Applying Social Cognitive Theory to Develop Decision-Making Skills in Law Students: A Case Study in Family Law Education

Family Law is a difficult area of legal education because it requires students to apply legal doctrine while responding to emotionally sensitive disputes involving divorce, child custody, maintenance, and domestic violence. Traditional doctrinal teaching remains important, but it may not sufficiently prepare students to exercise empathetic judgment, ethical reasoning, and practical decision-making in client-centred contexts. This article examines how Social Cognitive Theory (SCT) can inform Family Law pedagogy through observational learning, modelling, behavioural practice, feedback, and self-efficacy development. Using a concise descriptive qualitative and conceptual case-study approach, the article synthesises SCT, clinical legal education, and simulation-based learning literature to propose an SCT-Enhanced Simulation Model for undergraduate Family Law courses. The model combines faculty demonstration, structured role-play, standardised client scenarios, peer feedback, and guided reflection. The article argues that this approach can strengthen students’ confidence, ethical awareness, empathy, and readiness for legal practice, while recognising that future empirical studies are needed to test its long-term impact across diverse Malaysian law schools.

Social Cognitive Theory, Family Law, Legal Education, Decision-Making, Role-Play, Clinical Legal Education, Qualitative Analysis

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