174

International Journal of Learning, Teaching and Educational Research

Vol. 19, No. 3, pp. 174-187, March 2020
https://doi.org/10.26803/ijlter.19.3.10

The Use of Smart Technologies in the

Professional Training of Students of the Law
Departments for the Development of their
Critical Thinking

Igor M. Kopotun
Academia HUSPOL,
Hranice, Czech Republic

Myroslav Yu. Durdynets

Department of Philosophy of Law and Legal Logic, National Academy of
Internal Affairs, Kyiv, Ukraine

Nina V. Teremtsova
Department of Theory of Law and State, Law Faculty, Taras Shevchenko
National University of Kyiv, Kyiv, Ukraine

Lidiia L. Markina
Department of Psychology and Pedagogy, Dnipropetrovsk State University of
Internal Affairs, Dnipro, Ukraine

Luidmila M. Prisnyakova
Department of Psychology and Pedagogy, Dnipropetrovsk State University of
Internal Affairs, Dnipro, Ukraine

Abstract. The objective of this study was to find out how effective the use
of smart technologies is in the professional training of students of the law
departments, in particular for the formation and development of their
critical thinking. According to the author, the combination of the potential
of smart technologies in learning and the development of critical thinking
in students allows the most optimal solution of the contradictions
between the needs of a modern society and the current practice of
professional training of students, in particular, students of the law
departments. The experimental model with the use of smart technologies
was tested in the academic courses “Intellectual Property and Copyright”
and “Fundamentals of Administrative Law”, which are part of the special
subjects of the educational and professional training program for students
of the Speciality 081: Law. In order to analyze the results obtained and the
efficiency ratio of the experimental model against the traditional model
and STATA Software was applied. The study showed the efficiency of the
use of smart technologies in the formation and development of critical

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thinking in future lawyers. The author concluded that the use of smart
technologies in the professional training of students of the law
departments also facilitates feedback, which increases students’ learning
motivation and allows monitoring of changes in student development.
This model can be applied to teaching other subjects in both full-time and
distance learning.

Keywords: SMART education; Innovative educational technologies;

Smart technologies; Critical thinking; Professional training of specialists

1. Introduction
The analysis of researches and publications shows that the subject of active search
of Ukrainian and foreign scholars is theoretically grounded standardization of the
conceptual framework of the problem under study (Cademia & Kobisia, 2016;
Singh & Miah, 2020), the advantages of ubiquitous learning over traditional forms
of organization of the educational process (Kearney, Burden & Schuck, 2019),
pedagogical conditions for improving the quality of professional training of
future specialists (Isaienko & Kushmar, 2016; Borawska-Kalbarczyk, Tołwińska
& Korzeniecka-Bondar, 2019). Comprehensive research into the problem of using
innovative learning environments in the context of informatization was
conducted by Korsunska (2013). Dychkivska (2013) consider smart technologies
as innovative pedagogical technologies in her works. Glazunova (2013) focuses
on the study of innovative approaches to the organization of school education,
and Solomko (2013) – on the use of innovative technologies in the conditions of
modern higher education. Krasylnyk (2013) explores individual aspects of the use
of information technologies in the process of teacher training. Zeer (2010),
Pozdnyakov (2012), Tykhomyrov (2011), Tikhomirova (2012) and others work on
the development of issues of quality assurance of professional training and
development of necessary abilities of using smart technologies. Ways of applying
smart technologies and their adaptation to the use in the educational environment
are analyzed in publications (Bonch-Bruevych, Abramov & Kosenko, 2007;
Yakubov & Yakinin, 2011; Vasylenko & Kyrda, 2014). However, the problem of
the use of smart technologies in the process of professional training of specialists
is still not well studied.
We believe that the effective way of overcoming the contradictions between the
needs of modern society and the current system of training specialists is the
transition to a new educational paradigm where the main role belongs to the
person, and to the widespread use of smart technologies in the process of
professional training in higher educational institutions. The spread of personal
computers arose the idea of engaging them for the acquisition of knowledge and
skills, and the concept of e-learning emerged in scientific works (Bonch-Bruevych
et al., 2007; Rosenberg, 2005; van Seters, Ossevoort, Tramper & Goedhart, 2012;
Uskov et al., 2016). The search of scholars has led to the emergence of blended
learning concepts (Arbaugh, Desai, Rau & Sridhar, 2010), mobile learning (m-
learning) (Moore, 2000; Ahn & Lee, 2016), ubiquitous learning (u-learning) (Kim,
2008; Alsheail, 2010; Gros, Kinshuk & Maina, 2016) and seamless learning (Chan
et al., 2006). Currently, the term “smart education” means organized interaction
of all subjects of the educational process, which aims at forming systemic multi-

