Didactic features of the implementation in educational organizations of the Ministry of Internal Affairs of Russia of professionally oriented disciplines related to countering crimes committed using information and communication technologies

Temnyakov Dmitrii Aleksandrovich PhD in Pedagogy Deputy Head of the Department of Organization of the Work of Road Traffic Safety Protection Units of the V. Ya. Kikot Moscow University of the Ministry of Internal Affairs of Russia 143100, Russia, Moscow region, village Staroteryaevo, Staroteryaevo, 1 Dima-terjewo@rambler.ru Other publications by this author

Mironov Vadim Leonidovich Senior Lecturer, Department of Operational Investigative Activities of the Department of Internal Affairs and Application of Information Technologies, Moscow Regional Branch of the Moscow University of the Ministry of Internal Affairs of Russia named after V.Ya. Kikot 143100, Russia, Moscow region, village Novoteryaevo, Nikolay Grigoriev str., 5, sq. 17 v.miro@mail.ru

Information and communication technologies make it possible to collect, process, store, distribute and display information of various types, as well as ensure interaction between people using electronic communication means.

For more than twenty years, the basics of information and communication technologies (ICT) have been studied in legal specialties at universities of the Ministry of Internal Affairs of Russia within the framework of various disciplines, such as "Computer Science and Mathematics", "Computer Science and information Technology in professional activity", "Information and Communication Technologies in professional performance" and others. It is important to note that these disciplines are studied in the first year, when students still do not have a clear idea of their future professional activities. Therefore, the study of relevant topics is limited to the consideration of general concepts in the field of telecommunications and the formation of basic skills for working with computer networks ^{[3, p. 336]}. This helps cadets understand the role and importance of ICT only within the framework of the professional activities of the internal affairs bodies.

ICTs contribute to solving the following tasks:

1. Implementation of information and information activity models in education

2. Activation of cognitive activity of students (cadets and listeners).

3. The introduction of modern methods of control, assessment and monitoring of educational achievements of students (cadets and trainees).

The introduction of information and communication technologies into the educational process makes it possible to solve applied tasks to improve the educational process, increase the activity of students through their involvement in various types of activities and stimulate educational activity.

The use of information and communication technologies (ICT) in the pedagogical process of a law school can significantly enrich and improve the educational experience of cadets. Here are some ways to use ICT in the educational environment of educational institutions of the Ministry of Internal Affairs of Russia:

1. Electronic textbooks and materials: Teachers can use electronic textbooks, articles, journals and other materials available on the Internet to provide cadets and students with up-to-date information on legal issues. It also allows cadets to access the materials anytime and from anywhere.

2. Video lectures and Webinars: Teachers can record video lectures or conduct webinars to present complex concepts and explain legal principles. This allows cadets and students to view lectures at their own pace and repeat the material if necessary.

3. Online forums and discussions: ICTs allow the creation of virtual forums and platforms for discussing legal issues. Cadets and students can actively participate in discussions, ask questions and share their thoughts and opinions with other students and teachers.

4. Computer programs and simulations: There are specialized computer programs and simulations that help cadets and students develop skills in analyzing legal cases, conducting research and solving legal problems. This allows cadets and trainees to gain practical experience and apply theoretical knowledge in practice.

5. Electronic Learning Management System (LMS): LMS allows teachers to organize courses, provide materials, assignments and tests, and track student progress. Cadets and trainees can upload their work, communicate with teachers and receive feedback.

6. Research projects and online resources: Cadets and trainees can use ICT to conduct research, access legal databases, court decisions and other online resources. This helps them develop information retrieval, analysis, and critical thinking skills.

It is important to note that the successful use of ICT in the teaching process requires appropriate teacher training and the availability of necessary infrastructure such as computers, Internet connection and software. It is also necessary to take into account security and confidentiality issues when using ICT in legal education.

The use of information and communication technologies in the pedagogical process of educational organizations of the Ministry of Internal Affairs of Russia has many advantages. It allows cadets and students to gain wider access to relevant materials, develop self-study and research skills, as well as communicate and collaborate with teachers and students of other universities. This contributes to a deeper understanding of legal concepts and the development of practical skills.

However, one should not forget about the importance of personal interaction in the learning process. Virtual formats cannot always completely replace classical teaching methods, so it is important to find a balance between the use of ICT and traditional approaches.

