Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This paper focus on focuses on the review of the teaching methodologies implemented throughout the academic years 2018/19 and 2019/20 in the practical course Legal Clinic on Human Rights and Business of the Faculty of Law of the University of Seville, as a specific result of the Legal Clinic teaching innovation project of the Faculty of Law (CLDHE-US), approved under the frame of “III Plan Propio de Docencia” of the University of Seville. The work begins with a reflection on the need to transform the practical Law teaching processes and how clinical education can be incorporated into them. Subsequently, the paper continues by describing the specific context in which the innovation project under analysis is deployed, focusing on those previous existing conditions and delimiting the fields of study. This is followed by different learning approaches used in clinical education, detailing the methods used in the project. The study then continues with a synthesis of key deliverables and the techniques used for such purpose. Finally, the paper outlines a series of competences acquired and developed by students.

This article presents a teaching innovation exercise carried out in 2018 at the Faculty of Law of a private University of Peru within the framework of the Public International Law course. The exercise used the teaching strategy of the pedagogy of memory, associated with the techniques of role play and qualitative interviewing. Its objective was to involve students emotionally and cognitively in the study of the Peruvian internal armed conflict, through practical teaching, in order to forge an inclusive memory of the past and consolidate the importance of respect for human rights in the classroom. Key words: transversal competences, law, employment networking platforms, labour market transformation, employability, trends in skills.

The crisis caused by COVID-19 has posed a major challenge for teacher training, with technology being the driving force behind the transformation of the education system. However, the use of this type of resource is influenced by different factors, including personal factors.  This research analyzes the influence of periods of confinement on the personal factors that condition the process of transfer of continuous training of non-university teachers in the field of application of new information and communication technologies. The sample consisted of 1,826 non-university teachers from the Region of Murcia, selected using the non-probabilistic convenience sampling technique. The data treatment followed a quantitative-correlational. The results show that the internal factors that influence the process of transfer of permanent training in the use of ICT by teachers at non-university levels have been reinforced after the period of confinement. Therefore, the confinement caused by the COVID-19 pandemic has allowed teachers to develop skills after training that have allowed them to adapt to the complexity of the context.

This article reports the findings on an innovative teaching methodology introduced in the 2016-2017 academic year in Philosophy of Law, as a third-year course in the Double Degree in Law-Economics / Business Administration at Pompeu Fabra University (UPF). This methodology aims to involve students in active learning and peer assessment. In this regard, flipped classroom, problem-based learning, blended learning, collaborative work, gamification and peer assessment methodologies are implemented. All of which focuses on the development of thinking levels in the upper range of Bloom's taxonomy. The research of this experience is a mixed concurrent approach. The students' academic achievements were analyzed based on their transcripts over four academic years, from the year preceding the change in teaching methodology in Philosophy of Law. Likewise, teaching evaluation outcomes are analyzed through the AVALDO. Even though this methodology is still in a consolidation stage, so it will be necessary to correct some formal and substantive issues, the data collected allow us to conclude that this innovative methodology consolidates excellence both in academic results and in students' satisfaction.

This paper argues that the design and effective implementation of a school education project (SEP) at university can be a particularly efficient tool to implement a new educational model to improve higher education teaching. Our aim is not to propose an education project but its conceptualization and the dimensions it should include if implemented in the Spanish university context, where the SEP is a novel concept. The SEP identifies, aligns, harmonizes and mobilizes all the university elements and educational resources to achieve the established educational goals. These SEP elements stem from the analysis of, the reflection upon and consequential decisions on this proposal.  As the SEP is currently not enforceable by law in Spain, its conceptual content mainly consists of our pre-university education experience, the main contributions of the Hispanic scientific literature from the last years, the experiences of academic-educational contract-programs in some universities and the European standards of quality that apply in the current universities accreditation processes. At an operational level, 35 dimensions are identified and classified into 7 standards which should be used by the universities to take strategical decisions. Having missed the opportunity to implement the SEP in our country during the EHEA implementation, the current university accreditation processes are a new and unexpected chance to implement it.

The essay is an invitation to reflect on the future of legal education regarding the change of era that we are experiencing as a result of climate change and the fourth industrial revolution. Assumes that there is not yet enough interest in Law Schools to address this challenge in a transversal way in the curriculum and in pedagogical practices, the important work of Environmental Law professors being insufficient to transform the dominant legal culture, makes a first proposal, exploratory, on reform that would be of interest to address.

This article analyzes Costa Rican higher education’s standardization as a phenomenon developed in Economic Law. The reference to the evaluation culture is a central element, as performance and quality evaluation and accountability. In a second moment, we present an analysis of the voluntary nature, the integration of private standards through public instruments, and international standardization instruments.

This paper describes an educational experience consisting of a workshop on case law and legal documentation search for students of the Bachelor’s Degree in Law and the Master’s Degree in Advocacy. The empirical evidence gathered in the study seems to show that students’ knowledge in this field can be greatly improved. Due to the constraints of the curricula, which do not contribute to the deepening of these skills, a workshop was designed, structured, and conducted during the 2021/2022 academic year, within the framework of non-formal education, to complement and improve the legal training of the participants. The workshop was divided into three main blocks: one focused on the presentation of different case law databases and the tools and knowledge required to maximise their usefulness; a second aimed at familiarising students with legal documentation (not only doctrine) and its search, compilation, and processing; and a third dedicated to the introduction of different software that can be applied to the legal sphere, such as OCR technology (optical character recognition), voice typing systems, and several complementary tools for word processors. Considering the high number of participants, its development, and the evaluation surveys, the workshop can be considered successful. The aim of this paper is that, if deemed appropriate, the experience can be replicated (and improved) in other Faculties of Law where a similar need in the field is detected.

The aim of this study is to analyse the professional skills demanded in the job offers published on job portals according to the area of legal specialisation. For this purpose, we used the big data platform Job Market Insights to analyse the job market. From it,  we extracted a total non-probabilistic convenience sample of 368 job offers for the period between 1 September 2020 and 31 May 2021. The data was categorized by skills in demand and area of specialisation. The data obtained was processed using version 27 of IBM's SPSS Statistics software. First, univariate descriptive statistics were calculated for each of the variables chosen for the analysis. Next, several sets of multiple responses were defined and coded as dichotomous variables in order to present a compact descriptive analysis of the sample. We performed a multiple correspondence analysis to obtain the two-dimensional centroid coordinates. We have produced a scatter plot in which the competencies are represented together with the areas of specialization in the legal sector in a graphical and visual way. This graph allows us to distinguish the existence of patterns and interdependence relationships between variables. The results of the analysis allow conclusions and reflections to be drawn aiming to improve the employability of students and graduates in Law.  

Given that proportionality improves the levels of democracy, since it guarantees the plurality of ideas and protection of social groups, this research aimed to identify the percentages of democratic proportionality within the Autonomous Public Universities in Mexico, during the 2021-2022 school year. To achieve the above and, based on the literature, a questionnaire was created that was sent through the National Platform for Transparency and Access to Public Information, and the answers were subjected to descriptive statistical analysis, the methodology used was collected, organized and, gave treatment to the information, applying the statistical mean. The results describe the number of students that are part of the Universities, the percentage of men and women that make up the administrative and academic staff of the institution, the percentages of men and women reported with some disability and the percentages of administrative, academic and of the students who are part of the University Council, that is, the percentages of democratic proportionality within the Universities, in addition, in conclusion, the theoretical and practical contributions are highlighted, considering the importance of democratic construction within the universities that have the autonomy to govern themselves, and finally, the limitations are presented and future lines of research are suggested.