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dimensional vision of the subject of studied science in students, and is carried out
through technical innovations and the Internet (Hwang, Yang & Kim, 2010; Zhu,
Yu & Riezebos, 2016). All concepts are united by the understanding that now
learning and innovative technologies (smart technologies) form a mutually
predetermined model of technology-enhanced learning that is accessible to a
student in time and space (Spector & SLFG, 2018).
In our study, we consider smart technologies as:
“a set of innovative technical means of designing an educational and
developmental environment of a higher educational institution, aimed at
ensuring systemic realization of educational goals and comprehensive
mastering of the content of professional training, as well as introduction
of appropriate forms, methods, techniques with significant developmental
potential into the educational practice” (Dychkivska, 2013, p. 29).
On the present stage of development of higher education in Ukraine we consider
the idea of using digital manuals in the educational process (Joo & Lim, 2015) and
that of applying widely smart-technologies in the practice of professional training of a
competitive specialist (OECD, 2018) to be extremely interesting and highly
promising.
The statement of Zhang and Lu (2008), that a special role in the system of results
of smart education is given to cognitive competence when forming a complex
vision of the problem, the ability to see complex structures of phenomena, causes
of their occurrence, alternatives, to give their own judgment, to defend their point
of view etc. Zhang and Lu (2008) has become another cornerstone of our study, as
such understanding is closely related to our understanding of the role of critical
thinking in professional training of future professionals. The problem of the
development of critical thinking is extremely urgent because the task of the
modern high school is to prepare a specialist who is able to use knowledge in
practice, critically evaluate the achievements and seek ways of self-improvement
(Holdsworth & Thomas, 2016; The Ontario Public Service, 2016).
Different aspects of the introduction of computer information technology into the
educational process have been considered in the works of many domestic and
foreign authors, however, the issue of the use of smart technologies in higher
education has not been studied enough.
The above identified the choice of the topic of our study, which was to identify
the degree of efficiency of the use of smart technologies in the formation and
development of critical thinking in future lawyers.

2. Research Methods
This quantitative study was conducted in four stages, using general scientific
theoretical, empirical and statistical methods. In order to determine the levels of
formation of critical thinking in the future lawyers by means of smart technologies
in the process of professional training, students were offered various diagnostic
methods, taking into account the structure of the phenomenon under study. Thus,
the level of the development of the motivational and value component of future
lawyers was determined by means of a questionnaire survey: “Studying the

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Motives of Students’ Educational Activities” (Badmaeva, 2004). Data on the

manifestation of the cognitive component in future lawyers were obtained
through testing: “Determining the Level of Students’ Knowledge and Results of
Students’ Achievements” (author’s development). The level of the development
of the activity component of future lawyers by means of smart technologies was
determined by means of questionnaire survey: “Diagnosis of the Level of
Mastering Personal Computer and Internet Resources” (Fedoruk, 2014). Data on
the manifestation of the communicative component in future lawyers was
determined through testing: “Assessment of Communicability and
Organizational Skills” (Fetiskin, Kozlov & Manuilov, 2012). The level of the
development of personal component in future lawyers through smart
technologies was determined using the author’s diagnostic test: “Questionnaire
Aimed at Identifying the Existing Level of Innovative Culture of Future Lawyers”.

2.1. Research Design

The study was prolonged and was conducted in four stages: 1) preparatory;
2) summative; 3) formative; 4) final. The research design is presented in Figure 1.

