N.A. Esipov

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.