There is a growing need to analyze the traditional legal pedagogy due to the increasingly emergence of artificial intelligence into legal research, analysis and education at large. This study explores the incorporation of various tools into the legal education system in enhancing learning while on the verge of preserving and nurturing the essential human skills such as ethical reasoning, critical thinking, and professional judgment. The study further examines upon the existing tension between the structured technology and the expansion of human-centric legal suitability, arguing that legal education must evolve to maintain the balance between the two domains. While combining legal theory alongside educational psychology and technological ethics, the research investigates a multidisciplinary framework upon current legal practices across various schools where AI integration is gaining momentum. This estimates how various tools like legal chatbots, predictive analytics, and AI-powered research engines determine student learning outcomes, classroom dynamics, and the legal perception reasoning. The study employs qualitative methods, including interviews with law faculty and students, alongside case studies of institutions that have piloted AI-enhanced curricula. Various studies reveal that Artificial intelligence make it easier to find legal materials and speed up processes, but relying too much on them might make legal decisions less creative, less analytical, and less morally responsible. The study recommends a concept of "augmented legal pedagogy" that merges AI technology with human-centred teaching techniques to assemble the legal profession to meet the future needs and ensure it to be more ethical by nature. Hence, to conclude, it is suggested to educators, institutions and regulators to ensure that legal training procedure stays up-to-date with the technology and is still essentially human in the age of AI.

Adolescent online child sexual abuse material offending in Turkey: Psychosocial and forensic profiles from NCMEC reports and child protection implications.

The topic reflects the political science significance of the exercise of judicial power as an independent pillar of democracy. The decision-making of lay judges, who lack legal education, may be influenced by various cognitive biases, posing a risk to fair trial standards, the legitimacy of decisions, and public trust in the judiciary. This article examines the impact of cognitive biaseson the decision-making of lay judges in the Slovak Republic, the Czech Republic, Austria, and Sweden. Based on a comparative analysis of legislative frameworks, international approaches to the education of lay judges, and the author's personal experience as a lay judge in a criminal panel, it highlights the risks of lay adjudication without systematic training. The aim is to propose a training model in cooperation with the Judicial Academy of the Slovak Republic that would contribute to improving the quality of decision-making and enhancing public trust in the judiciary. Particular attention is paid to the psychological aspects of decision-making, especially cognitive biases that may affect the impartiality and fairness of judicial decisions.

This study examines the implementation of land registration services as a mechanism for protecting constitutional rights to legal certainty, focusing on the practice of the National Land Agency (BPN) of Kampar Regency under Government Regulation Number 18 of 2021. Using an empirical juridical approach, this research combines primary data obtained from interviews with BPN officials and land registration applicants with secondary data derived from statutory regulations, legal doctrines, and official documents. The findings reveal that, although land registration has formally functioned as an instrument of legal protection through the issuance of land certificates, its effectiveness in realizing constitutional legal certainty remains limited. Normative constraints arise from regulatory disharmony between the Basic Agrarian Law and Government Regulation Number 18 of 2021, while empirical obstacles include low public legal awareness, limited institutional capacity, and delays in land measurement procedures. These conditions indicate a gap between the normative objectives of land registration reform and its practical implementation at the local level. This study argues that the protection of constitutional rights in land administration cannot be achieved solely through regulatory reform, but requires regulatory harmonization, institutional strengthening, and sustained legal education to ensure the consistent application of legal certainty and substantive justice.

The misuse of Double L pills among adolescents poses a serious threat to public health, moral values, and the future of the younger generation, including in Ponorogo Regency. This research analyzes Court Decision No. 75/Pid.Sus/2025/PN Png using a normative juridical approach to examine the judges’ legal considerations in proving the elements of the criminal act, the application of Article 435 of Law No. 17 of 2023 on Health, and the imposition of sanctions on juvenile offenders from the perspectives of legal certainty, justice, and social utility. The study reveals that the panel of judges successfully proved all elements of the offense in a lawful and convincing manner, making the application of Article 435 appropriate and reflective of strong legal certainty. The defendant was sentenced to 2 years and 6 months imprisonment, with the defendant’s young age and cooperative attitude considered as mitigating factors. Nevertheless, the aspects of substantive justice and utility, particularly regarding the guidance and rehabilitation of juvenile offenders, remain less than optimal. The research concludes that stronger collaboration among law enforcement agencies, local government, educational institutions, and the community is required through intensive legal education, early prevention, and recovery-oriented rehabilitation programs. Such measures will ensure that law enforcement is not merely retributive but also preventive and educative for the younger generation.

