Abstract

Introduction

This study emphasizes the critical importance of effective teaching methods in legal education in order to correctly convey complex legal concepts to students. Given the complexity of law, a thorough understanding is essential for students to practically apply legal principles in real-life situations. Appropriate teaching strategies significantly improve understanding and academic performance, thus enhancing overall legal education. However, the study highlights a major challenge: the lack of standardized criteria for selecting and implementing effective teaching methods in legal education. This lack of clarity can weaken learning processes and lead to students' insufficient understanding of legal concepts, which ultimately affects the quality of legal education. To address these issues, the research suggests that focusing on innovative, interactive teaching methods— - such as experiential learning — can deepen students' understanding of legal topics and motivate them to engage in research, better preparing them for the job market. Furthermore, the study highlights the lack of research specifically addressing the methods of teaching law in domestic sources and contrasts them with the richer foreign literature. By advocating integrated teaching strategies such as workshops, group discussions and practical training, the study aims to improve legal education. These approaches facilitate active engagement with theoretical concepts and promote peer interaction, critical thinking and effective communication skills. Ultimately, this study aims to fill existing gaps in legal education research and improve teaching methods to better equip students for a successful legal career.

Methodology

In this qualitative study, grounded theory was used to identify key categories and structures related to the phenomenon under investigation. The analysis involved a step-by-step coding process (open, axial and selective coding), with the final results presented in a diagram. The sample of the study consisted of law students at Kurdistan College during the second semester of the academic year 2023-2024 and focused on the teaching methods of the faculty. Semi-structured interviews were conducted with 20 participants to achieve theoretical saturation. Seven main questions were asked to explore different aspects of the student experience. Participants included both undergraduate and Masters students. Data were collected through the interviews, and content analysis led to the identification of important patterns and concepts that provided deeper insights into students’ experiences and faculty members' teaching approaches. The demographic characteristics of the participants were summarized in a table titled "Characteristics of Study Participants".This process has helped researchers gain a deeper understanding of student experiences and education in the field of law.

Results

The purpose of this study was to evaluate teaching methods in the field of law through interviews with 20 students, focusing on their perceptions of faculty teaching methods. Seven main questions were used to explore students' perceptions, including positive aspects, challenges and suggestions for improving the teaching process. Results revealed key themes related to teaching methods, including a heavy reliance on "text-based" and "lecture-style" approaches that limit student engagement. Students pointed out that while some professors incorporate discussion and other participatory measures, many still adhere to a traditional and lecture-centered style. The study identified several strengths of teaching methods, such as the ability to present legal cases and encourage critical thinking, but also noted significant challenges, such as professors' overindulgence, use of complicated legal jargon, and lack of clarity in classroom structure. In addition, legal and structural constraints imposed by academic regulations limit innovative teaching methods. The analysis revealed weaknesses in teaching, including poor organization, insufficient student engagement and a lack of integration of theoretical and practical training.

Discussion and conclusion

This study examines the impact of interactive and practical teaching methods on learning in legal education and emphasizes their importance in improving the quality of student learning. It was found that law students need an environment that encourages hands-on activities and active interactions and is supported by educational theories such as behaviorism, cognitive, sociocultural and constructivism. Students emphasized that effective teaching involves a clear organization of information and concepts, which is consistent with their experiences from the interviews. The analysis revealed that many law professors use predominantly content-oriented, lecture-based methods that limit student participation. This finding is consistent with sociocultural and constructivist theories that emphasize the importance of social interactions and experiential learning, as expressed in Vygotsky's concept of the "zone of proximal development." In addition, students found that group activities and workshops significantly improved their understanding of legal concepts. The results are in line with previous research advocating active, innovative teaching methods. They indicate a shift from traditional to more modern approaches with hands-on workshops. Experiential learning theory also supports these findings, as students cited the presentation of legal cases as one of the strengths of their education that promoted critical thinking. However, challenges such as the leniency of professors and the lack of structured learning experiences have a negative impact on the quality of education. Students pointed out the disorganization in the classroom that hinders effective communication between instructors and students. In addition, external obstacles, such as rigid curricula imposed by educational authorities, limit the introduction of innovative teaching methods. Students emphasized the need for practical training and internships in their curriculum to better align their education with real-world legal applications. Overall, the results indicate a generally positive perception of the teaching methods, but also show the need for improvements to eliminate existing weaknesses. The study concludes that the introduction of active, participatory and experiential teaching methods not only deepens student learning, but can also mitigate current challenges. It is recommended that law professors and universities critically rethink their teaching approaches and work towards creating more interactive learning environments. Such changes would improve the quality of legal education and better prepare students for the job market, ultimately improving their academic and practical skills in the field.

Funding
In this research, there is no funding support.
Authors’ Contribution
The authors were equally involved in the conception and writing of the work. The authors confirmed the content of the manuscript and agreed on all aspects of the work.
Conflict of Interest
The authors declare that there was no conflict of interest in this study.
Acknowledgements
The authors are grateful to those who have contributed to the improvement of this article through their scientific recommendations.