Digital educational resources as a means of developing the professional ethics of a lawyer: opportunities and risks in the vocational secondary education system

Abstract

The training of a lawyer within the vocational secondary education system presupposes not only the assimilation of deontological norms but also the consolidation of value attitudes, while the didactic instrumentation of this process shifts into the digital learning environment faster than its methodological and regulatory support takes shape. The federal state educational standard for the speciality 40.02.04 Jurisprudence fixes the ethical outcome through general competencies but does not specify by which digital means it is achieved and which of them contradict it. The aim is to establish under what didactic conditions a digital educational resource acts as a means of developing the professional ethics of a college student, and under what conditions it turns into a factor of its deformation. The study applies formal-legal analysis of educational and information-law norms in their current editions, structural-functional analysis of the components of digital resources, conceptual-categorial analysis, and comparison of researchers positions. A typology of resources by their function in forming the ethical component is constructed, a matrix of correspondence between standard requirements and digital means is built, the paired relations of opportunity and the attendant risk are systematised, and the risks are differentiated by level of manifestation and linked to regulatory benchmarks for their minimisation. The developmental effect of a resource is determined not by its technological type but by the preservation of the student subject position and the mediating participation of the teacher.