Artificial Intelligence in legal education: experiences with customized GPTs
DOI:
https://doi.org/10.47975/ijdl.v.6.1302Keywords:
Artificial intelligence; legal education; distance learning; customized GPTs; digital literacy.Abstract
This article presents a case study on the use of generative artificial intelligence tools in legal education. From a technorealist perspective, it discusses the pedagogical potential of customized GPTs developed by the instructor, each with a different function: tutoring, reverse mentoring, and law firm simulation. The text also addresses the ethical and epistemological risks of using AI in education, such as automated plagiarism, hallucinations, algorithmic bias, and environmental impact. The results, based on student feedback, indicate that AI can contribute to engagement and learning, provided it is embedded in a critical, ethical, and guided pedagogical framework. The study concludes by emphasizing the need for AI literacy for both teachers and students, and the urgency of an epistemological redesign of legal education.
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Copyright (c) 2025 Felipe Cittolin Abal, Adriana Fasolo Pilati (Autor)
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