ABSTRACT One in five UK students is disabled, yet disability remains underexplored in legal education research. Existing literature on disability in higher education offers generic analysis of disability but fails to explore it through a law-specific lens. This article presents an original empirical analysis of the lived experience of disability in law school, drawing on semi-structured interviews with seven disabled law students as they transition through law school. Using phenomenology and Interpretative Phenomenological Analysis (IPA) – a novel methodological tool for legal research – the study explores how phenomena regulated by the law are subjectively lived and experienced by law students. Findings reveal that disabled law students often self-select away from certain areas of legal practice not because of lack of capability, but because of perceived barriers and an absence of disabled role models in the profession. Centring student voice improves our understanding of how disability is experienced and can lead to better support in law school. Incorporating disability experiences in employability narratives enables disabled law students to envisage a place for themselves in the legal profession. Disability has reach into many areas of society and should form part of a truly inclusive legal education.

ABSTRACT Undergraduate legal education in England and Wales has recently seen a shift away from prescription, by the professional bodies, of the content of an undergraduate law degree. The lack of such regulatory requirements calls into question the shape, scale and scope of the core curriculum within law schools, which sits alongside an increasingly diverse elective curriculum. This paper explores the core curriculum across providers in England, Wales and Northern Ireland through an analysis of module information taken from course specifications and related materials. It identifies that while there is still widespread provision of the traditional foundations of legal knowledge subjects, there are significant disparities in credit weighting and degree structure across providers. It also analyses the wide range of non-foundation of legal knowledge modules found within the core curriculum, developing four themes: the established core, the new core, the core adjacent and the specialist core to consider the role of these subjects and how different drivers of curriculum development are reflected in the similarities and differences seen across the sector.

This study aims to analyze the scope and essence of prosecutorial authority in executing criminal judgments, assess the implementation of such executions by prosecution offices in South Sulawesi Province, and evaluate the factors influencing their effectiveness. Using an empirical legal research approach supported by philosophical, theoretical, and dogmatic perspectives, the study provides a comprehensive understanding of prosecutorial authority in law enforcement. The findings reveal that, the core of prosecutorial authority in executing criminal judgments is the exercise of law enforcement power to ensure legal certainty and uphold justice through the enforcement of final court decisions. This authority represents the state’s legitimacy in achieving justice, utility, and public order. Among these, the most decisive are the legal substance and legal structure, as they directly determine the clarity of authority and the efficiency of law enforcement mechanisms. The study recommends revising regulations governing the execution of subsidiary criminal sanctions to prioritize fine payments, thereby reducing the state’s financial burden. It also calls for clearer provisions to address procedural gaps in summoning convicts after their detention period expires. Furthermore, stronger inter-agency coordination, improved facilities, and enhanced legal education are needed to foster awareness and compliance among convicts and the public. Lastly, the establishment of an independent external supervisory body is proposed to strengthen accountability and complement the internal oversight of the Prosecutorial Commission.

This study examines the development of Malay fiqh by analyzing the manuscript Qawānīn al-Mubtadi’ fī al-Fiqh by the Mufti of Mempawah, Abdurrahman Husin al-Kelantani. This manuscript is part of the intellectual heritage of Islamic scholarship in the Nusantara, especially in the field of fiqh. This study focuses on tracing the background of the manuscript's compilation, its structure and content, and its influence on the development of Islamic law in the Malay region. This study uses a historical approach, which combines philological and contextual analysis of the manuscript. The results of the study show that this manuscript is related to the Syafi’i school of thought and the ijma’ fuqaha. This manuscript reflects the characteristics of fiqh that developed in the Malay region in the 19th century. Abdurrahman’s thoughts made a significant contribution to Islamic legal education and practice in the Mempawah Sultanate and its surrounding areas. This study also highlights that the development of fiqh in the Malay region was greatly influenced by the role of local scholars in producing fiqh works relevant to their communities' socio-cultural contexts.

