A cross-cultural examination of ethical reasoning in legal education: the interplay of critical thinking, case analysis skills, and professional identity formation.

INTRODUCTION: Given the increasing emphasis on ethical competence in legal professions, this study investigates how legal education fosters ethical reasoning among law students through a serial moderated mediation model. METHODS: Drawing on face-to-face survey data from 549 law students in China (n = 286) and South Korea (n = 263), the study explores the sequential mediating roles of case analysis skills and professional identity formation, as well as the moderating role of critical thinking. The proposed model was analyzed using partial least squares structural equation modeling (PLS-SEM) and multigroup analysis (MGA). RESULTS: The findings reveal that legal education has a significant direct effect on ethical reasoning (β = 0.579, p < 0.001) and a significant serial indirect effect through case analysis skills and professional identity formation (β = 0.018, p = 0.008). Moreover, critical thinking amplifies the effect of legal education on analytical skill development and the influence of those skills on identity formation. Multigroup analysis further revealed significant cross-cultural differences: the direct effect of legal education on ethical reasoning was stronger among South Korean students, whereas the indirect and serial mediation pathways were stronger among Chinese students. DISCUSSION: These results contribute to theoretical models of professional ethics and legal instruction and offer practical guidance for designing culturally responsive legal education curricula that promote ethical engagement.