Project-game model for the formation of professional and supra-professional skills in the study of educational disciplines within the criminal law cycle: experience in implementing the educational project "Game Library of Victory 2025."

The object of the research is the social relations formed in the educational process of legal training for students while mastering the disciplines of the criminal law cycle and forming professional legal consciousness. The subject of the research is the organizational and pedagogical model of the project-game format, implemented through the development and testing of authorial board games on the themes of criminal law protection of historical memory and countering criminal encroachments related to the falsification of facts established by the International Military Tribunal, in the context of modern socio-political challenges of facts. The aim of the research is to provide a scientific justification for the project-game model of the educational project “Victory Game Library 2025,” to define its structural elements, pedagogical mechanisms, conditions for implementation, and diagnostic tools. The project-game model “Victory Game Library 2025” demonstrates the possibility of a methodologically controlled combination of criminal law content, project activities, game formats, and value-normative education. The methodological foundation is composed of a formal-legal analysis of the regulatory foundations of educational activities, systemic and activity approaches, pedagogical modeling, comparative analysis of traditional seminar classes and project-game modules, as well as designing the procedure for subsequent empirical verification. The scientific novelty of the research lies in the development of a two-circuit model, in which the educational circuit of developing an educational game product is connected with the circuit of legal-pedagogical expertise of its content and results. It has been concluded that the project-game format can be used not as a recreational addition to the discipline, but as a managed educational mechanism that ensures the transition from reproductive knowledge of norms to reasoned law-applying actions. The practical significance of the work lies in the possibility of replicating the model in departmental and civilian legal educational organizations, provided that the cases are normatively correct, the gaming scenarios are expert-validated, and the requirements for information security are met. It is proposed to consider the educational board game not as a separate means of activating the lesson, but as an educational product created by students during project activities and subject to legal-pedagogical expertise.