APPLYING GENERATIVE ARTIFICIAL INTELLIGENCE IN THE STUDY AND RESEARCH OF LAW BY STUDENTS: OPPORTUNITIES AND CHALLENGES

Abstract

Background: Generative Artificial Intelligence (AI) is increasingly influencing legal education and changing how law students access information, conduct research, and develop legal reasoning. However, its use also raises concerns regarding reliability, academic responsibility, critical thinking, and independent legal reasoning.

Objective: This study aims to examine the applications, opportunities, and challenges of generative AI in the study and research of law students and to identify approaches for its responsible integration into legal education.

Methodology: The study employs a narrative literature review of relevant academic studies, professional reports, and policy documents, with a focus on evidence published from 2023 to 2026. The analysis is guided by Connectivism, Constructivist learning perspectives, the TPACK framework, and AI literacy.

Results: The findings indicate that generative AI can support legal information retrieval, research topic development, document summarization, legal analysis, and interactive learning. Nevertheless, risks related to inaccurate or hallucinated information, over-reliance on AI, academic integrity, and the development of independent legal reasoning remain significant. The study therefore proposes responsible and strategic AI integration in which students, educators, educational institutions, and technology providers share appropriate responsibilities.