Chapter 2. Harmonization of forensic expert training with current development trends in Ukraine and abroad: detailed analysis and implementation prospects

35 CHAPTER 2 CHAPTER 2 DOI: 10.15587/978-617-8360-16-0.CH2 Tetyana Nikolaychuk, Alona Bila, Maksim Kovzel © The Author(s) of chapter, 2025. This is an Open Access chapter distributed under the terms of the CC BY license HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS Abstract Modern forensic science lies at the intersection of science, technology, and law, requiring a comprehensive approach to the training of forensic experts. The globalization of crime, digitalization, and the development of innovative research methods necessitate a fundamental reform of the expert training system in accordance with international standards. This chapter of the monograph presents a detailed analysis of forensic expert training in leading countries, including the USA, Germany, the United Kingdom, France, Canada, Switzerland, Australia, and Poland. The authors examine existing effective training models that can be adapted for the Ukrainian system. A comparative analysis of undergraduate forensic science programs at the University of Lausanne (Switzerland) and the Educational and Scientific Institute No. 2 of the National Academy of Internal Affairs of Ukraine is presented. The study highlights key areas for modernization, particularly the unification of educational programs. The emphasis is placed on the urgent need to adapt curricula to modern demands, including harmonization with international standards, integration of advanced knowledge on the application of innovative methods in practice (artificial intelligence, digital forensics, blockchain), and strengthening practical training based on real case studies. Furthermore, the importance of an interdisciplinary approach and expanding cooperation between universities, expert institutions, and law enforcement agencies is underlined. KEYWORDS Forensic science, criminalistics, expert training, international standards of expert education, artificial intelligence, blockchain, legal ethics, cooperation with law enforcement agencies, big data analysis, innovative methods, interdisciplinary approach. In modern conditions, forensic science is a crucial element of the justice system, ensuring the objectivity and scientific validity of evidence in criminal, civil, and administrative proceedings. 36 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 Given the increasing complexity of crimes amid scientific and technological progress, particularly cybercrime, financial fraud, terrorism, and environmental offenses, there is a growing demand for a new generation of experts capable of applying, analyzing, and synthesizing innovative technologies, working with interdisciplinary data, and meeting international standards. At the present stage of societal development, globalization, digitalization, and the increasing demands for the efficiency of justice necessitate the harmonization of forensic expert training with the best global practices in the context of constant change and improvement, along with the adaptation of Ukrainian legislation to the acquis communautaire of the European Union. In this context, the experience of leading countries serves as a benchmark for reforming Ukraine’s system of forensic expert training. The modern system of forensic expert training is in a state of continuous evolution, driven by the growing complexity of forensic tasks, technological development, and globalization. An important task is the adaptation of educational programs to current needs, including harmonization with international standards, integration of innovative technologies, and the formation of practical skills. The chapter examines the experience of Ukraine and eight leading countries in forensic expert training: the USA, Germany, the United Kingdom, France, Canada, Switzerland, Australia, and Poland. Despite certain achievements, the Ukrainian system of forensic expert training faces numerous challenges limiting its effectiveness and competitiveness at the international level. One of the major problems is the insufficient integration of educational programs with international standards, leading to gaps in the professional knowledge and skills of experts. Modern challenges, such as the globalization of forensic research and the development of new technologies, particularly in the field of digital forensics, require forensic experts to possess not only solid theoretical knowledge but also the ability to adapt quickly and apply innovative methods in practice. Another significant problem is the lack of practical orientation within training programs, resulting in many graduates lacking sufficient experience in dealing with real-life forensic cases and using advanced technologies, applied in forensic examinations. This limits their ability to work effectively in contemporary criminal investigations, which often require the use of complex analytical tools and technologies. Additionally, the insufficient cooperation between educational institutions, law enforcement agencies, and international expert centers is a notable concern. In circumstances where international cooperation is a key factor in combating transnational crime, the lack of knowledge and experience exchange between countries in the field of forensic science leads to a gap between educational standards and practical requirements. Therefore, the need to harmonize forensic expert training, considering the latest development trends, is an urgent issue for Ukraine. Solving this problem requires a comprehensive approach, including the reform of educational programs, improvement of practical training, implementation of innovative technologies, and development of international cooperation in the field of forensic science. 