Illegal gold mining in Manggani, Nagari Koto Tinggi, Fifty Cities Regency, causes serious environmental damage as well as a source of livelihood for the community, so that the countermeasures face ecological and socio-economic dilemmas. This study aims to analyze the role and obstacles of the 50 City Police Satintelkam in overcoming environmental crimes due to illegal gold mining through cross-police cooperation, especially with the Pasaman Police. This research is a legal research with descriptive-analytical specifications using a normative juridical approach supported by empirical data; Secondary data is obtained through literature studies, while primary data is collected through interviews, then analyzed qualitatively. The results of the study show that Satintelkam plays a strategic role in early detection, mapping of actors and networks of cross-regional miners, collecting and disseminating intelligence information, and mobilizing cross-agency cooperation for unlicensed mining control operations. Cross-police cooperation expands the scope of supervision and enables enforcement of illegal gold distribution channels and financiers outside the administrative area of the 50 City Police. However, the effectiveness of countermeasures is constrained by limited human resources and monitoring technology in protected forest areas, the support of some communities for mining as an economic source, indications of collusion between individuals and mining companies, and coordination between institutions that are not optimal. It is recommended to strengthen the capacity of police intelligence, increase sustainable multi-sector coordination, and legal education to the public to realize more effective and equitable enforcement of environmental laws.

ABSTRACT Generative artificial intelligence (GenAI) is transforming legal education and challenging long-standing traditions in the teaching and study of law, as well as how those studies are assessed. Yet there is not sufficient empirical evidence on how law students, specifically, approach GenAI in their learning and assessment preparation. To bridge this gap, this paper investigates the use of GenAI by law students at Warwick Law School, and discusses how a focus group of high-achieving, experienced GenAI users utilise GenAI tools in their academic work and assessments. Our findings reveal complex and sometimes conflicting student perspectives on GenAI, highlighting both sophisticated usage and concerns about over-reliance. The paper also presents guidelines developed for a new undergraduate research module at Warwick Law School. These guidelines offer actionable recommendations for integrating GenAI into legal education and assessments. Through an extensive literature review, empirical study and the presentation of our guidelines, this paper contributes to broader discussions and scholarship on GenAI in higher education and legal education specifically.

ABSTRACT This article examines the role of law teachers as a primary agent of both explicit learning outcomes consistent with the Australian legal curriculum and implicit “hidden curriculum” effects. Using attributional coding methodology to analyse interviews with 65 Australian LLB and JD students, this research reveals that participants perceived law teachers as agents in only 9% of attributions, compared to 36% for “law school” generally and 42% for students themselves. While law teachers perceived as organised, enthusiastic, and flexible were also perceived as being effective educators, participants identified personal characteristics such as age, career objectives, and maturity as more significant mediating factors. The findings suggest that legal education theory and practice must move beyond simplistic anecdotal models to acknowledge the complexity of multiple agents, including significant student agency, in teaching and learning.

ABSTRACT This article explores how law schools in Australia and Hong Kong address digital disruption, particularly legaltech, and whether curricula equip graduates to manage structural and business-model shifts in legal services. Using a systematic survey of course handbooks identified through keyword searches and coded by inclusion and exclusion criteria, the study maps documented legaltech education. Course descriptions were cross-checked with faculty webpages where possible, though reliance on published handbooks is noted as a limitation. Findings reveal that while legaltech offerings are growing, they remain uneven and fragmented. This gap supports the central argument: law schools must move beyond isolated technology modules to fostering adaptability and change management skills. Practical barriers—such as high software costs and limited staff expertise—further constrain reform despite pedagogical intent. By situating these challenges within broader debates on hybrid legal roles and regulatory disruption, the article underscores the need for legal education to evolve beyond technical knowledge toward preparing graduates for dynamic professional models.