Preparatory stage: study and analysis of scientific sources on the problem;

substantiation of reasonability of the use of smart technologies in educational
activity; development of an experimental model using e-guides for the courses on
Intellectual Property and Copyright and Fundamentals of Administrative Law;
selection of diagnostic tools

Summative stage: forming a valid study sample; conducting a summative

experiment; processing of obtained data

Experimental stage: conducting a formative experiment with the use of electronic

manuals on the training courses "Intellectual Property and Copyright" and
"Fundamentals of Administrative Law"; collecting and processing the data obtained

Final stage: interpretation of statistical indicators; comparison of the results

obtained with those expected; development of recommendations

Figure 1: Research design

Two training courses “Intellectual Property and Copyright” and “Fundamentals

of Administrative Law” were selected for conducting the experiment after
interviewing 408 students of Bachelor programs in speciality 081 “Law” of the
Khmelnytsky University of Management and Law, Chernihiv National
Technological University, State University of Infrastructure and Technologies
(Kyiv) and the Academy of Labour, Social Relations and Tourism (Kyiv). An
important factor in the choice was the availability of digital manuals for the
specified training courses, the ability to use smart board by teachers when
delivering lecture material, access to Internet resources and the ability to connect

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to the network of students’ personal gadgets in classrooms or libraries (reading

rooms). Lecture materials (in the form of video lectures and lecture notes), as well
as instructional materials for practical and seminar classes were developed and /
or modified by the instructors of the courses “Intellectual Property and
Copyright” and “Fundamentals of Administrative Law”, integrated into online
manuals on the iSpring platform. This platform enables students to use the
materials of the online manuals to independently develop the academic content
of the training courses.
During the preparatory stage of the study, the following components and
indicators for the development of critical thinking (cognitive competence) of
lawyers in the application of smart technologies were identified during the
development of an experimental model using iSpring platform-based digital
manuals for the courses (Intellectual Property and Copyright; Fundamentals of
Administrative Law): motivational and value component (the level of
development of professional interests in the field of law; positive attitude to
theoretical and practical training; interest in continuing professional
development); cognitive (deep knowledge of the theory of law; mastering of
innovative research technologies; innovative legal thinking; variability of legal
thinking); activity (ability to receive, store, process, transfer and present
information with the help of modern devices and technologies; ability and skills
to work on a personal computer using operating systems which are adequate to
the set tasks, etc.); communicative (ability to clearly express and reason their
opinions, build evidence; skills to analyze and establish interpersonal
relationships; ability to choose the best style of communication, organize and
maintain dialogue); personal (understanding of the social significance and value
of the professional activity of the future lawyer; the level of development of
professionally necessary qualities, including responsibility, organization,
independence, honesty, sociability; formation of value attitude to health).
The motivational criterion is determined by the criterion for the development of
the motivational and value component of cognitive competence of future lawyers,
general-scientific – cognitive, information-computer – activity, social –
communicative and self-regulating – personal. These components and indicators
have become a prerequisite for identifying the high, medium and low levels of
critical thinking in future lawyers by means of smart technologies.

2.1.1. Sampling
At the preparatory stage, 408 2nd-year bachelor students of the speciality 081: Law’
and 14 teachers of higher educational institutions (Khmelnytsky University of
Management and Law, Chernihiv National Technological University, State
University of Infrastructure and Technology (Kyiv), Academy of Labour, Social
Relations and Tourism (Kyiv)) were involved in this study The total number of
participants was n=422 people. A valid sample calculator was used to determine
the representative sample. The sample was 50 people for total of n = 422 people.
The experimental (EG) and control (CG) groups were formed taking into account
the indicated number. The experimental group (EG) consisted of 25 people; the
control group (CG) had the same number of persons (25). The comparative
analysis was carried out within existing academic groups by model programs. In

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the control groups, professional training was carried out according to standard
methods, and in experimental groups – according to the method where the critical
thinking in the future lawyers was formed by means of smart technologies.
At the summative stage, students of the control and experimental groups were
diagnosed according to the questionnaires and tests determined in the
methodological framework of the study to establish the initial levels of the
development of components of critical thinking (cognitive competence) in
students. The data obtained during the summative experiment are presented in
Table 1.