37 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 2.1 Current state and global experience in forensic expert training: theoretical and methodological analysis The issue of forensic expert training has been the subject of research and publications by numerous domestic and foreign scholars. The work of M. Morelato, L. Cadola, M. Bèrubè, O. Ribaux, and S. Baechler presents a strategy for teaching and learning in forensic science, developed at the University of Lausanne (Switzerland) and adapted at the University of Technology Sydney (Australia) and the Universitè du Quèbec à Trois-Rivières (Canada) [1]. The goal of the strategy is to analyze and elaborate on real-life situations using a progressive approach to teaching and learning, which is based on theory and practical exercises, placing students in authentic scenarios. The case-based learning approach enables students to develop or modify their existing knowledge through real-life experiences, reflective observation, active experimentation, and communication. This approach has proven more effective for achieving long-term learning outcomes and fostering a deep learning approach. It challenges students’ ability to solve complex problems they are likely to encounter in the workplace. Case studies provide structured and transversal learning material, which has been successfully adapted in various countries and contexts. This approach also shifts the educational focus from methods to reasoning processes and forms of argumentation necessary at all stages of forensic activity. Through this innovative learning process, students move away from perceiving the Court (trial) as the sole ultimate goal of forensic science studies. They learn to perform diverse roles, adopt proactive attitudes, and work both individually and collaboratively. Such a teaching and learning strategy breaks existing isolation in forensic science by focusing on processes and critical thinking [1]. J. González-Rodríguez provided a professional review of forensic science education programs in Europe, excluding the United Kingdom and Ireland [2]. The results of his work are presented in the Table 2.1.  Table 2.1 Forensic science university courses in Europe (excluding UK & Ireland) Institute/program’s housing unit/ location/website Degree & course title Course language 1 2 3 Austria Medical University of Vienna Department of Forensic Medicine Forensic Molecular Biology Vienna (In development) German https://www.meduniwien.ac.at/hp/fileadmin/gerichtsmedizin/DGM_Org_neu_2016/2016_05_17_Org_eng.pdf 38 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2  Continuation of Table 2.1 1 2 3 Bulgaria Varna Free University Department of Security and Safety Law Faculty Varna Master: Forensic Science Expertise Bulgarian http://vfu.bg/en/ects_guide/fi les/uf/mag/se/ske.html Germany Steinbeis College Berlin MA: Criminology http://www.fachhochschule.de/FH/Studium/Master_of_Arts_Criminal_Investigation_17738.html University Humbolt Berlin (A historical well known program was closed in 1994, following the fall of the Berlin Wall. Currently, programs are offered in partnership with King’s College London) http://www.kcl.ac.uk/study/postgraduate/taught-courses/forensic-science-msc-mres-pg-dip-pg-cert.aspx Bonn-Rhein-Sieg University of Applied Sciences Department of Natural Sciences Sankt Augustin BSc: Forensic Sciences German (50%) English (50%) https://www.h-brs.de/en/anna/forensic-sciences-bsc Brandenburg University of Technology Cottbus-Senftenburg Faculty of Environment and Natural Sciences Cottbus MSc: Forensic Sciences & Engineering German https://www.b-tu.de/en/study/study-programmes/detail/123-forensic-sciences-and-engineering Italy Sapienza University of Roma Faculty of Physical and Natural Sciences Rome MSc: Forensic Analytical Method Italian http://www.uniroma1.it/didattica/master/2015/metodologie-analitiche-forensi-0 University of Bologna Professional Master’s Programmes Bologna MSe: Forensic Chemical & Chemical-Toxicological Analyses Italian http://www.unibo.it/en/teaching/professional-master/2015-2016/forensic-chemical-and-chemical-toxicological-analyses-8638 The Netherlands The University of Amsterdam Institute for Interdisciplinary Studies Graduate Schools of Sciences Amsterdam MSe: Forensic Science English http://gss.uva.nl/future-msc-students/content/forensic-science.html 39 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2  Continuation of Table 2.1 1 2 3 Avans University of Applied Sciences Breda Bachelor of Chemistry Bachelor of Biology English & Dutch http://www.avans.nl/international/programs/programfi nder/international-forensic-science-short-programme-breda-voltijdshort-course/introduction Portugal The University of Coimbra Faculty of Medicine Rua Larga, Coimbra Master: Legal Medicine & Forensic Science Portuguese https://apps.uc.pt/courses/en/course/1392 Instituto Superior de Ciências da Saúde Egas