In the information age, the rapid development of the internet has led to an increasing frequency of "cyber violence" cases that have a negative impact on public order. The concept of "cyber violence" lacks a specific legal definition. Initially, it was defined from a non-legal perspective, referring to the behavior of forming an offensive group by unspecified netizens on the internet to target controversial events, engaging in cyber violence and doxing against the parties involved, seriously infringing upon their civil rights and violating social public order. However, this definition is more aligned with moral and ethical characteristics rather than legal ones. This paper points out the imperfections in domestic legal regulation of cyber violence and the susceptibility of judicial practice to influence, and puts forward some suggestions. Firstly, it is recommended to improve the network real-name identification system to materialize virtual networks. Secondly, corresponding legal norms for groups should be formulated. Additionally, strengthen legal education and publicity to enhance netizens' legal awareness and consciousness. In view of the weak links in the anti-cyber violence legal system, it is suggested to improve the relevant legal system. Finally, it is proposed to establish a network credit system to urge network users to strictly adhere to network norms. China has a large number of netizens, which poses significant challenges to the governance of the domestic network environment. However, if the legal system can better combat cyber violence, the network environment will become more stable, which will contribute to social stability and economic development.

Objective Drunk driving offenders represent a high-risk group for repeated violations. This study employs an integrated Prototype Willingness Model (PWM) framework to examine whether socioeconomic characteristics significantly influence various psychological constructs, and provides policy recommendations to inform more effective prevention strategies. Methods Multivariate Analysis of Variance (MANOVA) was used to analyze the effects of socioeconomic variables on multiple psychological constructs, including attitude, subjective norms, perceived behavioral control, prototype, drunk driving behavioral intention, and behavioral willingness. Post hoc tests were conducted to explore group differences across socioeconomic variables. The study sample comprised individuals who were apprehended for drunk driving and attended road safety courses at regulatory agencies. Results The results indicate no significant overall differences in the integrated PWM dimensions between first-time and repeat drunk driving offenders, except for significant differences in attitude and recidivism behavior. Socioeconomic variables—including gender, age, marital status, education level, monthly income, and age at first alcohol consumption—showed significant effects on the integrated PWM dimensions, reflecting group differences in psychological constructs. These findings highlight the associations between socioeconomic factors and psychological mechanisms, providing an empirical basis for developing targeted prevention and intervention strategies. Conclusions This study reveals that drunk driving recidivism is influenced by the interplay of psychological constructs and socioeconomic characteristics, with attitude, subjective norms, and perceived behavioral control playing key roles in decision-making. Applying MANOVA to the PWM framework facilitates identification of group differences and supports multi-level, targeted interventions. It is recommended that government implement integrated measures combining legal enforcement, education, and social counseling to reduce recidivism and enhance traffic safety. Given the study’s cross-sectional design, reliance on self-reported data, and regional limitations, future research should adopt longitudinal designs and larger samples to improve generalizability and policy applicability.

The paper examines a central issue of contemporary discourse — the dialectical relationship between law and coercion. The author criticizes the liberal paradigm that reduces this relationship to a binary opposition (antagonism), ultimately describing law as an instrument for safeguarding individual liberty and coercion as a threat. In the author’s view, such an approach leads to a crisis in legal understanding, a disjunction between formal legislation and the deeper foundations of law, as well as a loss of state subjectivity and collective purpose. Conversely, the author advances the view that law and coercion constitute interdependent principles: law necessitates coercion to secure its enforceability, whereas coercion necessitates law to confer legitimacy upon its application. The key to their harmonious synthesis, according to the author, lies in taking into account the national socio-cultural context. Using the Russian tradition as an example, the author elucidates the model of «law mastery over coercion», in which law is intended not merely to limit coercion, but to imbue it with higher ideals of truth, justice, and the common good, rooted in the collective historical experience. The main conclusion is that the strength of Russian law depends on its rootedness in national identity and traditional values, which necessitates a corresponding transformation of legal education and legal doctrine.

