Professors Steve Lorteau and Doug Sarro are at the forefront of this conversation. Their recent peer-reviewed article, “Artificial Intelligence in Legal Education: A Scoping Review,” offers one of the most comprehensive explorations to date of how AI is used in law schools around the world, uncovering what works, what doesn’t, and what remains uncertain.
Drawing on 82 academic works from 26 jurisdictions, their study moves beyond speculation to provide a clear, evidence-based picture. It finds that while AI tools continue to struggle with complex legal tasks, they also show significant promise as teaching aids. At its best, AI can support interactive learning, enhance legal writing, and make legal education more accessible. At the same time, the research underscores real risks, including overreliance, bias, and a lack of transparency.
Rather than advocating for blanket bans or uncritical adoption, professors Lorteau and Sarro argue for a more nuanced, evidence-based approach. As Professor Lorteau explains, “The review opened my eyes to how AI can be used to tweak established teaching methods for the better, like pinpointing concepts where students are likely to struggle and providing targeted feedback on in-class practice exercises.”
Their work highlights a growing need: law schools face increasing pressure to prepare students for a profession in which AI tools are already embedded in everyday practice, yet many instructors remain uncertain about how to incorporate them without compromising pedagogical integrity. To meet this need, Professors Lorteau and Sarro are developing a bilingual series of video modules designed to help legal educators effectively integrate AI into their teaching.
Supported by a grant from the Canadian Bar Association’s Law for the Future Fund, the video series will offer concrete, step-by-step guidance across a range of real classroom scenarios. Drawing on their review, the modules will show instructors how they can use AI to generate visual fact patterns, interactive learning exercises, personalized student feedback, and teaching materials. Each module will be grounded in the findings of their review, ensuring that the guidance reflects not just innovation, but proven practices and known limitations.
The Common Law Section congratulates Professors Lorteau and Sarro on this important contribution, and looks forward to the impact of this forward-looking work on legal education. This work also reflects the University of Ottawa’s leadership at the intersection of AI and the law, as part of a broader institutional commitment to advancing responsible, interdisciplinary AI innovation.