Moniz Higher Health Sciences Egas Moniz Institute Lisbon BA: Forensic & Criminal Sciences Portuguese http://www.egasmoniz.com.pt/pt-pt/ensina/iscsem/cursas/licenciaturas/licenciatura-em-ciências-forenses-e-criminais.aspx Spain The Autonomous University of Barcelona Graduate School Cerdanyola del Vallès, Barcelona Master: Criminology – Forensic Sciencea Graduate Diploma: Criminalistcsb Forensic Science & Criminal Intelligencec Forensic Handwritting Analysisd Spanish ahttp://www.uab.cat/web/postgraduate/master-in-criminology/general-information-1217916968009.html/ param1-1487_en/param2-2014/ bhttp://www.uab.cat/web/postgraduate/graduate-diploma-in-criminalistics-analysis-of-information-and-advancedtechniques-in-forensic-sciences/general-information-1217916968009.html/param1-1471_en/ param2-2014/ chttp://www.uab.cat/web/postgraduate/graduate-diploma-in-forensic-science-and-criminal-intelligence/generalinformation-1217916968009.html/param1-3002_en/param2-2014/ dhttp://www.uab.cat/web/postgraduate/graduate-diploma-in-forensic-handwriting-analysis/generalinformation-1217916968009.html/param1-3058_en/param2-2013/ The University of Alcalá Spanish University Research Institute of Police Sciences Faculty of Law Alcalá de Henares, Madrid Master: Police Sciencea PhD: Forensic Scienceb Spanish ahttps://www.uah.es/es/estudios/estudios-oficiales/masteres-universitarios/Ciencias-Policiales/ bhttps://www.uah.es/es/estudios/estudios-oficiales/doctorados/Ciencias-Forenses-D412/ University of Murcia Faculty of Biology Espinardo Campus Murcia Master: Forensic Sciences Spanish http://www.um.es/web/biologia/contenido/estudios/masteres/ciencias-forenses 40 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2  Continuation of Table 2.1 1 2 3 University of the Basque Country Master and Doctoral School Master: Forensic Analysis Spanish/Basque http://www.ehu.eus/en/web/masteranalisisforense/aurkezpena University of Valencia Department of Preventive Medicine Valencia Master: Forensic Science Spanish http://formacion.adeituv.es/ciencias-forenses/# Pablo de Olavide University Social and Legal Sciences Seville Master: Criminology & Forensic Science Spanish https://www.upo.es/postgrado/Master-Ofi cial-Criminologia-y-Ciencias-Forenses Sweden The University of Uppsala Faculty of Medicine Uppsala MSe: Forensic Science Swedish http://www.uu.se/en/admissions/master/selma/program/?pKod=MFV2M&lasar=16/17 Switzerland The University of Lausanne Batiment BCH Lausanne BSe: Forensie Seiencea MSe: Physical Identificationb Chemical Criminalisticsc Traceology & Crime Analysisd* Digital Investigation &Identificatione PhD: Forensic Sciencef Certificate: Essentials of Forensic Interpretationg Essentials of DNA Interpretationi Certificate of Advanced Studies: Statistics in the Interpretation of Evidenceh French French French French French French & others English English English www.unil.ch/esc ahttp://www.unil.ch/esc/bachelor bhttp://www.unil.ch/esc/master-id chttp://www.unil.ch/esc/master-cc dhttp://www.unil.ch/esc/master-tracologie ehttp://www.unil.ch/esc/msc-investigation-numerique fhttp://www.unil.ch/esc/home/menuinst/doctorats-et-recherches/doctorat-en-science-forensiq.html ghttp://www.formation-continue-unil-epfl.ch/essentials-forensic-interpretation hhttp://www.formation-continue-unil-epfl.ch/statistics-evaluation-forensic-evidence-cas ihttp://www.formation-continue-unil-epfl .ch/essentials-dna-interpretation *With the University of Montréal, Department of Criminology Turkey Istanbul University Institute of Forensic Sciences Cetrahpasa Kampusu Istanbul MS: Forensic Sciencea PhD: Forensic Scienceb Turkish Turkish ahttp://adlitip.istanbul.edu.tr/en/ms-in-forensic-sciences/ bhttp://adlitip.istanbul.edu.tr/en/phd-in-forensic-sciences/ Source: [2] 41 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 The author describes forensic science education in Europe as a “patchwork” that is difficult to unravel. In many countries, there are no studies, dedicated to forensic science education, leading to degrees being open to non-governmental professionals. In these countries, there are connections between official, governmental, or police laboratories and academic institutions, as well as opportunities for internal education leading to academic status. In many European countries, forensic activities and research may be conducted at departments of forensic medicine without conferring a scientific degree, except for medical specialization. Many countries also offer forensic science courses to law students or as part of criminology programs. Finally, there is a network of universities claiming to offer forensic science degrees, which are mostly delivered remotely [2]. In the work, dedicated to forensic expert training [3], authors S. Grey and B. Swanston made key conclusions that forensic science education can prepare students for various careers in the field, including work as forensic anthropologists, criminal investigators, forensic scientists, and forensic toxicologists. It is noted that many positions in this field require certification by one of the numerous specialized organizations responsible for the accreditation of forensic experts [3]. The issue of an optimal model and mechanism for forensic expert training to enhance their professional level and advance the field to a qualitatively new stage has been addressed by scholars V. Alekseichuk