The article addresses the issue of integrating AI-driven digital tools into the process of foreign language education at a law school, in response to the challenges of modern society associated with globalization and the pervasive penetration of computer technologies. The purpose of the article is to analyze the current situation with the use of AI tools in teaching and learning legal English. The primary methods of scientific research employed in this study included: selection and analysis of publications relevant to the research issue, classification of AI tools applicable in teaching legal English, analysis of practical work on integrating AI tools in teaching English at a law school, and surveys of teachers and students regarding the effectiveness of using these tools in the educational process. The issues of teaching and learning legal English in the context of the development and widespread use of AI tools are examined. The classification of publicly available AI tools that can be used to teach legal English is presented, taking into account the main types of educational activities they can support and enhance. The possibilities and areas of application of AI tools in teaching legal English are revealed, the factors contributing to their successful implementation are identified, the risks and obstacles associated with the integration of such tools into the educational process are outlined, and the professional competencies required of teachers for successful integration of advanced digital tools in teaching legal English are highlighted. In conclusion, it is asserted that the integration of AI tools into teaching and learning legal English is a multifaceted phenomenon that reflects the ongoing evolution of both digital technologies themselves and the development of theories and practices for utilizing these technologies for teaching a foreign language in the professional training of future lawyers.
Евгений Васильевич Попов (Sun,) studied this question.