<![CDATA[The field of higher education pedagogy rarely explores the intricate relationship between international law and its teaching. As a branch of law rich in theoretical and doctrinal values, international law should not escape criticism and critical approaches. So far, most of the teachings of international law rely on Western or Eurocentric approaches and thinking. This research uses a normative-empirical method to study the international legal pedagogy of law students in Indonesia and examine the impact of Eurocentric legal pedagogy on students. The findings indicate that Eurocentric teaching has resulted in students possessing narrow critical thinking on international law. As an alternative, the Third World Approach to International Law (TWAIL) can be an effective approach to foster inclusive critical thinking in the teaching of international law.]]>
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