00:00These are real risks, and I do not dismiss them.
00:04But prohibition cannot be the answer to that risk.
00:08A student who is forbidden from encountering these tools in a supervised, disciplined,
00:15regulated academic setting will still encounter them when they enter a law firm, a corporate
00:21office, a public institution, a policy organization, a technology-driven workplace or a courtroom.
00:28By denying them these tools, we won't have protected that student.
00:33We will have sent them into professional life a step behind their peers, unfamiliar with
00:41technology that their colleagues and institutions increasingly expect them to understand.
00:48Change of this nature does not wait for institutional comfort.
00:53It is inevitable.
00:55And an institution that resists the inevitable does not stop it.
01:01It only forfeits its own role in shaping it.
01:06The better approach is to bring these tools into the classroom in a transparent, supervised
01:12manner so that students learn not only how to use them, but also to use them appropriately
01:18and ethically.
01:20The questions of artificial intelligence and academic integrity are, therefore, among the
01:26most important questions legal education must confront today, and this conclave, I believe,
01:35hopefully, must address them with the gravity it warrants.
01:40Students must be taught when a tool can be trusted and when it cannot.
01:47Where verification is non-negotiable and where the line sits between using technology to assist
01:54judgment and allowing to replace judgment altogether.
01:58That is a curriculum and pedagogy question, and it must be answered with the same rigour we
02:05bring to teaching constitutional law or the law of evidence.
02:09I am confident that in this session on Curriculum Reform and Interdisciplinary Innovation we will
02:16consider not only this aspect of the curriculum, you will also know how to teach and what you
02:31assess in while teaching and how academic and professional integrity is preserved when such tools are readily
02:37available.
02:38This aspect really need to be deliberated and a teaching module need to be developed that
02:43can be utilized then in classrooms.
02:46The third aspect which I just and the final one which I want to highlight that goes actually
02:53to the heart of this conclave.
02:55It is not enough for legal education merely to adapt to technology because adaptation by
03:02its very nature means responding to change after it has occurred.
03:08If laws truly to lead in this space as this conclave rightly anticipate, we must aspire to
03:16something more, namely to foresee change, shape its direction and ensure that technology develops
03:24in service of the law and the values it seeks to uphold.
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