The Effect of Generative AI Integration in a Peer-Learning Environment on Enhancing Law Students’ Legal Research Skills and Active Knowledge Construction

Abstract

Generative Artificial Intelligence (AI) has been emerging as a more visible aspect of higher education as a conversational learning support system, which can generate responsive explanations and draft text. The application of Generative AI in legal education, however, is controversial since the ability of legal research requires the discipline of evaluating the sources, the integrity of the citation and evidence-based writing. A research paper will address the impact of ChatGPT on a systematic peer-learning context to develop the legal research skills and active knowledge building of law students. Using constructivist and social constructivist perspectives of learning, the research proposed a mixed-method approach that examined the study by collecting questionnaire data and semi-structured interviews in order to gain perceptions and learning experiences of students. The results suggest the perceived efficiency, effectiveness of peer discussion, predictable legal argument structuring and verification actions consistent with responsible legal research practice. Simultaneously, learners emphasised the threats of misguided outputs and excessive dependence and argued that AI literacy and clear guidelines of usage are required. In general, the research indicates that Generative AI can serve as a useful scaffold if it is integrated into the peer-learning frameworks that need to be critically reviewed and sources checked.