The use of artificial intelligence tools in teaching legal students the language of their specialty

Abstract

The digital transformation of higher education has led to the emergence of generative artificial intelligence models that can create educational content and simulate professional discourse, which is particularly important for teaching English to legal students. The specificity of working with unadapted authentic legal texts, which are characterized by high terminological density, complex syntax, and multi-level argumentation, leads to a lack of didactic resources. This lack is overcome through the generation of true/false tasks, mini-texts for practicing grammatical structures in a professional context, visual materials using specialized services, exercises for recycling lexical and grammatical material, and texts for practicing legal translation. A comparative analysis of various models reveals their strengths and weaknesses in terms of terminology accuracy, stylistic consistency, and susceptibility to hallucinations, while noting a direct correlation between the quality of the results and the wording of the prompts and the level of the teacher's expertise. The use of these tools can reduce the time required for preparation by 35-50 percent, but it requires mandatory verification and adjustment of the generated content, especially in highly specialized areas of law. Thus, generative artificial intelligence acts as an effective auxiliary tool that expands the didactic capabilities of the teacher while maintaining its central role in ensuring the authenticity and methodological value of educational materials in the context of developing the professional language competence of future lawyers.