International Journal of Clinical Legal Education

AI based Legal Tech; in the firm and in the law school

2026-02-17T17:08:22+00:00

Conscious of the investment in, and use of, AI by law firms, a project was established for final year law students to better equip them for careers in practice. This was the first legal-tech project in an Irish law school. LegalTech was omnipresent and was changing the practise of law by means of process efficiency and automation. To introduce the students to legal tech, they were given access to some brilliant technology developed by Neota Logic. Critically, without a knowledge of coding, they were able to build Apps which automated certain tasks and legal advice, created efficiencies and addressed a notional client’s needs. Deep learning of certain areas of law was coupled with experiential learning of company and other areas of law. Additionally the students had their first experiences of dealing with a client’s requirements. The practical aspects of law and compliance were also revealed to the students and, showing an appreciation of these tasks, one App built in a link to the Companies Registration Office website. Assessment was designed to capture their legal expertise but also measured their transferable skills of time and task management, as well as team working skills. Graduates reported positive effects on the recruitment processes they faced too.

How to embed authenticity in legal assessment: responding to generative AI, Veronica Ni Driscoll, Jo Wilson and Jeanette Ashton (Edward Elgar), 2026

2026-07-08T13:30:11+00:00

Rethinking assessment in legal education: global perspectives on innovation, inclusion and integrity, Edited by Daniel Bansal, Maribel Canto-Lopez and Jessica Guth (Routledge), 2026

2026-07-08T13:38:46+00:00

The Legal Frameworks for Clinical Legal Education in Nigeria

2025-12-10T10:04:28+00:00

This paper critically examines the legal and institutional frameworks of Clinical Legal Education (CLE) in Nigeria, comparing them with those in the United States. Although CLE has gained global recognition as an essential part of legal training, Nigeria still lacks a dedicated and enforceable legal framework to regulate its operation, sustainability, and standards. The examination highlights constitutional provisions, statutes, and guidelines related to legal aid and access to justice, which underpin the operation of CLE in Nigeria. However, the absence of specific laws or regulations governing the operation of law clinics and clinical programmes hampers their full effectiveness and sustainability. Drawing lessons from the US, with its laws governing the administration of CLE, the paper advocates for the enactment of laws and the development of policies to formalise and regulate CLE in Nigeria. It emphasises that strong legal and institutional frameworks are vital for ensuring the quality, accountability, and sustainability of CLE programmes, which are crucial for facilitating access to justice and training future lawyers. The paper concludes with recommendations for legislative reforms and the institutionalisation of regulatory standards to embed CLE within Nigeria’s legal education system.

Learning beyond the classroom walls: Assessing the Value of Community Engagement through participation in a Street Law Project

2025-06-09T15:16:34+00:00

This article aims to explore the value of using community engagement projects as a learning tool for participating law students. Although small-scale, this study contributes a useful perspective at the intersection of community engagement, public legal education, and Street Law teaching and learning pedagogy. This article presents data gathered over two academic years (2022-2023 and 2023-2024) from students enrolled on a Street Law module at Lancaster University Law School. The study aims to assess the learning and value for students who participate in community engagement, specifically by working with members of the public through a Street Law project. The study explores insights from participating students which show how researching, designing and delivering Street Law presentations for the public has enhanced their engagement, work ethic, skills development, legal knowledge, employability and the ability to see law in action.

From Classroom to Courtroom: Enhancing Legal Education in India Through a Robust Mooting Culture

2025-10-03T08:42:28+00:00

In this paper we argue that a structured and compulsory mooting programme should become an integral element of legal education in India, particularly within the broader framework of Clinical Legal Education (CLE). Persistent criticism of Indian legal education has focused on the limited advocacy skills, professional readiness, and ethical awareness of new law graduates. Reports such as the India Justice Report have highlighted unequal access to skills training across institutions, particularly in areas such as mooting, research, and legal writing. Recent judicial observations regarding the preparedness of graduates for entry into judicial service further underscore the need for systematic reforms in legal education. Drawing on the evolution of CLE in India and on comparative experiences from jurisdictions such as the United States, the United Kingdom, Australia, South Africa, and Canada, this paper examines the pedagogical value of mooting and situates it within contemporary debates on experiential learning. It further explores the historical development of mooting in India, the structural challenges that hinder its widespread adoption, and the disparities that persist between elite and resource-constrained institutions. Based on this analysis, the paper proposes a set of reforms aimed at embedding mooting within CLE through national coordination, faculty development, financial support, and curricular integration. The objective is to demonstrate that mooting, when properly institutionalised, can contribute materially to producing competent, ethically grounded, and practice-ready lawyers in India.

Editorial

2026-07-08T12:12:44+00:00