Currently (2023-2024), the universities of the Ministry of Internal Affairs of Russia are at the stage of preparing for the implementation of a number of new disciplines that are somehow related to the practical application of certain types of ICT in the activities of internal affairs agencies for the detection and investigation of crimes. Here are just a few of them:

- "Organization of counteraction to crimes in the field of drug trafficking committed using information and telecommunication technologies";

- "Obtaining operationally relevant information in information and telecommunication networks";

- "Cybercrime in the financial and credit sphere";

- "Information and technical support for the detection and disclosure of crimes committed using information and telecommunication technologies";

- "Investigation of crimes committed using information and telecommunication technologies";

- "A workshop on conducting separate investigative actions on crimes committed using information and telecommunication technologies."

The implementation of professionally oriented disciplines related to countering crimes committed using information and communication technologies (ICT) may face several problems, some of them:

1. The rapid development of technology: ICTs are constantly evolving, and new types of crimes related to the use of ICTs appear on a regular basis. This creates a challenge for educational programs, as they must be constantly updated to reflect the latest trends and methods of criminals.

2. Lack of qualified teachers: Teachers with sufficient knowledge and experience in the field of countering crimes committed using ICT are a rare specialist at the present stage. Which may make it difficult to provide high-quality training in this area.

3. Updating educational materials: Educational materials used to teach professionally oriented disciplines should be relevant and consistent with modern teaching methods. However, updating materials can be difficult and require constant monitoring of changes in ICT used to commit illegal actions.

4. The need for access to specialized software: For effective training, cadets and trainees may need access to specialized software and tools used in combating crimes committed using information and communication technologies. This may require additional financial costs for the purchase and support of such software.

5. The complexity of practical work: Countering crimes committed using information and communication technologies requires not only theoretical knowledge, but also practical skills. Training students and cadets on the practical aspects of countering ICT crimes can be difficult due to the need for access to real information environments and data, which limits practical training.

6. Legislative and ethical issues: Countering crimes committed using information and communication technologies may involve working with confidential information, as well as require knowledge of legislation and ethical standards. The training of trainees and cadets in this field should take these aspects into account and help them develop appropriate skills and awareness ^{[1, p. 53]}.

These are just a few of the problems that the implementation of professionally oriented disciplines related to countering crimes committed using information and communication technologies may face. However, with the help of constant updating of programs, attracting qualified teachers, updating educational materials, providing access to specialized software for developing practical exercises, these problems can be overcome, and students and cadets can receive high-quality education in this field.

The emergence of new disciplines reflects modern changes in the structure of crime, objects of criminal encroachment and methods of committing crimes.

The upcoming implementation of these disciplines is associated, in our opinion, with a number of problems caused by the integration of not only legal, economic, psychological (which is typical of humanitarian education), but also technical aspects into them.

To identify and identify ways to solve the problems of implementing these professionally oriented disciplines, we can ask the following questions: "Who should be trained?", "What should be taught?", "How should training be conducted?" and "Who will carry out the training?".

The first question is, "Who needs to be trained?" There is a certain difficulty in studying information technology disciplines for a significant part of students and cadets who have a humanitarian type of thinking and master the programs of legal specialties. Despite the fact that modern youth begin to use various electronic devices from an early age, their knowledge of the theory of the functioning of computers and computer networks has not changed much over the past decade. In addition, the level of knowledge of students and cadets in the field of computer science, which they received at school, varies significantly, and cases of formal teaching of this discipline are no exception.

At the same time, the active use of information and communication technologies in the activities of law enforcement agencies leads to the need for students and cadets with a humanitarian type of thinking to further study and understand the technical aspects of modern information processes. However, such "immersion" presents serious difficulties for many of them.

It is possible that this problem can be solved to a large extent by studying these professionally oriented disciplines, which will create an almost continuous chain of studying information and communication technologies: from basic theoretical knowledge to their practical application in professional activities, but this will require additional time for these courses, which is within the framework of the main professional educational programs learning is not possible.

The second question is: "What needs to be taught?". The answer to this question is directly related to the formation of the educational organization's requirements for the results of mastering the specialty program (bachelor's degree) in the form of a certain set of competencies. In solving this task, it is necessary not only to balance the achievement of general cultural and professional competencies within one specialty (mainly legal), but also to determine the necessary level of knowledge and skills in the field of information technology disciplines ^{[4, p. 67]}.

In the context of training in information technology disciplines for students and cadets of legal specialties, special attention should be paid to the following aspects:

1. Fundamentals of computer Science: students and cadets of educational institutions of the Ministry of Internal Affairs of Russia should master the basic concepts and principles of functioning of computers, operating systems, computer networks and the Internet. This includes an understanding of the hardware and software components of a computer, the principles of working with operating systems, and basic skills in working with network protocols and services.