and I. Starodubov [4]. In their view, in most cases, obtaining the qualification of a forensic expert requires comprehensive higher education. For example, for the specialization “Economic Research in the Field of Intellectual Property”, in addition to majoring in 076 “Entrepreneurship, Trade, and Stock Exchange Activity” or 081 “Law”, specialists should preferably have higher education in one of the following fields within the knowledge area 0305 “Economics and Enterprise”: 051 “Economics”, 056 “International Economic Relations”, 072 “Finance, Banking, and Insurance”, or 071 “Accounting and Taxation”. At the same time, to conduct, for instance, an objective examination of an invention, the expert must have a technical education; for the analysis of computer programs – education in computer science; and for conducting economic research – an economic background, and so forth [4]. 2.2 Theoretical and methodological foundations and current trends in forensic expert training in global practice Any forensic examination is an applied scientific study of objects, conducted in accordance with rules, determined by the specifics of its subject and the scope of information necessary for its performance, drawn from relevant fields of science and technology. The objects of forensic examinations, in a broad sense, may include substances, materials, industrial and other products, technologies, works of art, plants, animals, human beings, documents, and more. The goals and tasks of forensic examinations are determined by the area of human activity, within which they are conducted. 42 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 Forensic examination is a specific type of expert activity with a special legal status. The essence of forensic examination lies in the analysis, upon the assignment of an individual or authority conducting legal proceedings, of material objects (physical evidence) and various documents by a qualified person (expert) with the purpose of establishing factual data relevant to the correct resolution of the case. Upon the completion of the examination, the expert issues an expert opinion, which, according to law, is one of the sources of evidence, and the factual data contained therein constitute proof. According to the current legislation of Ukraine, the key bearer of specialized knowledge is the forensic expert, who applies such knowledge both in procedural form – when its results have evidentiary value – and in non-procedural form. The only formal requirement for an individual to act as a forensic expert under Ukrainian law is the possession of specialized knowledge. The concept of “specialized knowledge” is not legally defined. In academic literature, it is traditionally understood as a system of theoretical knowledge and practical skills in a particular field of science, technology, art, or craft, acquired through special training or professional experience, necessary for solving questions arising in the course of criminal or civil proceedings. Commonly known and legal knowledge is not considered specialized. However, in today’s conditions, new achievements of rapidly developing science, technology, and emerging disciplines are continuously integrated into forensic practice. In our view, these developments inevitably cause a transformation of the concept of “specialized knowledge”. The boundaries of the expert’s and specialist’s competence, as well as the very necessity of their involvement in a case, directly depend on the meaning attributed to this term. Therefore, this issue is not merely academic but has serious practical significance. The relationship between specialized and commonly known knowledge is inherently variable and depends on the level of societal development and the extent, to which scientific knowledge is integrated into everyday life. As knowledge of a particular phenomenon, process, or object expands and deepens, it becomes increasingly differentiated, systematic, and accessible to a wider audience. As a result, the sphere of everyday knowledge is enriched. Returning to the question of who may act as forensic experts under Ukrainian law, such individuals are those who possess the necessary knowledge to provide opinions on specific issues under investigation. The professional and qualification requirements for forensic experts, employed in state specialized institutions or working independently, are outlined in Article 10 of the Law of Ukraine “On Forensic Examination” dated 25.02.1994, No. 4038-XII [5]. The law stipulates that positions of experts in state forensic institutions may be held by professionals with relevant higher education, a qualification level of at least “specialist”, who have completed appropriate training and obtained the qualification of forensic expert in a specific specialty. In Ukraine, academic training of forensic experts is primarily conducted on the basis of legal and technical universities, among which the leading institutions are: 43 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 – The National Academy of Internal Affairs – Educational and Scientific Institute No. 2 is currently the only institution that offers training for applicants with an expert-criminalistic focus. It provides training for master’s degree seekers in the specialty “Law” with a specialization in “Forensic Examination”; – Taras Shevchenko National