NEUROSCIENCE-INFORMED PEDAGOGY FOR LEGAL LEARNING

Abstract

In order to maximise learning results for law students, this article tries to investigate how insights from cognitive neuroscience can improve pedagogical techniques in legal education. The research explores brain-based learning methodologies that are suited to the particular requirements of legal studies by combining theories of memory, attention, and decision-making. Developing critical thinking abilities necessary for legal analysis, putting in place efficient feedback systems to strengthen retention, and controlling cognitive load to avoid overload on brains of students are important areas of emphasis. According to the research, neuroscience-informed teaching can greatly enhance law students ability to comprehend complicated material, retain information for extended periods of time, and use reasoning in realworld situations. In order to increase academic achievement and foster deeper engagement, this multidisciplinary approach provides educators with evidence-based tools to change curriculum and teaching strategies. By matching instructional methods with the brain's natural learning processes, this research ultimately advances legal education and equips students with the cognitive skills they need to handle the demands of the legal profession.