2. Information security: due to the active use of information technology in law enforcement, students and cadets should be aware of the basic principles and methods of information protection, prevention of cybercrime and ensuring data confidentiality. This includes knowledge of typical information security threats, authentication and encryption methods, as well as the basic principles of protecting computer networks.

3. Software: Students and cadets should have an understanding of the various software tools and applications that can be useful in their professional activities. This may include knowledge of text editors, spreadsheets, databases, specialized software products for legal work and other tools used in the legal field.

4. Information resources and information retrieval: students and cadets should be trained in the skills of effective search and analysis of information on the Internet, the use of electronic libraries and databases to obtain relevant legal materials and scientific research.

The third question is: "How should the training be conducted?". There are several approaches for effective teaching of information technology disciplines to law students:

1. Integration into the main training program: information technology disciplines can be included in the main training program of legal specialties. This will allow students and cadets to gain the necessary knowledge and skills in parallel with studying legal subjects. This approach will help students to see the connection between information technology and the legal sphere.

2. Specialized courses and trainings: it is possible to organize separate courses or trainings on information technology aspects for students and cadets. This will allow you to study the relevant topics more deeply and systematically and acquire the necessary skills.

3. Practical exercises and projects: the active use of practical tasks, projects and cases will help students and cadets apply their knowledge in practice. For example, they can develop information security policies, create websites, or analyze legal information using specialized software tools.

4. Feedback and evaluation: It is important to provide students and cadets with feedback on the results of their work and evaluate their achievements. This will help to stimulate the active participation of students in the educational process, which in turn will allow them to improve their skills in the information technology field.

5. Constant updating of materials: given the rapid development of information technology, it is necessary to constantly update educational materials and keep up with the latest trends in this field. This will allow students and cadets to be aware of new technologies and working methods.

In general, a combination of these approaches can provide effective training in information technology disciplines for students and cadets of educational institutions of the Ministry of Internal Affairs of Russia and prepare them for successful work in the modern legal field.

Question three: "what is the teaching methodology?" For the successful implementation of the newly introduced disciplines related to countering crimes committed using information and communication technologies (ICT), it is necessary to develop appropriate didactic and methodological support. Here are a few steps that can help in this process:

1. Research on the current level of ICT development: Analyze modern technologies, trends and tools used in the field of cybercrime. Examine the latest security breaches, typical threats, and attack methods. This will allow you to understand the main challenges faced by cybersecurity professionals.

2. Curriculum development: Based on the knowledge gained, create curricula for newly introduced disciplines. Define the goals and objectives of each course, identify the key topics and competencies that students and cadets should acquire. Take into account current techniques and tools used in cybersecurity ^{[5, p. 114]}.

3. Creation of educational materials: Develop textbooks, lectures, practical assignments and other materials necessary for the training of students and cadets. Pay special attention to practical aspects such as case analysis, simulation of attacks and defenses, development of security policies, etc. Use modern examples and real cases from the world of cybersecurity.

4. Application of modern teaching methods: Include active and interactive learning in your programs, such as group projects, discussions, role-playing games and practical exercises. Use online resources, webinars, and trainings to expand learning opportunities.

5. Cooperation with the industry: Establish partnerships with organizations and companies working in the field of cybersecurity. Invite experts to give lectures, workshops and practical exercises. Organize internships and internships for students so that they can put their knowledge into practice.

6. Evaluation and updating of the program: Regularly evaluate the effectiveness of the program and receive feedback from students and teachers. Make the necessary adjustments and updates to the program based on the data received. Keep an eye on changes in the field of cybercrime and update training materials and techniques accordingly.

7. Practical training: Organize practical training sessions where students and cadets will be able to apply their knowledge and skills in real-world scenarios. This may include attack simulations, security system development and testing, incident analysis, and other practical tasks. Provide access to the necessary software and tools for such training.

8. Creating a community and sharing experiences: Support an active community of students and teachers interested in cybersecurity. Organize conferences, seminars and forums where they can share their experiences, research and best practices. Promote the participation of students and cadets in IT competitions and cyber security hackathons.

9. Implementation of an assessment system: Develop an assessment system that will assess the achievements of students and cadets in the field of cybersecurity. Include various forms of assessment, such as tests, projects, laboratory work, and practical assignments. Pay attention to the development of problem solving, critical thinking and communication skills.

It is important to remember that the development of didactic and methodological support for cybersecurity disciplines requires constant updating and adaptation to a changing illegal environment. Keep up with the latest trends and new technologies in the field of cybersecurity and make appropriate changes to your training program.

