M.V. Voronin

The article suggests a possible approach to creating a digital educational environment (hereinafter also referred to as DSP), namely, the methodological and technological prospects for the development of the digital educational space of a law university / faculty, examined through the prism of the criteria for the quality of legal education. The key definition of the digital educational environment, developed during the methodological work on the preparation of the priority project “Digital Educational Environment of the Law Faculty of the Moscow State University named after M. V. Lomonosov” (also referred to as the Project) in 2019 — early 2020. The basic principles of the development and implementation of this Project are considered: the principle of evolutionary changes in the educational environment, the principle of the gradual development of DSP, the principle of automation of the educational process. The characteristic of the stage of the pilot implementation of the DSP components within the framework of the Project is given, the features of scaling and development of the DSP are analyzed. Quantitative indicators of distance learning are presented at the Law Faculty of Moscow State University (hereinafter also referred to as the Faculty of Law, Faculty) in a pandemic, which can be described as «emergency delivery of educational content».

The article explores preconditions for implementation mechanisms of digital educational environment (DEE). The mechanisms include practice and empirical experience of the Faculty of Law of Lomonosov Moscow State University, academic and methodological component, and organizational and institutional framework. It is assumed that the development of digital educational environment may be defined as ‘innovation’ as it allows to adapt educational process to the challenges of the modern world. It is important to distinguish between the ideas of ‘creation of digital educational environment’ and ‘implementation mechanism of digital educational environment’; ‘education quality criteria’ and ‘quality criteria for the organization of educational process’. The article presents a discussion on functioning principles of DEE and its ‘core’ (key elements). DEE mechanism is analyzed from three aspects: its content, control, and communication. Integration process of DEE components were also analyzed. Characteristics of DEE development drivers comprise generational change; changes in the set of students’ values; accumulation of evidence-based data related to the learning outcomes in the digital environment. This article is a part of research on functioning principles of DEE and law education quality criteria in the digital environment.

This research is the fourth in a series of articles devoted to the issues of genetic and legal education. In the first work, the author revealed the measure of freedom of the subject of law determining the mode of data use on the example of genetic information; in the second — the measure of freedom of the subject-addressee of genetic education in the context of its content; in the third — the features of the forms of genetic and legal education in the society of the Industry 4.0 era. The objective of the article is to analyze the work of genetic and legal education executors. The success and effectiveness genetic and legal education directly depends on its executors, who have to have the particular knowledge in respective field. And if this problem is being solved on school education level, then in regards to the remaining multimillion audience there’s still a lot of work that specialists have to do. As a result of this the objectives of this article are to study specific competences of genetic and legal education executors and study the form and means of this education. Authors focus on education factors which influence the competence model of subjects, performing genetic and legal education, composition. They also focus on the skill set and knowledge that the team of these educators should have, meaning special skills of genetic and law education executors are being analyzed. This article views the practical meaning of genetic and law education, its types and corresponding to it methods (official and unofficial education) are being analyzed. Authors conclude that it is necessary to conceptualize genetic legal education, and therefore provide relevant recommendations for science and practice pointing out the necessity to combine official and unofficial forms of education and work over the question of introduction of “genetic ombudsman”. In the course of this study, logical, comparative-legal and formal-legal methods were used.