University of Kyiv – offers specialized courses in criminalistics and forensic examination, including DNA analysis and trace evidence examination; – Kharkiv National University of Internal Affairs – provides courses in digital forensics and ballistics; – Odesa State University of Internal Affairs – specializes in handwriting examination and forensic anthropology. Let us briefly examine the state of forensic expert training in some foreign countries. United States The U.S. system of forensic expert training is one of the most advanced globally. It is based on cooperation between universities and law enforcement agencies. The FBI Academy offers programs in criminalistics, forensic medicine, and digital forensics. A strong emphasis is placed on practical training. Students undergo internships in laboratories and participate in real criminal investigations. In terms of innovation, the U.S. actively utilizes automated systems for evidence analysis, such as the CODIS DNA database and the IAFIS fingerprint database. However, forensic scientists are often confused with crime scene investigators, although these two professions differ significantly (Table 2.2) [6–8]. They require different qualifications, have distinct work characteristics, and employ different technologies [9, 10].  Table 2.2 Main differences between forensic experts and crime scene investigators Forensic science Crime scene investigator (CSI) A significant portion of the work is done in laboratories, where forensic data is collected and analyzed based on evidence collected during crime scene examinations A large part of the job involves visiting and analyzing crime scenes To work in this field, forensic scientists typically must have at least a bachelor’s degree While a degree in forensics or other science is desirable, forensic investigators can also start their careers as police officers and then move up to the position of forensic investigator There are many opportunities for experts to specialize in a wide variety of fields Crime scene work does not allow for many specializations, although the skills learned can be applied to other positions, such as working in government organizations Source: [6] Forensic experts are well-paid professionals with significant career opportunities. In fact, employment in forensic science is projected to grow by 13% by 2032, much faster than the national average. 50 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 For further comparison of expert training systems, the specified hours will be converted into the number of credits, required to obtain an educational qualification of a certain degree in the relevant specialty. ECTS, or the European Credit Transfer and Accumulation System, is a pan-European system for credit transfer and accumulation. Thus, the training program for forensic experts specializing in 1.1 “Handwriting and Signature Analysis” amounts to 11 ECTS credits, excluding prior higher academic education. The training program for forensic experts specializing in 4.1 «Human and Animal Trace Analysis» amounts to 13 ECTS credits, excluding prior higher academic education. Undoubtedly, the quality of forensic expert training through individual and group internships and short-term courses cannot compare to systematic education in higher education institutions. Forensic expertise allows for specialization. This raises the question of what educational and knowledge requirements should be imposed on future forensic experts in the current stage of scientific development, given the complexity of the tasks, assigned to them. In Ukraine, the issue of the necessity of specialized forensic expert training remains unresolved. One approach to forensic expert training involves a standardized approach to general professional disciplines while defining specialized disciplines based on types of forensic expertise. Proponents of this approach propose training forensic experts in higher education institutions under the Ministry of Internal Affairs of Ukraine through a six-year educational program. Graduates receive a diploma in «Forensic Expertise» and are authorized to conduct traditional forensic examinations, including trace analysis, fingerprint analysis, ballistics, cold weapons analysis, portrait expertise, handwriting analysis, and forensic technical document examination. The training of experts in forensic engineering and technical expertise could be conducted in technical universities with appropriate equipment, as well as in law faculties in the format of a second legal education. Despite significant advancements in the development of educational programs, the key issue remains the insufficient integration of practice into the educational process. For instance, only a limited number of students have access to modern laboratory equipment, and internships in forensic institutions are not always mandatory and, under martial law conditions, not always feasible. The main reasons for the lack of practical training in forensic education include: – overemphasis on theory: educational programs often focus on theoretical aspects while neglecting practical application; – lack of interaction with employers: weak connections between educational institutions and stakeholders lead to educational programs that do not align with real labor market needs; – cultural and intellectual barriers: in Ukraine, the stereotype that a diploma is the main criterion of success remains widespread, complicating the implementation of alternative learning and assessment formats. However, in recent years, there has been a positive trend, including the introduction of digital forensics courses to combat cyber threats, the use of 3D modeling for crime scene reconstruction, and the training of forensic genomics experts to work with biological evidence. In our view, forensic expert training should be based on a combination of several key approaches. 