| Abstract | This paper argues for the central role of Artificial Intelligence (AI) literacy in preparing law students, and graduates more broadly, for the demands of a rapidly changing professional and educational landscape. It considers how AI skills can be embedded into the curriculum in ways that both enhance student learning and address the expectations of future employers, while also responding to the wider challenges facing higher education. Drawing on emerging approaches to AI literacy, the paper outlines strategies for weaving AI skill development into teaching practice and highlights examples of learning activities that promote critical and practical engagement with AI tools. Alongside technical competence, particular attention is given to the ethical and moral dimensions of AI use, ensuring students are equipped to evaluate its implications and exercise informed judgment. In doing so, the paper contributes to ongoing discussions about how AI can not only support learning and teaching, but also reshape higher education in constructive and transformative ways. |
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