Legal education, judicial reform, and human development: psychoeducational and quality challenges in Mexican higher education.

Abstract

This study analyzes legal education in Mexico in the context of the 2025 judicial reform from a psychoeducational and human development perspective. It examines the role of evaluation and accreditation bodies (CONAED, CIEES, COPAES, and SEAES) in ensuring comprehensive legal education that encompasses not only technical‑academic quality but also the psychosocial well‑being and mental health of students. Using a qualitative, documentary, and analytical methodology, the research reviews literature on legal psychology, socioemotional competencies, and quality assurance in higher education. The findings highlight the need to update reference frameworks, incorporate student well‑being indicators, and strengthen the integration between legal education, psychology, and health education to effectively address post‑reform challenges.