Question four: "Who teaches?" It is closely related to the second and, especially, to the third issues.

Strengthening the role of information and communication technologies (ICT) in the educational process contributes to the development of information and communication competence of the teaching staff. The ability to use ICT to solve professional tasks and problems in teaching activities contributes to the implementation of a personality-oriented educational paradigm.

The effectiveness of using information products depends not only on the ability to apply information and communication technologies, but also on the quality of knowledge of pedagogical methods. Therefore, one of the main tasks of introducing ICT into the educational process is to develop the technological competence of the teaching staff.

The development of the information and communication competence of the teaching staff has a number of advantages. Firstly, the use of ICT allows teachers to effectively organize the learning process, making it more interactive and attractive for students. With the help of ICT, teachers can provide access to a variety of information resources, conduct online consultations and feedback, create interactive assignments and tests. Secondly, the development of information and communication competence contributes to improving the professional competence of teachers. They can use ICT to find relevant information, analyze data, develop educational materials and techniques, as well as for self-education and professional development.

In addition, the use of ICT in teaching activities contributes to the implementation of a personality-oriented educational paradigm. Interactive educational technologies make it possible to take into account the individual needs and characteristics of each student, create conditions for his self-development and self-realization ^{[2, p. 86]}.

However, the successful use of ICT in the educational process requires not only the availability of an appropriate technical base, but also the development of appropriate competencies among teachers. Therefore, it is important to conduct systematic training and support teachers in the development of ICT, as well as create conditions for their creative application in teaching practice.

In turn, it should be noted that teachers of newly introduced disciplines, on the one hand, should be specialists in the relevant subject areas (criminal procedure, preliminary investigation, criminology, operational investigative activities, etc.). On the other hand, to know the basics of the functioning of computer networks, to be able to use network technologies to obtain the required information, to have the skills to work with specialized software. A teacher of new disciplines can be either a lawyer who has received additional qualifications in the field of information and communication technologies (ICT), or an IT specialist who has delved into legal sciences. Perhaps it depends on the specific educational institution where the teacher works. In both cases, the teacher has a unique combination of knowledge in the field of law and information technology, which allows him to effectively teach new disciplines related to the development of ICT and their legal aspects.

Professional development of the teaching staff of educational organizations of the Ministry of Internal Affairs of Russia, aimed at gaining knowledge about the basics of the functioning of information and communication technologies (ICT) and acquiring skills and abilities to use specific tools to counter crimes committed using ICT, is an important task in the modern information society.

To achieve these goals, various approaches and methods of professional development can be applied. Here are a few possible steps:

1. Organization of specialized courses and trainings: The Ministry of Internal Affairs of Russia can conduct special courses and trainings that will allow teachers and professors to familiarize themselves with the basics of the functioning of ICT and learn how to use specific tools to combat cybercrime. These activities may include lectures, practical exercises and exchange of experience.

2. Partnership with leading educational institutions and experts: The Ministry of Internal Affairs of Russia can establish partnerships with leading universities and other educational organizations specializing in the field of ICT and cybersecurity. This will allow teachers and professors to gain access to relevant knowledge and best practices.

3. Creation of specialized training materials: The Ministry of Internal Affairs of Russia may develop special training materials that will contain information on the basics of the functioning of ICT and specific tools to combat cybercrime. These materials can be presented in the form of e-courses, textbooks or online resources.

4. Organization of internships and practical training: Practice is necessary to effectively master the skills of using specific tools. The Ministry of Internal Affairs of Russia can organize internships and practical classes in which teachers and professors will be able to apply their knowledge and skills in practice. This may include working with real-world cases, participating in simulations and training, as well as collaborating with cybersecurity experts.

5. Conducting research projects: The Ministry of Internal Affairs of Russia can support research projects related to countering cybercrime and the use of ICT. Professors and teachers can participate in such projects, which will allow them to expand their knowledge and experience in this field.

6. Organization of conferences and seminars: The Ministry of Internal Affairs of Russia can organize conferences, seminars and other events where topical issues in the field of cybersecurity and the use of ICT will be discussed. This will allow teachers and professors to keep abreast of the latest trends and developments in this field.

It is also important to ensure that professional development programmes are constantly updated to reflect the latest developments and new challenges in the field of ICT and cybersecurity. Regular evaluation of the effectiveness of programs and receiving feedback from participants will also help optimize the professional development process.

