International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Interdisciplinary legal pedagogy: Novel paradigms in francophone legal professional development - An analysis of opportunities and limitations

Author(s) Imane GASMI
Country Morocco
Abstract This study investigates the significant metamorphosis that legal education has experienced since the beginning of the 21st century, a transformation shaped by the diversification of teaching strategies, and an expanding receptiveness to inter- and transdisciplinary methodologies. Legal didactics, once primarily concerned with imparting normative content, has matured into a recognized scientific discipline dedicated to structuring the ways in which legal competencies are obtained. This transition disrupts conventional distinctions between legal theory and practice, compelling educators and learners to reconsider established roles, methodologies, and academic expectations.
The field increasingly enriches its conceptual base by incorporating perspectives from sociology, pedagogy, cognitive science, and related areas. Such cross-disciplinary pollination is not a superficial layering of techniques but represents a fundamental methodological and epistemological synthesis, prompting a reimagining of the mission and identity of law faculties. Legal didactics should now be regarded as a distinct research domain—rooted in innovation and critical inquiry—rather than merely a conduit for refining teaching practices. It thereby functions as a catalyst for developing new pedagogical approaches tailored to integrate legal knowledge meaningfully, responding to the evolving aspirations of students and the broader expectations of society.
Integrating innovative pedagogies and cross-disciplinary perspectives into legal curricula presents complex, institution-wide challenges. Success in this endeavor requires a thoughtful examination of disciplinary interfaces, a discerning critique of existing educational models, and a willingness to embrace alternative paradigms capable of navigating the multifaceted demands of contemporary legal systems. Initiatives such as legal clinics, project-based learning, and collaborative case analyses, while demonstrably effective in nurturing adaptable and intellectually agile professionals, often encounter systemic resistance due to entrenched institutional cultures, concerns about preserving the integrity of legal traditions, and anxieties surrounding disciplinary identity.
Moreover, the current absence of robust methodological frameworks, combined with risks associated with the potential appropriation of legal didactics by other disciplines, highlights the urgent need for thorough epistemological clarification. Such reflection is indispensable for maintaining the distinctiveness and autonomy of legal scholarship. This article adopts a qualitative literature review methodology to illuminate the epistemological underpinnings of legal didactics and to delineate the prerequisites for the successful incorporation of interdisciplinary methods into legal education.
Keywords Keywords: Legal didactics, digital transformation, interdisciplinary pedagogy, legal education
Field Sociologie > Éducation
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-13
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.65728
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E-ISSN 2582-2160
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