Teaching International Trade Law to the Google Generation: Perspectives on Teaching a Diverse Audience

Abstract

International trade law is a specialised subject of law that straddles the realm of economics, law and policy studies. Usually this is an optional subject and is studied by law students in the penultimate or the final year of their undergraduate degrees. This subject is also a popular choice for law students pursuing a master’s degree. The aim of the subject (depending on the stage it is taken by students) is to introduce elements of global trade regulation, with particular focus on the law of World Trade Organisation (WTO). This essay presents the perspectives of the author in teaching international trade law to a diverse audience comprising mostly of what are now referred to as the ‘Google’ Generation or Generation Y. Put simply, this generation of students are the vanguard of the modern knowledge and information driven society. They boast more awareness of socio-economic issues and if they do not know something – these students are likely to just ‘google’ it and adopt whatever is stated in the initial display of results. This creates a challenge for the teacher to achieve the learning outcomes of a course designed to familiarise law students with global trade regulation.The discussion in this essay on teaching experiences is presented in three scenarios i.e. teaching law students, teaching non-law students and presenting at conferences. These three scenarios comprise an audience from a variety of backgrounds and views. The challenge for the educator is to achieve the equilibrium between delivery of course content, fostering discussion in the class (and outside the class), challenging preconceived notions and generally encouraging students to look at the ‘other side’ of the picture. The aim of this essay is to highlight the difficulties and the challenges educators face in modern classrooms where the students are more likely to have an opinion and are not shy in expressing it.