Law graduates cannot rely solely on textbooks

In an interview with The Saigon Times, Lawyer Ho Vuong Quoc Su shared that in the era of booming digital technology, law graduates today cannot rely solely on textbooks. The rise of artificial intelligence (AI), big data, blockchain, virtual/augmented reality (VR/AR), and online learning platforms has profoundly transformed the way legal education is delivered. According to him, legal education must undergo comprehensive reform to adapt to digitalization, international integration, and the increasing demands for high-quality legal professionals.

Vietnam’s legal framework for AI, blockchain, and personal data remains incomplete, creating difficulties in developing textbooks and implementing new courses. Photo: AI

The impact of digital technology on legal education

On the positive side, digital technology opens up flexible learning environments through online and hybrid models. Virtual courtrooms, 3D crime scenes, and litigation simulation systems allow students to “practice” professional skills in class, narrowing the gap between theory and practice.

The curriculum content has also been expanded. Alongside traditional law subjects, many new areas have emerged, such as data law, AI law, financial technology (FinTech), e-commerce, and personal data protection, helping students develop interdisciplinary thinking that is better aligned with labor market demands and the context of the digital economy.

Access to legal knowledge has been significantly broadened thanks to digital libraries, case law databases, and digitized legal documents, which help reduce costs and shorten knowledge gaps between regions. Digital technology also promotes the development of essential skills such as legal data analysis, AI-assisted legal research, risk assessment in digital environments, and online argumentation skills.

However, digital transformation also entails multiple challenges. Overreliance on technology may weaken independent thinking, heighten the risk of academic misconduct, and cause uncontrolled AI use. If programs are not carefully designed, schools may easily become biased—following “technology fads” while undervaluing the traditional theoretical foundation of law, which is essential to the profession.

On the other hand, Vietnam’s legal framework for AI, blockchain, and personal data remains incomplete, creating obstacles for developing textbooks and introducing new courses. In addition, disparities in technological infrastructure—especially between urban and rural institutions—and uneven digital competencies among lecturers pose further difficulties. The shortage of interdisciplinary educators in law and technology also makes it hard to meet the rapid expansion of new courses.

International experiences and lessons for Vietnam

Several countries have taken the lead in integrating technology into legal education. In the United States, many law schools have established Legal Tech Labs, used VR/AR to simulate court proceedings, developed Law and AI programs, trained students in legal data analytics, and incorporated technology into nearly all aspects of teaching and learning.

Singapore has made law–technology courses compulsory in undergraduate law programs and developed a specialized major in Technology and Intellectual Property Law, offering courses such as Personal Data Law, AI Law, and Digital Platform Law. These models demonstrate an inevitable trend: legal education in the digital age must be redesigned in an interdisciplinary direction, closely connected with technological applications.

In Vietnam, several universities have introduced courses such as FinTech Law, Digital Economy Law, and Law and Information Technology. However, the implementation remains limited, lacking a systematic approach and sufficient specialized teaching resources. Teaching methods mostly rely on LMS, Zoom, Microsoft Teams, and digital libraries, while virtual court simulations, VR/AR, and blockchain applications are still rarely applied.

The core difficulties include uneven infrastructure, lack of interdisciplinary strategies, shortage of lecturers with technological expertise, and a legal framework that has yet to keep pace with the rapid development of technology.

Directions for reforming legal education

In this context, reforming legal education should be viewed as a comprehensive restructuring program, covering both curriculum content and teaching methods. First, universities must standardize their curricula based on digital competency frameworks, in line with current regulations, while clearly requiring students to be proficient in information technology for legal data analysis, research, and processing. At the same time, it is essential to systematically integrate new modules such as Law and AI, Personal Data Protection Law, Blockchain Law, Digital Technology in Legal Governance, Online Litigation, and Legal Practice Skills in the Digital Environment.

At the organizational level, law schools should establish Legal Tech Labs to simulate virtual trials, support legal data analysis, and allow students to practice professional legal skills through technology platforms. They should also issue AI usage guidelines in academia and diversify assessment methods — such as oral exams, moot courts, and simulations — to minimize cheating and more accurately assess students’ actual competencies.

Another key component is the development of interdisciplinary teaching staff through digital skills training, expanded cooperation with technology enterprises and international law schools, and the strengthening of international cooperation programs and projects to stay updated with new trends and apply technology directly to the teaching and learning of law.

Readers interested can learn more at: https://thesaigontimes.vn/cu-nhan-luat-khong-the-chi-bam-giao-trinh/