Student engagement in legal education: Analyzing academic, career, and extracurricular participation at Hanoi Law University

Legal education is essential for preparing students for professional success by providing them with academic information and practical skills. Student engagement in academic, career-focused, and extracurricular activities varies, impacting students’ overall readiness for legal practice. Previous studies have demonstrated that passive learning prevails in legal education, constraining students' engagement in critical thinking and professional growth endeavors. This study aims to analyze the participation patterns of students at Hanoi Law University in academic, career-oriented, and extracurricular activities. This research aims to elucidate trends and problems in student engagement to enhance legal education and professional readiness. This research utilized a quantitative methodology with a structured questionnaire to evaluate student engagement in three principal domains. Data were gathered from 480 students spanning various academic years and specialties. Descriptive statistical techniques, such as the mean, standard deviation, frequency analysis, and Cronbach’s alpha reliability assessment, were utilized via SPSS 20.0 to guarantee data precision and uniformity. Research reveals that students mostly partake in passive learning activities, including attending lectures (M = 2.37, SD = 0.59) and notetaking, but their involvement in interactive learning methods, discussions (M = 2.18, SD = 0.46), and debates (M = 2.10, SD = 0.58) is low. Career-related involvement, encompassing networking (M = 2.33, SD = 0.58) and job research (M = 2.39, SD = 0.56), is comparatively elevated; nevertheless, skill development (M = 2.19, SD = 0.64) and legal research activities (M = 2.03, SD = 0.66) are accorded lesser priority. Participation in extracurricular activities, including law clubs (M = 1.63, SD = 0.80), moot court competitions and legal contests (M = 2.08, SD = 0.93), and legal internships (M = 1.81, SD = 0.84), is minimal owing to academic demands and insufficient institutional incentives. This research underscores the need for a more adaptive and learner-focused methodology in legal education. Promoting active learning methodologies, augmenting career development initiatives, and cultivating extracurricular involvement can increase student readiness for legal practice.