Keyword: «interactive methods»

In an era of rapid social and state development and modernization of the legal system, the issue of quality in modern legal education has become increasingly important. Thus, legal education and the development of professional skills of future specialists play a fundamental role in the formation of a civil society. Therefore, the relevance of this study is determined by the need to adapt the legal education system to the modern requirements of society and the labor market, as well as by the need to train highly qualified legal professionals. The aim of this study is to develop an innovative legal education model that goes beyond simply transferring theoretical knowledge and instead fosters a comprehensive understanding of the law, analytical abilities, and professional competence among students. This model is based on a holistic approach that combines dialectical thinking, system analysis, and practical orientation. It is based on a synthesis of generally accepted scientific methods and specialized research tools, including processes of cognition that move from the particular to the general and vice versa, as well as the creation of educational models. Integration of various scientific fields plays a significant role, allowing us to combine the achievements of pedagogical science, psychological theory, law, and modern information technology into a unified educational system. The conducted research has allowed us to form a comprehensive model for legal education development based on a harmonious combination of traditional and modern practices. During the course of the work, we identified key directions for reshaping the educational process, with a focus on enhancing its practicality, incorporating digital technologies, and fostering cross-disciplinary collaboration. The scientific significance of the research lies in enriching the methodological foundation of legal education and developing innovative approaches to educational organization. The results have significant practical potential, which could be realized through improvements to the legal education system, enhancing the effectiveness of professional training, and promoting legal culture development in society. The practical significance of this work lies in the potential for implementing the developed recommendations in law school curricula, thereby improving the quality of legal training and ensuring the competitiveness of graduates in the job market. The potential for future research lies in testing the proposed model in an educational setting, monitoring its effectiveness, and making adjustments based on the findings.

The relevance of the article is due to the need to transform the didactic system of higher education institutions in accordance with the new requirements for university graduates. The aim of the article is to define the modern didactic system of a university. The implementation of this goal was carried out through the analysis of scientific psychological and pedagogical literature, legal documents, and content analysis. The leading approaches to studying this problem are the systems activity-oriented, synergistic, adaptive, and contextual approaches. Systems activity-oriented approach will provide an opportunity to simulate situations for carrying out quasi-professional activities and to develop expertise in working with information generated by artificial intelligence; synergistic one will allow to create an open educational environment; adaptive – to personalize the learning process; contextual approach – will give a practice-oriented character; problem-based – will allow to develop analytical abilities, cognitive interest and independence, teamwork skills. The use of these principles led us to the following results. A model of the didactic system for higher education in the context of innovative changes has been developed. The model highlights the didactic tasks that will prepare a specialist for professional activities in the digital educational space, namely: developing critical and creative thinking, communication and interactive skills, creativity, and professional experience. To achieve these goals, it is necessary to create a digital space, a personalized educational environment that takes into account the student's needs, and to assign the teacher the function of organizing and moderating educational activities. Within the framework of the modern educational space, it is advisable to use asynchronous, synchronous, and blended learning formats, interactive methods, and digital learning tools. The theoretical significance of the article lies in the selection and systematization of the didactic foundations of modern higher education, which are necessary for preparing future specialists to carry out professional activities in the digital economy, as well as in the development of a model of the didactic system of higher educational institutions in the context of innovative development, which presents approaches, technologies, the form of the didactic model, formats, methods, means, and the learning outcome. The practical significance of the article lies in presenting the experience of domestic and foreign scientists in organizing the learning process in the context of innovative development. The novelty of the research lies in the specification of the functional capabilities of the components of th

Traditional forms of knowledge assessment in school mathematics are not effective enough to assess meta-subject results and individual characteristics of students. The article proposes an approach to organizing knowledge assessment based on interactive methods that integrate digital tools and face-to-face formats (game-based, case-based, and project-based). Using the topic "Linear Equations" (7th grade), the article demonstrates how this assessment system promotes cognitive activity, develops analytical, argumentative, and teamwork skills, and transforms the assessment process into a motivating and personally meaningful activity.

The article discusses effective strategies for involving parents in the educational process through parent meetings in preschool institutions. It emphasizes the importance of creating an open and trusting atmosphere, using interactive methods, and ensuring feedback. Examples of successful activities, such as workshops and group discussions, are described, which contribute to strengthening the interaction between educators and families. The article also addresses the need for a constant communication channel between parents and the kindergarten, which allows for active parental participation outside formal meetings. The influence of such interaction on children's development and the creation of a community where every parent's opinion is valued is also discussed