<![CDATA[This study aimed to identify law students’ needs for technology-integrated Legal English teaching materials, determine the linguistic and professional competencies they prioritize, and examine the role of digital learning and Higher-Order Thinking Skills (HOTS) in Legal English instruction. A descriptive qualitative design with a needs-analysis approach was employed at the Faculty of Law, Prof. Dr. Hazairin SH University, Indonesia, during the 2026 academic year. Participants comprised 64 undergraduate law students and seven English lecturers selected purposively. Data were collected through questionnaires and interviews, supported by observation and document analysis for triangulation. Questionnaire data were analyzed descriptively using frequencies and percentages, while qualitative data were examined through data condensation, data display, and conclusion drawing. The results showed that 82.5% of students required more discipline-specific Legal English materials; 92.0% prioritized international legal vocabulary, 84.7% emphasized contract and legal-opinion writing, and 82.1% identified presentation and legal argumentation as important competencies. Technology integration received the highest response (96.5%), while 81.0% supported HOTS-oriented activities involving legal-case analysis, argument evaluation, and solution formulation. These findings indicate that Legal English instruction should integrate ESP-based content, authentic professional tasks, digital learning tools, and cognitively demanding activities rather than relying predominantly on General English materials. However, the study was context-specific and relied substantially on perceived needs. Future research should validate the framework across multiple institutions and experimentally examine the effectiveness of technology-integrated Legal English materials on language proficiency, HOTS, and professional readiness.]]>
