FORMATION OF STUDENTS’ LEGAL CULTURE IN THE PROCESS OF PEDAGOGICAL INTERACTION

Abstract

The main principle of implementing pedagogical strategies for the formation of young people’s legal culture is the integration of emotional intelligence development into the educational process. This approach is based on the understanding of emotional competence as a psycho-pedagogical mechanism that ensures the transformation of theoretical legal knowledge into stable models of lawful behavior.

Purpose of the study: to determine the role of emotional intelligence in fostering legal consciousness and to outline the psycho-pedagogical conditions that ensure the effectiveness of forming the legal culture of the younger generation.

Methodology: The empirical study (2024–2025) involved 120 students aged 18–22. An adapted version of the EQ-i (Bar-On) questionnaire was used to diagnose emotional intelligence (self-regulation, empathy, stress resistance), along with an author’s questionnaire to assess the level of legal consciousness, as well as methods of mathematical statistics and correlation analysis.

Scientific novelty: Emotional intelligence is substantiated as a determinant of legal socialization, and pedagogical strategies are outlined (interactive methods, self-regulation training) that integrate psychological aspects of personality development into the process of educating legally conscious youth.

Conclusions: A statistically significant positive correlation (r = 0.62) was established between the level of emotional intelligence and the indicators of students’ legal consciousness. The leading components that ensure lawful behavior are emotional self-regulation, empathy, and the ability to constructively resolve conflicts. Developed emotional intelligence acts as a factor of stress resistance and social responsibility, enabling the individual to maintain legal orientation even under crisis conditions.