51 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 Firstly, an interdisciplinary approach. Forensic expertise requires the integration of knowledge from various fields, including law, criminalistics, natural sciences, computer technology, and psychology. For example, a digital forensics expert must understand the legal foundations of evidence collection, methods of retrieving and analyzing digital data, and the ethical aspects of the work. The educational program should prepare graduates to perform tasks in various fields, including legal, forensic, technical-criminalistic, and consulting areas. Implementation of this approach can include: – development of joint projects, where students participate in real investigations under the guidance of specialists from different disciplines; – creation of interdisciplinary study groups, in which students from different specialties (lawyers, IT specialists, biologists, etc.) collaborate on forensic cases, simulating real expert group work; – use of digital platforms to access databases, simulate forensic processes, and enable interdisciplinary student interaction. Secondly, a competency-based approach. Educational programs should focus on developing professional competencies, including: – analytical thinking; – problem-solving skills; – teamwork abilities; – oral and written communication skills. Third, an innovative approach. In today’s environment, forensic training is impossible without the use of cutting-edge technologies, such as artificial intelligence, blockchain to ensure the integrity of evidence, as well as modern laboratory tools for DNA analysis, toxicology and digital data. In addition, it is important to undergo appropriate training-internship with an experienced mentor to gain access to the accumulated experience in the field of forensic examination. We also emphasize that active participation in professional organizations on platforms for sharing research results, collaborating on complex cases and solving problems and ethical issues in the forensic examination community, and obtaining training opportunities are important for forensic experts to stay abreast of the latest developments, methods and best practices in their field. The most suitable for the expert system of Ukraine, according to many experts, is the European model of education. It should be noted that in European countries reforms were carried out simultaneously in all spheres of life, including education. Only successful reforms by a country became the basis for becoming a candidate for accession to the European Community. For the training of experts, both general and special criteria were developed, which were reflected in documents on education [22–28]. The developed criteria embodied all the best taken from the activities of various European reformer countries in the field of forensic expertise. Educational reforms in European countries, in turn, began long before the adoption of the Bologna Agreement, ratified on June 19, 1999 in the city of Bologna (Italy), and signed by 29 ministers of education. The document was later called the “Bologna Declaration”. With this act, the participating countries agreed on the general 52 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 requirements, criteria and standards of the national higher education system, creating the European Educational and Scientific Space since 2010. Within the framework of this study, for clarity, we will examine the forensic expert training program using the example of the Swiss University L’Université de Lausanne (Fig. 2.1–2.3) [28]. The first degree – Bachelor of Criminology/Forensic Science, is the first step in basic scientific training, which allows you to acquire a methodological, scientific and forensic way of thinking. The bachelor’s degree is valued at 180 ECTS credits and usually lasts 6 semesters. The forensic science education program is a comprehensive, interdisciplinary scientific training program that, in addition to forensic science itself, includes subjects from the natural sciences, such as physics, biology, mathematics and especially chemistry, as well as a significant component from the humanities (criminal law, criminology), medicine (forensic medicine) and engineering (computer science, visualization). The proportion of laboratory work is very high in relation to courses and seminars. To obtain the degree of Bachelor of Forensic Science and Bachelor of Science (BSc) in Forensic Science, it is necessary to be admitted to the University of Lausanne on the basis of their qualifications, in accordance with art. 81 of the RLUL; on the basis of a dossier, in accordance with art. 82b and 82c of the ZZNU and Directive 3.16 of the Executive Board; after a preliminary examination in accordance with art. 82 and 82a of the ZZRP, as well as the Regulation