The role of student voice in reimagining pedagogic practice in the heat of Generative AI: law and legal education

Abstract

In the era of rapid growth of Generative AI, it is hard not to notice excitement and expansion of its use. At the same time, concerns stemming from an inconsiderate reliance on Generative AI also arise. The objective of the first part of this research paper is to identify elements (advantages, challenges, limitations, risks) of the use of Generative Artificial Intelligence in legal practice (including law firms, courts, case law) and research. In the second part, we focus on legal education: through collaborative multi case studies supported with other data collection sources (eg surveys/questionnaires), we explore gaps and uncertainty in the existing knowledge of students, by testing their understanding of important theories (eg academic integrity compliance, proper and effective use of AI) and seeking their view on the way forward, with the utmost aim of improving our pedagogic practice. After reflecting on the steps that legal practice has taken in relation to AI, the aim is to show how this shapes legal education and research, and that, through our, student and lecturer intervention, it can be the other way around.

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