AI in legal studies: navigating the prospects and hurdles for law faculty in higher education
DOI:
https://doi.org/10.56124/sapientiae.v8i17.031Palabras clave:
perception; gastronomy; services; quality; categories; strategiesResumen
This paper examines the influence of Artificial Intelligence (AI) on legal education, focusing on its advantages as well as the ethical and pedagogical challenges it introduces in the university training of future legal professionals. The aim was to evaluate how AI can reshape legal education without compromising the ethical and pedagogical integrity of the learning process. Using a qualitative methodology with a documentary design, a content analysis of various educational AI tools was performed, assessing elements like personalized learning, accessibility, automated feedback, and usability. Findings suggest that AI enables personalized learning and optimizes real-time feedback and assessment; however, it also presents risks such as algorithmic bias and restricted accessibility. Furthermore, AI use may alter classroom dynamics and reduce direct engagement with professors, potentially affecting students’ ethical growth. In summary, while AI offers considerable potential for legal education, its implementation requires active oversight and a strong ethical framework to ensure inclusive and equitable education, maintaining quality and pedagogical standards in legal learning.
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