governing the preliminary examination for admission to work in the ESCB, and Directive 3.16 of the Executive Board. The program consists of separate modules (parts). Module 1.1 Sciences de base 46 ECTS Module 1.2 Sciences criminelles 14 ECTS La rêussite de la premiêre parte (Propêdeutique) conditionne r’acces à la seconde partio Seconde partie (120 ECTS) Module 2.1 Enseignements transversaux 41 ECTS Module 2.3 Justice et police 25 ECTS Module 2.2 Enseignements spécialisés 40 ECTS Module 2.4 Enseignements complémentaires en sciences 14 ECTS  Fig. 2.1 The forensic expert training program using the example of the Swiss University L’Université de Lausanne 53 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 The university bachelor’s degree curriculum establishes a list of subjects that must be passed in the 1st series of examinations to obtain 60 ECTS credits (module 1). Students must pass the 1st series of examinations for the bachelor’s degree during the summer and/or autumn session immediately following the relevant academic year. Failure to meet this requirement will be considered an unsatisfactory grade, except in cases of authorized academic leave or force majeure. The 1st year of study aims to lay the theoretical foundations in chemistry, basic sciences and forensics. Curriculum MODULE 1 (60 ECTS) Bachelor’s plan Module 1.1: Fundamental Sciences (46 ECTS) Mathematics I Mathematics II Algorithms and Computational Thinking Python Programming Computation and Networks Experimental Physics I Experimental Physics II Advanced General Chemistry Organic Chemistry Chemistry TP Module 1.2: Forensic Science (14 ECTS) General Forensic Science: Typology of Traces General Forensic Science: Methodology Introduction to Law/Methodology Introduction to Criminology  Fig. 2.2 Module 1 of the forensic expert training program using the example of the Swiss University L’Université de Lausanne In the second module, the program becomes more specialized and focuses more on forensics. The curriculum lists the subjects, included in module 3. The exams of the third series of the Bachelor of Laws lead to 63 ECTS credits. Each discipline is considered completed if the grade received is at least 4 or if the assessment is marked as “pass”. Upon meeting this requirement, the corresponding ECTS credits for that discipline are awarded. The curriculum also requires students to engage in independent research on a given topic. To obtain a Bachelor’s degree in forensic science/criminalistics, students must complete all modules within the maximum duration of study. In cases of unsatisfactory academic performance, ECTS credits are granted only for completed modules. A student who fails to complete the university’s undergraduate program in forensic science is expelled from the program and is no longer eligible for re-enrollment in this course. Upon meeting all academic requirements, the student is awarded a degree titled: Baccalauréat universitaire ès Sciences en science forensique/Bachelor of Science (BSc) in Forensic Science/ Bachelor of Science (BSc) in Criminalistics. 54 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 The Master of Science in Forensic Science is a graduate program comprising 120 ECTS credits with an expected duration of four semesters. The primary objective of this master’s program is to enable students to develop, deepen, and expand the knowledge, acquired during their undergraduate studies in forensic science. MODULE 2 (120 ECTS credits) Module 2.1: Interdisciplinary Teaching (41 ECTS credits) Microscopy Forensic Tactics Introduction to Digital Forensics Introduction to Interpretation of Scientific Evidence Crime Scene Investigation Techniques Forensic Practice Independent Work Module 2.2: Specialized Teaching (40 ECTS credits) Papiral Traces Biological Traces Object Traces Detection of Traces of People and Objects Practical Digital Forensics Exploitation of Digital Traces Inorganic Microtraces Fire Investigation Methods Drugs Firearms Technical Document Examination Module 2.3: Justice and Police (25 ECTS credits) Forensic Investigation Criminal Law Special Criminal Law Court Organization and Procedure Forensic Medicine Introduction to Criminological Methods Module 2.4: Additional Science Courses (14 ECTS credits) Probability and Statistics Biochemistry I Structural Analysis Analytical Separation Methods  Fig. 2.3 Module 2 of the forensic expert training program using the example of the Swiss University L’Université de Lausanne This master’s program offers three distinct specializations: – identification: a transdisciplinary curriculum covering key areas of forensic identification, including fingerprint analysis, DNA analysis, biometrics, toolmark examination, firearm examination, and handwriting/signature analysis, with a particular focus on probabilistic methods of interpretation. – forensic chemistry: this specialization aims to study analytical chemistry methods. The program consists of a theoretical component, complemented by practical laboratory work utilizing analytical chemistry techniques and their forensic applications. – digital investigation and identification. 