Abstract
In the context of a digitally evolving society, the integration of legal awareness into technical education is critical for the development of comprehensive professional competence. This study examines the potential of digital technologies to enhance the acquisition of legal knowledge among students in technical disciplines. Employing an interdisciplinary pedagogical framework, the research evaluates the effectiveness of three digital platforms—Knewton, Casetext, and LexisNexis—implemented in higher education institutions in Kazakhstan. 126 students (26 girls and 100 boys) participated in a survey on the effectiveness of digital applications. A quantitative design was applied, including content analysis, surveys, and statistical tools such as Analysis of Variance (ANOVA) and Tukey HSD. The results show that students highly rated the applications Casetext and LexisNexis, but the application Knewton received lower ratings. This can be explained by the use of this application for studying theoretical knowledge, which is a passive method, and the focus of the assessment was more on the performance of practical tasks. Implications of these results suggest the importance of taking into account the aspects of the purpose of using certain applications in the learning process, as other aspects of the use of digital technologies in the learning process.