Implications of student legal internships in undergraduate Law Programs

Abstract

This study aims to evaluate the educational contribution of pre-professional internships to the development of professional competencies among Law students at the Universidad Regional Autónoma de los Andes (UNIANDES), Ecuador. A mixed-methods approach with a descriptive-analytical scope was adopted, integrating a literature review with a cross-sectional empirical study. In the theoretical phase, 42 documents published between 2020 and 2025 were analyzed, identifying key challenges such as weak articulation between theory and practice, limitations in supervision and evaluation processes, and inequalities in the quality of internship placements. In the empirical phase, 37 seventh-level students and 10 legal supervisors participated. Structured questionnaires using a Likert scale were administered to students, and competency-based evaluation forms were completed by supervisors. Data was analyzed using descriptive statistics. The results indicate a predominantly positive assessment of the internship experience, highlighting its contribution to the development of communicative, professional, social, and attitudinal competencies. However, areas for improvement were identified, particularly regarding formative feedback and institutional coordination. It is concluded that pre-professional internships constitute an essential component of the comprehensive education of Law students at the university, facilitating the contextualized application of knowledge and strengthening preparation for professional practice, although optimization of monitoring and evaluation mechanisms remains necessary.