Content and Social Functions of Legal Literacy of Students of Pedagogy

Abstract

Legal literacy is a critical component of preparing future educators to responsibly exercise and impart legal knowledge, contributing to the development of civic-minded and law-abiding citizens. In the context of pedagogical education, legal consciousness not only shapes professional behavior but also influences the cultivation of moral and civic values. The interplay between legal education and upbringing is essential in teacher training. However, the integration of legal knowledge with moral development, legal behavior, and personal responsibility remains insufficiently addressed in current educational frameworks. Despite recognition of the importance of legal education, there is a lack of structured approaches to differentiate between formal legal education and the broader, often uncontrolled legal formation of future teachers. This gap hinders the development of deep-rooted legal consciousness and professional legal initiative among pedagogical students. The study aims to analyze the content and components of legal literacy, identify effective methods for teaching law to future educators, and propose practical measures for cultivating legally responsible behavior and initiative. The analysis reveals that legal literacy includes not only theoretical legal knowledge but also legal consciousness, moral resilience, and the internalization of legal norms. The findings highlight the need for both organized pedagogical intervention and societal influence to ensure the comprehensive formation of legal consciousness. The study introduces a nuanced distinction between "legal education" and "legal formation," emphasizing the dual role of structured instruction and spontaneous social influence in shaping legal identity. Enhancing legal education in pedagogical institutions is vital for producing educators who embody legal awareness, moral responsibility, and proactive legal engagement, thereby strengthening societal legal culture.