Nicole Landy

Law students’ perceptions of the integration of generative artificial intelligence tools for learning the practice of law

A critical examination of the attitudes and opinions of law students towards the incorporation of GenAI into the law curriculum as tools for learning the practice of law. It is a widely held belief that GenAI is likely to have an outsized effect on the practice of law and legal education. GenAI literacy is considered essential in modern legal education. Law schools in Australia are exploring various ways that GenAI can be incorporated into legal education to provide law students opportunities to develop skills using GenAI to better equip them for legal practice that integrates GenAI technology. Existing literature on GenAI in legal education does not adequately address the integration of GenAI in law curriculum from the standpoint of those directly impacted, law students themselves.

My research utilises qualitative methods to gather in-depth insights from law students about the perceived value, challenges, risks, and ethical implications of GenAI tools for learning. This is crucial for curriculum design and the development of pedagogically sound and ethically responsible frameworks for the use of GenAI in legal education and aligns with professional competencies required in the evolving legal sector.

Supervisors

• Associate Professor Michael Guihot (Principal Supervisor)
• Professor Kieran Tranter (Associate Supervisor)