umbrella or reaction filter against various information from outside that is not good or negative. Functionally (personal) and structurally (external environment) these students tend to like the story of the prophet Ibrahim, apart from their inner motives, as well as various needs that they don't get anywhere else or in their family. In addition, there is a desire to convey a call about the goodness, wisdom, and piety of Prophet Ibrahim which is suitable for learning these elementary school children. With order, creed, shari'ah, morals, and culture; animated videos become a small window to watch the various histories and stories of the noble prophets.

Purpose Intervention for young people engaging in harmful sexual behaviour has been largely based on individual-level conceptualisations and assessment. Prevention efforts reflect this individual-focus, relying primarily on offender management and justice responses. Risk of sexual abuse, however, is often situated outside the individual, within the broader social and physical systems in which young people are embedded. Lack of recognition for how contextual factors contribute to sexual abuse narrows the focus of prevention and intervention, overlooking the very contexts and circumstances in which this behaviour occurs. This paper aims to demonstrate the utility of contextual practice with young people who sexually harm, and implications for prevention. Design/methodology/approach An Australian case study is used to showcase the “why”, “what” and “how” of a contextual approach to assessment and treatment of young people who sexually harm. Findings Contextual approaches extend the focus of clinical practice beyond the individual to include the physical and social contexts that may contribute to risk. Adding a contextual lens broadens the approach to assessment, affording new opportunities to tailor the intervention to local contextual dynamics, and identifying new targets for primary and secondary prevention. Originality/value This is the first known attempt to extend understanding of contextual approaches to clinical assessment and intervention for young people who sexually harm, using a case study method. The case study showcases contextual assessment and intervention processes that challenge traditional thinking and practice in this field. Importantly, the case study also reveals new opportunities for primary and secondary prevention that emerge through this contextual clinical practice.

Tajiziyyah is a special program held by Al-Firdaus Islamic Islamic Boarding School 153 to prepare the ability to read and memorize the Qur'an, basic knowledge of PAI, and Arabic language skills (qowaid and muhadatsah). This program is held to help students who want to continue the Tsanawiyyah level. Tahfiz Al-Qur'an is a very grand and great task. No one is able to do it except a person who is determined and rounded and wants to be steely. A strong determination owner is someone who is always very enthusiastic and obsessed with realizing what he has intended and moving it with all his might. Maybe every Muslim wants to be able to memorize the Koran. However, desire alone is not enough. This desire should be accompanied by a strong will and will to carry out this sacred duty.Learning management also functions as giving the teacher the authority to carry out his duties as a teacher, who is not only able to provide lessons, but the teacher can also provide input on several teaching policies, and try to implement learning management as well as possible. In this study, researchers used a qualitative approach, while the method used was a case study method. This study tries to explain, investigate and understand the implementation of Islamic boarding schools in shaping the character of santri in Islamic boarding schools, methods or models of character education in Islamic boarding schools, the role of scholars in character education in Islamic boarding schools, and supporting and inhibiting factors faced in implementing character education. Al-Firdaus Cipatat 153 Islamic boarding schools have implemented learning management as follows: Before implementing learning management Islamic boarding schools establish steps by planning learning, implementing learning and evaluating learning. Islamic boarding schools prior to learning always pay attention to the management elements or the formulation of learning management by identifying learning concepts and seeing the objectives to be taught.

Early childhood character education is a crucial phase that requires serious attention. Media education is a solution in delivering messages related to early childhood character education. The purpose of this research is to analyze the puzzle media that has existed before so that it can be the basis for developing the puzzle media that will be designed by the author based on the development of children's self-concepts as part of character education. This research is a qualitative research with case study method. The resource persons who became the research subjects were two practitioners, namely child psychologists and practitioners of children's education media. The results show that puzzle educational media can be a solution for delivering character education to children and it is necessary to design educational media in the form of puzzles based on character education and the role of parents with the aim of developing self-esteem and self-confidence in it.

The purpose of the study was to investigate the branding strategies implemented by the Beijing Aimer Lingerie Company Ltd. that support its success. A case study method was used which included on-site visits and in-depth interviews with Aimer executives, mid-level managers, and frontline employees. Additionally, a review of the company’s website and internal documents, as well as an extensive external search of relevant news reports, social media contents, industry information, and academic literature contributed to the data source. The study adopted a deductive content analysis strategy by integrating Balmer and Gray’s (2003) C2ITE framework and the luxury fashion brand dimensions, and used triangulation as a validation strategy. The most important element of Aimer’s success is strategic planning and continuous brand development. In every step of Aimer’s business development, the executive team strategically planned its next step and had a clear vision for the future. Aimer executed well for each dimension of the analytical framework (Cultural, Marketing Communication, Tangible Branding, Intangible Branding, and Commitment) except one: brand signature (Cultural dimension). The findings provide valuable implications for other Chinese apparel manufacturers striving to establish their own brands, as well as global companies that compete in the Chinese marketplace.

