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Designing SQE-responsive modules using experiential constructivism
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DOI：10.1080/03069400.2026.2627152.png)
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Abstract
En 中文
The introduction of the Solicitors Qualifying Examination (SQE) means law teachers now have to employ a more practice-oriented methodology that enables teaching students not just the content of the law but also some elements of how legal principles translate into practical realities. Drawing on teaching approaches adopted at the undergraduate and postgraduate levels, and the author's own experience of taking the SQE, this article argues for employing a teaching methodology and module design rooted in the experiential constructivist paradigm for designing law modules that better prepare students for the SQE and their legal careers. This paradigm is characterised by five interrelated aspects: simulations and active learning strategies, scaffolded activities, reflection, authentic assessments and detailed feedback, and hinges on triangulating three aspects: what the law is (substance), how it's applied in court (procedure), and how lawyers use it in real life (practice). The article makes the case for employing an experiential constructivist conceptual framework in designing, developing and improving the delivery of modules within undergraduate and newly introduced LLM programmes focused on legal practice, aimed at better preparing students and making the learning process more enjoyable.
Keywords:
Experiential constructivism
Solicitors Qualifying Examination (SQE)
legal education