Table 1: The level of development of critical thinking in students of experimental

and control group (summative stage)
Groups Levels of development
(number of
people) high medium low

І According to the criterion of the motivational and value component development

EG (25) 4.00 % (1) 32.00 % (8) 64.00 % (16)

CG (25) 4.00 % (1) 28.00 % (7) 68.00 % (17)

ІІ According to the criterion of the cognitive component development

EG (25) --- 28.00 % (7) 72.00 % (18)

CG (25) --- 32.00 % (8) 68.00 % (17)

ІІІ According to the criterion of the activity component development

EG (25) 20.00 % (5) 32.00 % (8) 48.00 % (12)

CG (25) 24.00 % (6) 28.00 % (7) 48.00 % (12)

ІV According to the criterion of the communicative component development

EG (25) 16.00 % (4) 72.00 % (18) 12.00 % (3)

CG (25) 8.00 % (2) 84.00 % (21) 8.00 % (2)

V According to the criterion of the personal component development

EG (25) 12.00 % (3) 52.00 % (13) 36.00 % (9)

CG (25) 8.00 % (2) 52.00 % (13) 40.00 % (10)

Thus, according to the criterion of the motivational and value component

development in both the experimental and the control group, the highest
proportion was students with low levels (64% and 68%, respectively).
Approximately one third of students showed medium level (32% and 28%,
respectively). A high level of motivation development was identified in students,
which accounted for 4% of the total number of respondents. According to the

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criterion of the cognitive component development, the vast majority of students

in both groups showed low (experimental group – 72%; control group – 68%) and
medium level of the component development (28% and 32%, respectively); no
students with high levels of cognitive development have been identified.
According to the criterion of the activity component development, slightly less
than half of the students made up the share with the low level of development of
the specified component (48% in both groups); the proportion of students with a
medium level of component development was 32% in the experimental group and
28% in the control group. Other students were diagnosed with a high level of
development of the activity component – 20% (experimental group) and 24%
(control group). According to the criterion of the communicative component
development in both groups, the highest proportion was students with an average
level of development of this characteristic (experimental group – 72%; control
group – 84%). However, the low level of the component development was found
in 12% of the students of the experimental group, and there was only was only 8%
of such students in the control group. There is a different picture regarding the
high level of communication component development: it is 16% in the
experimental group of students and only 8% in the control group. According to
the criterion of personal component development, about forty percent of students
showed low level of development (experimental group – 36%; control group –
40%); the proportion of students with a medium level of personal component
development was the same (52%); high level of personal component development
was shown by 12% of students of the experimental group and 8% of students of
the control group.
As we can see, at the initial stage of the study, the characteristics of the
experimental and control groups are quite different, but they are quite
comparable.

2.1.2. Tools for collecting and processing statistics

Quantitative methods were used to accomplish the research objectives, in
particular such as: test results performed by students from both groups;
questionnaires for students and teachers; focus group survey to determine the
impact factor of the proposed training organization model. The following
methods were used to analyze the quantitative data: Chi-Square statistical method
and triangulation (Zulfiqar & Bhaskar, 2016; STATA Software, n.d.). To analyze
the responses of the focus group participants to determine the categorical
framework of the study, we used the online tool – Text Analyzer, following the
guidelines for conducting research in focus groups (OMNI, n.d.; Krueger & Casey,
2000; Onwuegbuzie, Dickinson, Leech & Zoran, 2009).

3. Results
After conducting a pedagogical experiment on the use of smart technologies for
the development of critical thinking in students (future lawyers), repeated
measurements were made according to the same determined diagnostic
questionnaires and tests. Their results are shown in Table 2. Comparison of the
indicators of the summative and formative stages of the experiment shows that
positive changes have taken place in all components of the critical thinking

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development in the lawyers of both the experimental and control groups (see
Table 2).