55 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 Students must choose their specialization upon enrollment in the program. Thus, the total number of earned credits amounts to 300 ECTS. For comparison, in Ukraine, the equivalent figures are 13 ECTS and 11 ECTS. In our opinion, there are significant prospects for Ukraine in this field. To align the Ukrainian system with international standards, the following measures should be implemented: – increase practical training: establish forensic training centers and provide access to modern equipment; – enhance international cooperation: conclude agreements with foreign universities to facilitate knowledge exchange; – implement innovations: develop courses integrating artificial intelligence and digital technologies; – improve ethical training: emphasize accountability for forensic examination results. By embracing innovation while maintaining a commitment to scientific rigor and ethical principles, forensic experts can harness the power of modern technologies to enhance the accuracy, efficiency, and reliability of their work, ultimately reinforcing the credibility of forensic science. Conclusion The harmonization of forensic expert training with modern development trends is a strategically important task for ensuring the efficiency of the justice system. An analysis of the experiences of Ukraine and eight leading countries (the USA, Germany, the United Kingdom, France, Canada, Switzerland, Australia, and Poland) highlights several key aspects requiring special attention. Globalization, technological progress, and the intensification of integration processes necessitate a revision of traditional approaches to expert training, prompting the development of new educational models, adapted to contemporary challenges. An analysis of international experience shows that the most effective forensic expert training systems are based on an interdisciplinary approach that combines theoretical knowledge, practical training, and the use of innovative technologies. Integrating practical experience into the educational process through the creation of training laboratories, an increased number of internships in real forensic institutions, and student involvement in real casework-will contribute to the development of professional skills and enhance graduates’ competitiveness in the labor market. Additionally, the implementation of innovative technologies, including artificial intelligence, machine learning, blockchain, 3D modeling, and modern laboratory methods, will ensure high accuracy and objectivity in forensic examinations. International cooperation must function on an ongoing basis. The conclusion of agreements between Ukrainian and foreign universities, the organization of academic exchange programs, and joint research initiatives will facilitate the integration of Ukraine’s forensic expert training system into the global community. 56 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 A significant aspect is the adaptation of educational programs to international standards, which involves the introduction of mandatory modules on forensic informatics, cybersecurity, and forensic genomics into the curriculum. This harmonization will enhance the competitiveness of Ukrainian experts on a global scale, opening new opportunities for professional growth and international collaboration. Forensic expert training should encompass not only knowledge of specialized methodologies and procedures but also the development of critical thinking, analytical skills, and the ability to work with large volumes of information. Modern forensic research increasingly relies on big data analysis, requiring experts to effectively use analytical tools, assess the reliability of information, and formulate well-reasoned conclusions. A particularly important issue is professional ethics and the independence of forensic experts. The development of an ethical culture, high standards of professional ethics, and responsibility for forensic conclusions are crucial for strengthening public trust in the justice system. Moreover, interdisciplinarity plays a key role. Expanding educational programs by integrating knowledge from related fields (such as psychology, information technology, and natural sciences) will enable specialists to work effectively in response to modern challenges. Ukraine has already made some progress in this area, particularly in developing educational programs in digital forensics, forensic genomics, and the application of advanced technologies in evidence analysis. However, further modernization is needed, which includes incorporating international experience, expanding funding, and creating conditions for graduates to integrate into the global labor market. Additionally, the possibility of implementing a dual-degree system for forensic experts should be considered, allowing them to receive education simultaneously at Ukrainian and European institutions. This approach will enhance expert qualifications and support their professional development in an international context. Thus, the harmonization of forensic expert training with modern development trends is a multifaceted process that requires the synergy of efforts from the state, academic institutions, educational establishments, and international partners. Only through a systematic approach can Ukraine prepare specialists who meet the highest standards and effectively contribute to the justice system. References 1. Morelato, M., Cadola, L., Bérubé, M., Ribaux, O., Baechler, S. (2023). 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