Digital Object Identifier
10.18870/hlrc.v16i2.1684
ORCID
Lazzat Suleimenova, https://orcid.org/0000-0002-0907-436X; Saira Zhiyenbayeva, https://orcid.org/0009-0002-8326-920X; Kamchat Yessenova, https://orcid.org/0009-0006-0130-8797; Yernar Onalbekov, https://orcid.org/0000-0001-7836-3723; Elmira Bayarystanova, https://orcid.org/0009-0005-5273-9266
Abstract
Objectives: The social and legal (also referred to as sociolegal) competence of future social counselors is one of the key factors that ensures the effectiveness of their professional activities—protecting the rights of the individual, collaborating with other professionals, and contributing to the creation of a safe social environment. The study aimed to create and implement a model and pedagogical conditions for the development of sociolegal competence of future social counselors in higher education institutions of the Republic of Kazakhstan.
Methods: As part of a study conducted at L.N. Gumilyov Eurasian National University, Faculty of Social Sciences, in the social pedagogy specialty, an experimental model (the readiness model) was introduced, which involved establishing organizational and pedagogical conditions and components of readiness. The necessity of improving the educational process for developing sociolegal competence of future social counselors is theoretically proven, and prospects of using the proposed readiness model and pedagogical conditions for improving this process were determined.
Results: The results of the study determined the organizational and pedagogical conditions for developing sociolegal competence of future social counselors, including integrating theoretical knowledge and practical skills, improving the relevance of educational content, individualizing learning paths, creating a favorable learning environment, and continuing professional development.
Conclusions: Organizational and pedagogical conditions were implemented in establishing the following readiness components and criteria: motivational-value orientation, cognitive, social-activity, and evaluative-reflective. Three levels of sociolegal competence were identified: basic, medium, and high—each of which has specific significance in planning, executing, and evaluating professional activities. Specific recommendations were offered for improving the training of future social counselors and their level of sociolegal competence.
Implications: Changes were made to the process of developing sociolegal competence in the study’s experimental group, including the readiness model; organizational and pedagogical conditions; and a new course, Fundamentals of Sociolegal Competence of the Future Social Counselor, in the School of Professional Growth and Support Program.
Recommended Citation
Suleimenova, L.,
Zhiyenbayeva, S.,
Yessenova, K.,
Onalbekov, Y.,
&
Bayarystanova, E.
(2026).
Developing the Social and Legal Competence of Future Social Counselors.
Higher Learning Research Communications, 16 (2).
DOI:10.18870/hlrc.v16i2.1684