Table 2: Critical thinking development in students of experimental and control group

(experimental stage)
Groups Levels of development
(number of
people) high medium low

І According to the criterion of the motivational and value component development

EG (25) 20.00 % (5) 60.00 % (15) 20.00 % (5)

CG (25) 8.00 % (2) 52.00 % (13) 40.00 % (10)

ІІ According to the criterion of the cognitive component development

EG (25) 12.00 % (3) 48.00 % (12) 40.00 % (10)

CG (25) 8.00 % (2) 44.00 % (11) 48.00 % (12)

ІІІ According to the criterion of the activity component development

EG (25) 28.00 % (7) 52.00 % (13) 20.00 % (5)

CG (25) 24.00 % (6) 44.00 % (11) 32.00 % (8)

ІV According to the criterion of the communicative component development

EG (25) 20.00 % (5) 72.00 % (18) 8.00 % (2)

CG (25) 12.00 % (3) 84.00 % (21) 4.00 % (1)

V According to the criterion of the personal component development

EG (25) 24.00 % (6) 64.00 % (16) 12.00 % (3)

CG (25) 16.00 % (4) 56.00 % (14) 28.00 % (7)

However, the greatest “shifts” were noted in those students who, by the level of
development of different components, belonged to the proportion with a low level
at the beginning of the experiment. According to Criterion I, the proportion of
students with low levels of motivation “lost” from 28 to 44 percent; according to
Criterion II – from 20 to 32 percent; according to Criterion III – from 16 to 28
percent; according to Criterion IV – 4 percent; according to Criterion V – from 12
to 24 percent. The proportion of students who were diagnosed with the medium
level of the development of each component during the formative experiment
underwent fewer quantitative changes compared to the summative experiment,
but it should be remembered that part of the students with a predetermined
medium level became a source of positive shifts for the proportion of students
with a high level of development of individual components, as well as students
with a predetermined low level (summative experiment) “fed” the proportion of

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students with medium levels of the development of components after the

formative pedagogical experiment.

3.1. Limitations of the study

The main limiting factors of this study are the short time spent on the
implementation of the experimental phase (1st semester, i.e. 15 weeks), the
specialization of students, the heterogeneous level of students’ skills of using
gadgets and the teachers’ readiness to use existing smart technologies in the
teaching process.

4. Discussion
For a more visual comparison of the results of the study, we will apply the method
of determining the efficiency of the experimental model for each of the
components of the critical thinking development in lawyers.
According to Dychkivska (2013), the efficiency ratio of the model, which is tested
experimentally, is calculated by the formulas:

Кe = (Ве(±)ΔВ) : Вk ; ΔВ = Вk' – Вe'

where
Be' – is the mean score of the object of diagnosis "α" of the experimental group
before the forming experiment;
Вk' – is the mean score of the object of diagnosis "α" of the control group before
the forming experiment;
Be – is the mean score of the object of diagnosis "α" of the experimental group after
the forming experiment;
Вk – is the mean score of the object of diagnosis "α" of the control group after the
forming experiment.
Moreover, if Ke> 1, then the efficiency of the experimental model is higher than
the control one, if Ке<1, the efficiency of the experimental model is lower than the
control one, if Ке=1, the efficiency of both models is the same. The mean scores of
each of the objects of diagnosis (motivational and value component, cognitive
component, activity component, communication component, personal
component) were calculated by IBM SPSS Statistics 25.0.0.1. software. The results
of the calculations are presented in Table. 3.