The article examines the significance of ethical and moral foundations in enhancing women’s legal literacy. It emphasizes that legal awareness among women is not only shaped by formal laws and regulations but is also deeply influenced by ethical principles, moral values, and social norms that guide responsible behavior and civic engagement. The study explores how integrating ethical education, moral reasoning, and culturally informed approaches can strengthen women’s understanding of their rights, promote gender equality, and foster social responsibility. Furthermore, the article analyzes national and international frameworks that support women’s legal empowerment and evaluates strategies for effectively combining ethical, moral, and legal education. The findings suggest that a value-based and ethically grounded approach significantly improves women’s ability to apply legal knowledge in everyday life, enhancing both individual empowerment and broader societal development.

Significant limitations in existing personalized recommendation systems for online legal education include the neglect of contextual heterogeneity, lack of affective association, the fragmentation of interaction feedback loops, and insufficient domain-specific sentiment-labeled data. To address these issues, a collaborative recommendation framework integrating transfer learning, a sentiment-enhanced knowledge graph (SE-KG), and a knowledge graph convolutional network (KGCN) was proposed. Methodologically, a richly annotated generaldomain film review corpus was employed as the source domain, through which transfer learning was applied to optimize a long short-term memory (LSTM) network, quantifying and accurately annotating sentiment tendencies in textual evaluations of legal education resources. A core knowledge graph (KG) encompassing “knowledge points – legal provisions – cases – courseware” was then constructed, into which the quantified sentiment outputs were embedded to generate the SE-KG, with additional relational triplets such as “sentiment similarity” and “user–preference sentiment” incorporated. Finally, context-aware data and mobile interaction sequences were fused, and the KGCN’s neighbor aggregation mechanism was refined with an attention strategy to enable dynamic user preference prediction. Experiments show that the framework mitigates the shortage of sentiment-labeled legal data and significantly improves recommendation accuracy, recall, and users’ mastery of knowledge points compared with traditional collaborative filtering and baseline KGCN models. This work offers a new approach for personalized resource delivery in online legal education through cross-domain sentiment transfer and KG enhancement, significantly improving contextual adaptability and semantic relevance in recommendation systems.

The study explores the comparative method in criminal law as a crucial tool for legal research and education. The authors examine its application in different legal traditions, while pointing out significant differences between common law and continental law approaches. They argue that globalization has heightened the need for comparative legal studies, as nations increasingly interact and adapt legal principles across jurisdictions. However, the research highlights challenges, particularly the strong differences in criminal law systems, shaped by historical, cultural, and political factors. The paper employs key methodological tools, such as analysis, synthesis, and modeling, which help structure comparative legal research. It also emphasizes the role of comparative law in overall legal harmonization and reform, while providing insights into how legal systems define crimes, determine liability, and apply punishments. The authors conclude that comparative criminal law should not exist in isolation but as part of broader comparative legal studies, thereby contributing to the development of criminal law theory and practice. This research is particularly relevant in the context of Ukraine’s legal integration with European and other global legal systems, demonstrating how comparative methodology can inform national legal reforms and improve the effectiveness of criminal justice systems worldwide.

Law Number 16 of 2019 establishes the minimum age for marriage for both men and women at 19 years old. However, the practice of marriage dispensation still frequently occurs. The Office of Religious Affairs (KUA) of Kaligesing faces challenges in implementing this regulation, as it must balance national law with local traditions that still consider early marriage to be acceptable. This study aims to examine how Law Number 16 of 2019, which amends Law Number 1 of 1974, is implemented in handling marriage dispensation applications at the KUA of Kaligesing Subdistrict, Purworejo Regency. The research employs a qualitative approach with a case study design, based on data collected through field research as well as literature references. The findings indicate that the implementation of Law Number 16 of 2019 at the KUA of Kaligesing Subdistrict has been carried out effectively in both administrative and educational aspects. Nevertheless, social, cultural, and economic obstacles remain, leading to the continued occurrence of early marriages. A more holistic approach is needed through enhanced legal education, strengthening of religious and family values, and a reassessment of marriage dispensation policies to achieve the goal of child protection.