Teaching strategies in the Law program at the BICU university campus in Pearl Lagoon

Abstract

In communitarian universities like Bluefields Indian & Caribbean University (BICU), it is essential that legal education respond to the intercultural educational model, integrating pedagogical approaches that value the cultural, linguistic, and epistemic diversity of the region. In this context, the present study aimed to describe, from an interpretive paradigm, the teaching strategies employed by faculty in the teaching-learning process of the Law program at the Pearl Lagoon campus and to assess their contribution to the students' academic development. The study was conducted using a mixed-methods approach and a descriptive-interpretive design. The participating population consisted of six faculty members and nine law students, and the sample was selected using non-probability convenience sampling. Data collection involved semi-structured interviews, surveys, and classroom observations, which allowed for triangulation of the information obtained and a deeper understanding of the educational phenomenon. Among the most relevant findings, it was identified that teachers implement strategies such as collaborative work, active learning, the use of case studies and presentations, supported by resources such as whiteboards, videos, mobile phones, and projectors. However, traditional methods persist, and weaknesses in teachers' pedagogical training are evident; likewise, students demand greater use of practical classes and more constant feedback. In conclusion, the teaching of Law in intercultural spaces such as those of the Nicaraguan Caribbean Coast requires a profound pedagogical transformation that includes contextualized, active, and participatory strategies.