Can artificial intelligence produce lawyers or merely law graduates? The crisis of competency in South African legal education
Melisa M. Chawaremera ORCID ↗
International Journal of Business Ecosystem & Strategy · 2026 · Vol. 8 / Issue 4 · 631-639
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Abstract
The rapid integration of Artificial Intelligence (AI) into higher education is fundamentally reshaping how students access and present knowledge. Within legal education particularly, AI tools increasingly enable students to generate summaries, conduct research, draft legal content and retrieve information with minimal engagement in traditional legal reasoning processes. At the same time, South African law faculties remain tasked with cultivating industry ready candidate legal practitioners who possess critical thinking abilities, ethical judgment, persuasive communication skills as well as strong legal research competencies. This creates an important pedagogical tension. While AI may enhance efficiency and technological fluency, its uncritical use may simultaneously undermine the intellectual rigour required for competent legal practice. This paper critically examines whether the growing integration of AI in legal education supports or compromises the cultivation of graduate attributes required within the South African legal profession. Using a doctrinal and conceptual methodology, the study analyses the graduate competency frameworks advanced by the Council on Higher Education and the South African Qualifications Authority. It further interrogates whether AI tools meaningfully contribute toward the development of legal reasoning, ethical sensitivity, drafting proficiency and contextual interpretation, all of which remain central to professional legal readiness. The paper argues that although AI presents significant opportunities for enhancing legal research efficiency and technological competence, overreliance on these tools risks producing graduates who are technologically capable yet jurisprudentially underdeveloped. It contends that AI cannot replace the human processes of critical engagement, ethical reflection and contextual legal interpretation that define legal education within a constitutional democracy. The study concludes that responsible AI integration in legal education requires careful pedagogical design and ethical oversight to ensure that innovation does not come at the expense of professional competence and intellectual integrity.
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Melisa M. Chawaremera
The Independent Institute of Education
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