Navigating the Use of Generative AI in Legal Education: The Need for Guidance and Guardrails

Law students are facing a dilemma in the age of generative AI, with a lack of clear guidance on what is and is not acceptable use of the technology. In a recent roundtable discussion organized by the Law Society’s Leadership and Management Section in Leeds, students and legal professionals expressed concerns and highlighted the need for guardrails in the use of AI.

Adelina Skarra, a first-year LLB student at Leeds Beckett University, voiced her worries about the potential loss of independence when using AI to create coursework. She emphasized the importance of finding a middle ground and establishing clear rules for the use of AI in legal education.

Nnenna Ifeanyi-Ajufo, a professor of law and technology at Leeds Law School, raised questions about the role of AI in education and the need for educators to understand and guide students in using the technology responsibly. Patrick Grant, from the University of Law, stressed the importance of educating the entire legal profession on the capabilities and risks of generative AI.

The Law Society is already working on initiatives like the 21st Century Justice project to promote understanding of AI in the legal field. Andrew Dyson, a cyber risk expert at DLA Piper, highlighted the potential benefits of AI in improving access to justice, while emphasizing the importance of maintaining professional standards.

Despite concerns about the current limitations of AI technology, Andrew McKinlay, a partner at Page White Farrer, expressed optimism about future innovations in the space. Emma Pearmaine, managing director of Ridley & Hall, acknowledged the potential of AI to bridge the access to justice gap but noted the challenges faced by smaller law firms in adopting the technology.

Sarah Sargent of Lupton Fawcett warned of the risk of creating a two-tier legal profession and emphasized the need for education to keep pace with technological advancements. Luke Corcoran, from the Government Legal Department, stressed the importance of developing critical thinking skills in legal education to evaluate information from both human and AI sources.

As the legal profession grapples with the implications of generative AI, the consensus is clear: there is a pressing need for guidance and education to ensure responsible and ethical use of technology in the practice of law.