European pathways and methodological foundations in legal education: the need for Georgian legal reform, digitalisation, and pedagogical innovations

Abstract

This article explores the transformation of Georgian legal education in relation to digital innovation and European integration. The study delves into how the use of technology and interdisciplinary approaches are reshaping the content and delivery of legal training, focusing on digital tools, educational reforms, and regulatory frameworks. By using normative, analytical, comparative, and sociological methods, this research evaluates current practices and identifies areas for improvement. Normative analysis assesses the legal standards governing the integration of educational technology, whilst analytical methods examine curriculum content and patterns of technology adoption in Georgian law schools. Comparative case studies identify transferable best practices from other jurisdictions. Key findings reveal significant institutional challenges, including inconsistent faculty readiness for digital tools, limited innovation in the curriculum, and shortcomings in the practical implementation of technology. However, successful initiatives that improve student engagement and international competitiveness are also highlighted. The research examines how technology affects key areas of contemporary legal practice such as court proceedings, electronic case management, and digital evidence. It explores whether these technological changes support or replace traditional legal skills. The findings underscore the need for interdisciplinary competencies, as traditional teaching methods may not adequately prepare students for technology-driven legal practice. The article advocates for curriculum modernisation that incorporates elements from fields such as economics, informatics, and data science, aiming to develop versatile legal professionals capable of navigating ongoing technological transformations.