Artificial intelligence and legal education in Vietnam: Student use, risks, and emerging competence gaps

Abstract

Generative artificial intelligence (AI) is rapidly changing how students access, process, and use information in higher education. In legal education, where learning depends heavily on the interpretation of authoritative sources and the development of legal reasoning, the growing use of AI raises important pedagogical and professional questions. This study examines how Vietnamese law students use generative AI and explores the opportunities and risks associated with its increasing presence in legal education. The study draws on survey data collected from 990 undergraduate law students from universities in Hanoi, Ho Chi Minh City, and Nghe An. The survey investigated patterns of AI use, levels of trust in AI-generated information, experiences with inaccurate outputs, and students’ approaches to verifying AI-generated content. The findings indicate that AI tools have become a routine part of students’ academic practices. Respondents frequently reported using AI to explain legal concepts, summarize legal materials, translate foreign-language sources, and support academic writing. At the same time, many students encountered fabricated citations, inaccurate legal explanations, and misleading summaries. A notable finding is that awareness of AI-related risks does not necessarily lead to effective verification practices. Although most respondents recognized that AI systems can generate incorrect information, relatively few reported consistently checking AI-generated content against authoritative legal sources beyond basic statutory provisions. This suggests the existence of a competence gap between the widespread adoption of AI tools and students’ ability to critically assess their outputs. The article argues that the central challenge facing legal education is no longer whether students will use AI, but whether law schools can equip them with the skills necessary to evaluate AI-generated information responsibly. Strengthening AI literacy, verification skills, and institutional guidance will be essential if legal education is to preserve intellectual rigor while adapting to an increasingly AI-mediated learning environment.