The Big Data Application of Law Case Library Research on the Path of Administrative Law Teaching and Practical Assistance
Main Article Content
Abstract
Amid the dual imperatives of digital rule of law and educational transformation, administrative law teaching faces structural challenges such as fragmented case resources, inaccurate retrieval, and a persistent disconnect between theory and practice. These challenges become more pronounced when legal education must address complex engineering-related regulatory scenarios, including data governance, industrial compliance, communication infrastructure, and specialized technical disputes. Big data technology, with its advantages in massive data integration, correlation mining, intelligent analysis, and prediction, provides technical support for upgrading legal case libraries and integrating administrative law teaching with practice. This study proposes a big-data-enabled administrative law case library and examines its application path in teaching and practical assistance. The case library integrates multi-source judicial, administrative, and teaching resources, supports precise retrieval and correlation analysis, and provides intelligent functions such as similar-case recommendation, judgment-logic visualization, and risk warning. By linking case resources with teaching tasks and practical legal workflows, the system helps solve the problems of outdated cases, shallow analysis, and insufficient skill training in traditional teaching. The study indicates that a big data legal case library can improve resource utilization, strengthen legal application ability, and support the coordinated development of administrative law education and practice.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
K. Ruiz, “Influence of Administrative and Professional Support on Teaching Attitudes in Mathematics Instruction,” Journal of Mathematics and Statistics Studies, vol. 7, no. 1, pp. 0108, 2026, DOI: 10.32996/JMSS.2026.7.1.1.
W. Kulachai, K. Benchakhan, and P. Homyamyen, “Unlocking academic success: the impact of teaching strategies, instructor support, and student innovation on learning outcomes in public administration,” Cogent Education, vol. 12, no. 1, 2025, DOI: 10.1080/2331186X.2025.2454122.
M. Askari, “Humanintheloop: A facultyled model for integrating GenAI in executive economics instruction,” The International Journal of Management Education, vol. 23, no. 3, Art. no. 101247, 2025, DOI: 10.1016/J.IJME.2025.101247.
N. Gilbride M, “The challenges of teaching complexity sciences to novice learners in public administration,” Teaching Public Administration, vol. 43, no. 2, pp. 143-156, 2025, DOI: 10.1177/01447394251360758.
C. Xia and X. Luo, “AIEnabled Teaching Reform in Public Administration: Diverse Pathways and Practices for Risk Management Course,” International Journal of New Developments in Education, vol. 7, no. 6, 2025, DOI: 10.25236/IJNDE.2025.070609.
Y. Xu and Y. Zhou, “Teaching Reform of Public Administration in the Context of Course Ideological and Political Education,” Education Journal, vol. 7, no. 7, 2024, DOI: 10.31058/J.EDU.2024.77037.
W. Qamar, M. Qayum, W. Nisa U, et al., “Perceived outcomes of medical teaching institute reforms: insights from management, faculty, and administration in Pakistani tertiary health care,” BMC Health Services Research, vol. 24, no. 1, pp. 1061, 2024, DOI: 10.1186/s12913-024-11416-y.
M. Norma C D, “The problembased learning as a pedagogical framework for teaching master of public policy and master of public administration programs in Latin America,” Teaching Public Administration, vol. 41, no. 3, pp. 408-426, 2023, DOI: 10.1177/01447394221124818.
N. K G, “The experience of teaching public administration in Russia during the pandemic in 2020-2021,” Teaching Public Administration, vol. 41, no. 1, pp. 82-98, 2023, DOI: 10.1177/01447394221087885.
Wan H.Research on the Reform Path of Curriculum Civics Integrating into Online Learning Teaching and Learning for Law Majors in the Era of Artificial Intelligence.Applied Mathematics and Nonlinear Sciences,2024,9(1):, DOI: 10.2478/AMNS-2024-0794.
D. Yi K, “Teaching Political Science using Design Thinking: Insights from “Contemporary African Politics” and “Elections around the World”,” Journal of Political Science Education, vol. 19, no. 1, pp. 16-33, 2023, DOI: 10.1080/15512169.2022.2104163.
L and C. R, “Teaching a Hybrid Administrative Law Simulation Class Using Jurassic Park,” Journal of Legal Education, vol. 71, no. 2, pp. 282-310, 2022.
X. Wang and W. Zhang, “The Application of Case Discussion Method in the Teaching of Public Administration,” Curriculum and Teaching Methodology, vol. 5, no. 7, 2022, DOI: 10.23977/CURTM.2022.050702.
D. Abhay, “Teaching Political Science in the Margins,” Studies in Indian Politics, vol. 9, no. 2, pp. 275-277, 2021, DOI: 10.1177/23210230211043312.
T. Almeida S F, I. Palis S P, R. Corbi G, et al., “Teaching evaluation questionnaire validation at Escuela Politécnica Na cional, applying the method of Factor Analysis with extraction of principal components,” Ingeniería e Investigación, vol. 40, no. 1, 2020, DOI: 10.15446/ing.investig.v40n1.79634.
O. Polyakova S, “Conceptual foundations of formation of the public administration system in legal education,” Aspekti Publìčnogo Upravlìnnâ, vol. 6, no. 9, pp. 43-51, 2018, DOI: 10.15421/151853.
R. BOUSTA and Y. MARIQUE, “THE STATUS OF COMPARATIVE ADMINISTRATIVE LAW: A COMPARISON BETWEEN FRENCH AND BELGIAN LEGAL EDUCATION,” Contemporary Readings in Law and Social Justice, vol. 9, no. 1, pp. 47-69, 2017, DOI: 10.22381/CRLSJ9120174.
L. Wenger, “Taubenschlag Rafael, The Law of GrecoRoman Egypt in the Light of the Papyri,” Derselbe Professor of Ancient Law, University of Warsaw. Vol. II Political and Administrative Law. Warsaw 1948, Polish Philological Society. Zeitschrift der SavignyStiftung für Rechtsgeschichte. Romanistische Abteilung, vol. 69, no. 1, pp. 455-465, 2013, DOI: 10.7767/zrgra.1952.69.1.455.
P. Alonso D, “Teaching Of Administrative Law In The New Grade Of Law,” Contemporary Issues in Education Research (CIER), vol. 5, no. 5, pp. 355-358, 2012, DOI: 10.19030/cier.v5i5.7468.
Y. Zou, “Reform and Innovation of Administrative Law Course Teaching Mode in the Internet Plus Era,” in Sichuan Judicial and Police Officers Professional College Deyang. 2024, DOI: 10.4108/eai.29-3-2024.2347675.