Epistemological Risk of Integrating Artificial Intelligence into Legal Education

Abstract

This article explores the epistemological risk associated with integrating artificial intelligence into legal education. As AI tools become increasingly embedded in academic environments, concerns emerge about how these technologies influence the ways legal knowledge is accessed, interpreted, and produced. The article examines the dominance of specific worldviews embedded in AI systems, which may privilege certain legal traditions over others, thereby narrowing students’ exposure to the pluralism of global legal thought. The article argues that without deliberate safeguards and pedagogical rethinking, AI risks reshaping the epistemic foundations of legal education in ways that undermine both its academic integrity and its societal role in upholding justice and diversity.