The modern period of development of legal education in Ukraine faces many problems. However, so far they are not properly resolved. Considering the implementation in Ukraine of the principles and requirements of the Bologna Process, the researchers' attention is drawn to such issues as the changing role of law and lawyers in society, the reform of the legal profession, the internationalization of the legal services market, the impact of legal professionalism on legal education. Part of the mentioned challenges are methods of improving the actual educational process, in particular, the logical thinking of future lawyers. In search of a solution to the mentioned problems, the authors agree that one of the ways, in particular, combining theory and practice, is to use the experience of foreign countries. First of all, the USA, Great Britain and Germany, where the three best legal education systems in the world today were created and operate. The article examines certain aspects of the methods of improving legal education in Ukraine, related to the connection between theory and practice, the formation of professional legal competence, a special feature of which is argumentation. The research is based on the Socratic method. It acts as a form of joint reasoned dialogue between the teacher and the student, based on posing and answering questions, with the aim of stimulating the logical and critical thinking of future lawyers. The gradual introduction into legal education of the work experience of American law schools, a method where the student independently produces his own logic of proof and convinces everyone that the decision he has determined is the best. According to the authors, the Socratic method can be borrowed for the training of Ukrainian lawyers only under four conditions. The first of them is related to the fact that «Logic» as an educational discipline in universities of Ukraine is not mandatory. The Socratic method, which is inherent in this discipline, is often not even mentioned in the relevant «Programs of Work». The second condition should take into account the experience of the USA in that, starting legal education, an American student is already prepared to think logically to a large extent. The third condition is to ensure a much higher level of awareness among applicants of choosing the profession of lawyer. The fourth condition for the use of the Socratic method in legal education of Ukraine is the settlement of the still unsolved problem of the teacher's workload. It is an obvious barrier to the individualization of education, as it affects his earnings., Сучасний період розвитку юридичної освіти в Україні стикається з багатьма проблемами. Однак, поки що вони належним чином не вирішуються. З огляду на впровадження в Україні принципів та вимог Болонського процесу, увагу дослідників привертають такі питання, як зміна ролі права і юристів у суспільстві, реформа юридичної професії, інтернаціоналізація ринку юридичних послуг, вплив юридичного професіоналізму на юридичну освіту. Частиною названих викликів є методи удосконалення власне навчального процесу, зокрема логічного мислення майбутніх юристів. В пошуках розв’язання згаданих проблем автори погоджуються з тим, що одним із шляхів, зокрема, поєднання теорії і практики, є використання досвіду зарубіжних країн. Передусім США, Великобританії і ФРН, де створені і функціонують три найкращі сьогодні у світі системи юридичної освіти. У статті розглядаються окремі аспекти вдосконалення юридичної освіти в Україні, пов’язані зі зв’язком теорії і практики, становленням професійної юридичної компетенції, особливою рисою якої є аргументованість. В основі дослідження лежить «сократівський» метод. Він виступає формою спільного аргументованого діалогу між викладачем та студентом, що заснований на постановці і відповіді на запитання, з метою стимулювання логічного і критичного власного мислення майбутніх юристів. Поступове впровадження в українську юридичну освіту досвіду роботи американських правничих шкіл, методу, коли здобувач освіти самостійно виробляє свою логіку доказу і переконує всіх, що визначене ним рішення є найкращим. На погляд авторів, запозичити метод Сократа для підготовки українських юристів може тільки за чотирьох умов. Перша з них пов’язана з тою обставиною, що «Логіка», як навчальна дисципліна в вишах України, не обов’язковою. Метод Сократа, який притаманний цій дисципліні, у відповідних «Робочих програмах» часто навіть не згадується. Друга умова має враховувати досвід США в тому, що починаючи юридичну освіту, американський студент вже значною мірою підготовлений логічно мислити. Третя умова полягає у забезпеченні значно вищого рівня усвідомленості абітурієнтами вибору професії юриста. Четверта умова використання методу Сократа в юридичній освіті України – врегулювання до сих пір невирішеної проблеми навантаження на викладача. Воно є очевидним бар’єром для індивідуалізації навчання, оскільки впливає на його заробіток.