Document Type
Report
Publication Date
8-2026
Abstract
This report presents results from a national survey examining Canadian JD students' and recent graduates' understanding of technological competence and their use of generative artificial intelligence in legal education and legal practice.
The survey collected responses from 631 students and recent graduates across Canadian law schools between November 2025 and January 2026, combining closed-ended questions with thematic analysis of open-ended responses. The survey addressed how students understand the duty of technological competence under the Model Code, how they use generative AI in coursework and legal workplaces, their confidence in the accuracy of these tools, the guidance and training they receive, and their views on how generative AI will shape the future of legal education and practice. No known empirical research had previously examined these questions in the Canadian context.
The report presents recommendations primarily for law school decision-makers, but also addresses legal employers, and legal regulators. The recommendations are offered as an evidence-based starting point for policy and curriculum development, not a comprehensive or final account of the issue.
Recommended Citation
Hannah Rosborough, "Technological Competence and Generative Artificial Intelligence: Canadian Law Students’ Understanding and Use in Legal Education and Legal Practice" (August 2026).
