LEGAL, LINGUISTIC, AND ETHICAL ASPECTS OF INTEGRATING GENERATIVE ARTIFICIAL INTELLIGENCE TOOLS INTO PROFESSIONAL LANGUAGE TRAINING FOR LAW STUDENTS

Abstract

This study identifies and analyses the legal, linguistic, and ethical aspects arising from the deployment of generative artificial intelligence tools in professional legal language training; proposes the governance framework adequate to these dimensions. The study employs a combined doctrinal and empirical methodology. The doctrinal component applies comparative legal analysis to five legislative instruments – CMU Resolution No. 1556-р (2020), Law of Ukraine No. 4742-IX (2025) on Academic Integrity, Law No. 2811-IX (2022) on Copyright and Related Rights, Regulation (EU) 2024/1689 (EU AI Act), and Regulation (EU) 2016/679 (GDPR) – examining the institutional obligations each imposes on law faculty language curricula and comparing Ukrainian norms against applicable EU standards under Ukraine’s harmonization obligations. The empirical component analyses and synthesizes sixteen sources spanning legislation, empirical research, professional governance models, and ISO 18587:2017. The analysis of the applicable legislative instruments establishes that Ukrainian and EU law impose a coherent and binding normative framework on educational AI governance. The study proposes a three-pillar governance framework: institutional compliance policy, legal language curricula with AI literacy, and the ethical reflection for professional identity formation. Each pillar primarily targets one dimension while structurally reinforcing the others. Generative AI raises rather than diminishes the standard required of legal language training: the lawyer who deploys AI tools effectively and responsibly must command greater terminological precision, more refined critical capacity, and a more robust ethical judgement. The integrated governance framework may constitute the institutional response adequate to the current normative and pedagogical environment.