INTEGRATION OF PRACTICAL COMPONENT IN MASTER’S PROGRAMS OF LEGAL TRAINING: EXPERIENCE OF UNIVERSITIES OF GREAT BRITAIN

The experience of leading universities of Great Britain on the systematic integration of the practical component into master’s programs of legal training was analyzed. The aim of the work is a comprehensive analysis of the experience of universities of Great Britain on the integration of the practical component into master’s programs of legal training in order to overcome the gap between academic theory and labor market requirements, as well as to determine the prospects for implementing these approaches in the process of reforming legal education in Ukraine. The methodological basis of the study is a systematic analysis of modern educational standards, a comparative characteristic of training models in England, Wales and Scotland, as well as a generalization of cases of application of innovative forms of training. The results of the analysis demonstrate that practical training is implemented through the operation of legal clinics according to the “live case” model, the development of legal writing skills according to international citation standards and the use of the concept of “legitimate peripheral participation” within professional internships. Particular attention is paid to the impact of the introduction of the Solicitors Qualification Examination on the professional orientation of curricula and the integration of modules on legal technologies and artificial intelligence for legal analysis. It is proven that the transition from lecture systems to small-group seminars, where the teacher acts as a moderator, and the assessment is based on the principles of external independent control, contributes to the development of critical thinking and ethical sustainability. The conclusions of the study emphasize that the success of the British model is based on an ongoing dialogue between universities and professional associations. It is argued that combining conservative traditions with digital innovations and transforming clinical education into the core of training is the only possible way to form a competitive “digital lawyer” in the context of globalization.