Professional development programs should be differentiated for different categories of teachers, based on the totality of the disciplines they teach: the areas of operational investigative activities, criminology, criminal procedure, etc. Differentiation of professional development programs for different categories of teachers, based on the totality of the disciplines they teach, is an important aspect of ensuring effective professional development of teaching staff. Here are some examples of how such programs can be differentiated:

1. Technical Disciplines: Teachers who specialize in the technical aspects of information technology can receive a professional development program focusing on the technical aspects of cybersecurity, data protection, network security and other related fields.

2. Legal disciplines: Teachers who teach the legal aspects of information technology can receive a professional development program focused on the legislative and regulatory aspects of cybersecurity, cybercrime, legal liability and other legal aspects.

3. Psychological and social disciplines: Teachers dealing with the psychological and social aspects of information technology can receive a professional development program that focuses on understanding the motivations of criminals, social engineering methods, psychological aspects of cybercrime and the prevention of such crimes.

4. General Programs: For teachers who teach a wide range of disciplines, it may be useful to offer a general professional development program that covers the main aspects of cybersecurity, cybercrime and data protection without going deep into specific areas.

It is important to take into account the needs and interests of teachers when developing professional development programs. Different categories of teachers may have different needs and levels of expertise in the field of information security, therefore, differentiation of programs can help them gain relevant knowledge and skills ^{[6, p. 429]}.

In addition, it is possible to consider such an option of approaches to the differentiation of professional development programs for teachers of educational organizations of the Ministry of Internal Affairs of Russia:

1. Level of difficulty: Programs can be divided into different levels of difficulty to meet the needs of teachers with different levels of knowledge and experience in the field of information security. For example, you can offer programs for beginners, advanced and experts.

2. Specialization: Programs can be specialized in specific aspects of information security, such as cyber attacks, personal data protection, network security, etc. This will allow teachers to focus on specific areas of their interest and expertise.

3. Learning format: Different teachers may prefer different learning formats. Some may prefer face-to-face seminars and trainings, while others prefer online courses or self-study. Providing different learning formats can meet the diverse needs of teachers.

4. Duration of the program: Professional development programs may have different durations to match the available time and resources of teachers. For example, you can offer short intensive programs or longer programs with more in-depth study of the material.

In general, the differentiation of professional development programs in the field of countering crimes committed using information and communication technologies makes it possible to take into account the diverse needs and interests of teachers, as well as provides more effective and relevant training.

In conclusion, I would like to note that the methodology of teaching students and cadets of universities of the Ministry of Internal Affairs of Russia to counter crimes committed using information and communication technologies may include the following main aspects:

1. Awareness of modern threats: Training should begin with providing students and cadets with complete information about various types of crimes related to the use of information and communication technologies. This may include cybercrime, Internet fraud, copyright infringement, cyber espionage, and others.

2. Legislation and regulations: Training should include the study of relevant legislation and regulations governing countering crimes related to information and communication technologies. Students and cadets should be familiar with the legal aspects and consequences of such crimes.

3. Technical aspects: Training should include the study of the main technical aspects related to information security. This may include training in the protection of computer systems, networks and data, threat recognition and analysis, the use of specialized software, etc.

4. Practical skills: Training should provide the practical skills necessary to counter information and communication technology-related crimes. This may include incident response training, conducting investigations, collecting and analyzing digital evidence, and other practical exercises.

5. Cooperation and coordination: Training should emphasize the importance of cooperation and coordination between the various services and organizations involved in countering cybercrime. This may include training on interaction with law enforcement agencies, information security specialists, representatives of the judicial system and other stakeholders.

6. Ethical aspects: Training should include discussion of the ethical aspects of countering crimes related to information and communication technologies. Students and cadets should be familiar with the principles of confidentiality, protection of personal data, ethical standards for the use of information and other relevant issues.

7. Updating knowledge: Training should encourage continuous updating of knowledge and skills in the field of countering crimes related to information and communication technologies. Students and cadets should be aware of the latest trends and developments in the field of cybercrime, new threats and protection methods.

8. Competence testing: Training should include testing the competencies of students and cadets in the field of countering crimes related to information and communication technologies. This can be done through exams, practical assignments, simulations and other forms of knowledge and skills testing.

9. Feedback and improvement system: Training should include a feedback system, including the ability of students and cadets to evaluate the effectiveness of the methodology and suggest improvements. This will make it possible to continuously improve the training program and adapt it to changing needs and requirements.

10. Interdisciplinary approach: Training should be carried out using an interdisciplinary approach, including elements of jurisprudence, information technology, psychology, sociology and other relevant fields of knowledge. This will help students and cadets gain a comprehensive understanding of the problem and develop an integrated approach to countering crimes related to information and communication technologies.