2026/01/02 by Söğüt Atilla-Aydın, Laura Lammasniemi · 1 voice
Social Sciences · Computer Science · #Artificial Intelligence in Law #Ethics and Social Impacts of AI #Law, AI, and Intellectual Property
paper · pdf · doi:10.1080/03069400.2025.2585427
openalex publication_date 2026/01/02 · openalex created_date 2026/01/28 · openalex updated_date 2026/06/15
Generative artificial intelligence (GenAI) is transforming legal education and challenging long-standing traditions in the teaching and study of law, as well as how those studies are assessed. Yet there is not sufficient empirical evidence on how law students, specifically, approach GenAI in their learning and assessment preparation. To bridge this gap, this paper investigates the use of GenAI by law students at Warwick Law School, and discusses how a focus group of high-achieving, experienced GenAI users utilise GenAI tools in their academic work and assessments. Our findings reveal complex and sometimes conflicting student perspectives on GenAI, highlighting both sophisticated usage and concerns about over-reliance. The paper also presents guidelines developed for a new undergraduate research module at Warwick Law School. These guidelines offer actionable recommendations for integrating GenAI into legal education and assessments. Through an extensive literature review, empirical study and the presentation of our guidelines, this paper contributes to broader discussions and scholarship on GenAI in higher education and legal education specifically.