Table 3: The efficiency ratios of the proposed model of the development of

components of critical thinking in students of experimental and control groups
Object of diagnosis Efficiency ratio Ке

І Motivational and value component development 1, 1489

ІІ Cognitive component development 1, 1184

ІІІ Activity component development 1, 0764

ІV Communicative component development 1, 0064

V Personal component development 1, 0792

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The results obtained on the efficiency of the use of smart technologies in the
professional training of lawyers to develop their critical thinking require some
explanation and comparison with the expected results of the study. Although the
experimental model has proven to be more effective compared to traditional
techniques across all objects of diagnosis (ratios are higher than 1), the
experimental data indicate that the use of smart technologies in the professional
training of lawyers has the greatest impact on the formation and development of
motivations and values (motivational and value component) and assimilation of
knowledge by the students (cognitive component). In general, such “leading”
characteristics of these components are not unexpected: many studies claim that
smart technologies have a significant impact on the development of motivation, a
positive attitude to learning, the formation of deep theoretical knowledge, etc.
(Minchekar, 2017). The development of personal and activity components is
second, according to our results. If the slightly more modest results of the
experiment on the personal component can be explained by the objective
psychological characteristics of personality formation (it takes some time to
change personal stereotypes and gain new ones; these timescales are wider than
the period of our experiment), the results of the experiment on the activity
component were lower than we expected. A possible explanation is that students’
level of information competence was different, students had to expand their
computer skills, and sometimes to master unfamiliar ways of processing and
transferring information using a computer and other gadgets (mastering new
operations also take some time). The slowest pace of development of the
communicative component was quite unexpected. One of the explanations for this
result is the lack of logical and linguistic training of students. However, in order
to make more confident conclusions, an additional analysis of the current
situation is needed.
Teaching by traditional technologies does not fully contribute to the motivation
for learning of students who are already accustomed to the use of traditional
learning technologies in the educational processes. At the same time, developing
a strong motivation for student learning is one of the most important aspects of
improving the quality of professional training in the global educational space. The
use of innovative methods or at least their elements is of interest, encourages
students to try their hand, involves active exchange of experience and ideas, leads
to “subjectivization” of learning depending on its tasks and competences, saves
much time on revision of already available educational material. In order to
develop strong motivation for learning, the teacher should be able to recognize
students' reactions, provide timely feedback, and apply, as far as possible, an
individual approach. Our research has shown that these tasks often cause
difficulties for teachers, and sometimes psychological opposition. However,
teachers who are open to innovation understand that the use of Smart-
technologies in the training of future professionals provides ample opportunity
for effective learning and further personal development, and subsequently for
increasing competencies at any stage of training.
The conducted research revealed a number of side results, namely: the need to
find a higher education institution with the proper material and technical base

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and insufficient training of teachers to use the full range of various opportunities
of smart technologies in the educational process in higher educational institutions.
There are, undoubtedly, positive moments pointed out by both students and
teachers involved in the experiment: in the conditions of using digital educational
technologies it becomes impossible to miss a class or to fail to fulfill the task
because of a missed class; smart technologies make it possible to effectively
organize team work of students in class and independent work out-of-class; allow
you to individualize the learning process and to modernize practical lessons.

5. Conclusions
The study showed the effectiveness of the use of smart technologies in the
formation and development of critical thinking in future lawyers. The most
significant influence of the use of smart technologies in the process of professional
training of lawyers is revealed
- in the high level of the development of students’ professional interests in the
field of law, a positive attitude to theoretical and practical training;
- in deepening the knowledge of the theory of law, mastering innovative
technologies of research by students;
- in mastering the ability to obtain, store, process, transfer and present
information using modern devices and technologies; skills of work on the
personal computer with the use operating systems which are adequate to
the task set, etc.
- in improving students’ ability to express and reason clearly their opinions,
build evidence, analyze and make connections;
- in understanding the social significance and value of the professional
activity of the future lawyer, the formation of professionally necessary
qualities, including responsibility, organization, independence, sociability.
An important factor in the effective use of smart technologies in the professional
training of lawyers is the creation of feedback that promotes student motivation;
organization of the availability of an array of educational materials for shared or
individual use; integrating individual educational resources and making them
more user-friendly; monitoring of constant changes in the development of new
technologies. Thus, the use of smart technologies changes the nature of the
interaction between lecturers and students (the role of the student in the process
of his professional training increases, and the lecturer becomes the coordinator of
the educational process). This model can be adapted for teaching other subjects in
both “full-time” and distance learning in order to improve professional training
of specialists.

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