Abstract:

As the rise of artificial intelligence (AI) technologies revolutionises legal practice, there is a growing concern that law graduates, from the "memennial" generation (Generation Z aka Gen Z), may become overly reliant on AI, compromising their ability to develop critical thinking and the nuanced skills required to navigate complex legal challenges. Gen Z students were born into an internet connected environment and are constantly on various internet applications, consuming information instantaneously but losing interest just as quickly. There must be a conscious shift away from causing ‘narration sickness’ within the lecture room to a teaching method that equips law students with a comprehensive understanding of AI's capabilities, limitations, and ethical implications. There is a need for the development of core skills such as legal analysis, problem-solving, effective communication, and ethical decision-making. Drawing on current research and best practices, this paper proposes strategies to cultivate AI-resilient law graduates. It suggests adapting teaching and learning strategies to encourage creativity, critical thinking, and adaptability, as well as integrating experiential learning opportunities that simulate real-world legal challenges. A qualitative approach will ensure that we have regard to global trends across international law faculties. This can be done through analysing curriculum design, teaching methods and experiential learning opportunities aimed at cultivating a balanced skill set in law students. Analysing documents, such as syllabi, course materials, and legal guidelines, can provide insights into how AI-related topics and skills are incorporated into legal education. There is a concern that law graduates, especially from the “memennial” generation, may become too reliant on AI in their legal work. This excessive dependence could hinder their growth in necessary skills and qualities for a successful career in law. Law students should gain an extensive understanding of what AI can do, its limitations, and ethical considerations so they can effectively utilize and navigate tools powered by this technology when practicing law. The study's results propose the integration of interdisciplinary coursework that nurtures creativity and adaptability. The significance of experiential learning opportunities, including simulations and real-life legal challenges, is underscored by the findings. The research emphasizes how crucial it is to have a holistic view towards educating future lawyers beyond just technical expertise. As AI technologies advance, it becomes vital for future lawyers to prioritise ethics and make conscientious decisions that uphold professional standards and societal values. Encouraging law students to actively participate in legal discourse is of utmost importance, as revealed by the findings. This entails engaging in discussions concerning AI's implications on the field of law, participating in ethical debates, and playing a role in formulating policies and regulations related to AI usage within the legal profession. Although AI technologies offer efficiency and automation, they cannot replace the distinctively human qualities necessary in legal practice, such as empathy, intuition, and contextual understanding. Law graduates who are resilient to AI acknowledge the importance of maintaining human-centric values within their profession.

Keywords:

Artificial intelligence, legal education, teaching and learning.