This study examines ISO 24495-2:2025, Plain Language — Part 2: Legal Communication, as a pedagogical instrument for international legal communication training. Through a systematic analysis of the standard’s quadripartite framework, this assessment evaluates how this normative codification can inform curriculum design, competency development, and professional formation in legal writing instruction, focusing on relevance, findability, understandability, and usability. The discussion addresses the standard’s applicability across diverse pedagogical contexts, particularly in multilingual and cross-jurisdictional environments where legal and cultural traditions intersect with transnational communicative norms. Critical evaluation reveals that while ISO 24495-2 provides a systematic operationalization of plain language principles, its pedagogical efficacy depends fundamentally on contextualized rather than prescriptive implementation. The standard’s structured framework offers valuable scaffolding for competency-based curricula; however, its methodological opacity, limited empirical grounding, and Anglo-American rhetorical orientation constrain direct transferability across legal traditions. This analysis demonstrates that effective pedagogy requires approaching ISO 24495-2 neither as an authoritative prescription nor as a culturally neutral technique, but rather as a generative heuristic that necessitates supplementation through comparative legal analysis, multilingual communication theory, and explicit training in navigating tensions between clarity and doctrinal precision. This study proposes integrated pedagogical strategies combining the standard’s systematic principles with jurisdiction-specific guidance, interpretive awareness, and critical reflexivity concerning the institutional, ethical, and political dimensions of plain language. Such an approach cultivates practitioners capable of exercising contextual judgement while advancing democratic access to legal processes across diverse communicative environments.