Legal Education in Europe and Estonia in Light of the Digital Future

Legal education has always been shaped by the institutional structures of universities, the

needs of legal practice, and the broader role of law in society. Today, these traditional

foundations are being reconsidered and redefined in many European countries, including

Estonia, in response to social change, evolving professional expectations, and new forms of

knowledge production. Digitalisation forms an important part of this context, but it is not the

only driver of transformation. Equally significant are questions of institutional diversity,

pedagogical responsibility, academic standards, and the societal mission of legal education.

This two-day conference brings together scholars, teachers, legal professionals, and

policymakers to engage in a structured and critical discussion on the current state and future

directions of legal education in Europe, with particular attention to the Estonian experience.

The conference does not start from the assumption that legal education must be radically

reinvented, but from the premise that its core functions – education, qualification, and social

responsibility – must be continuously reassessed in light of changing conditions.

The conference is organised around six thematic areas, each addressing a central dimension

of legal education.

First, legal education in society examines the broader social function of legal education. Law

graduates serve not only as advocates, but also as judges, and civil servants. What does high-

quality legal education contribute to society, and what are the consequences when legal

education is poor? Should universities primarily concentrate on producing researchers or on

educating graduates who excel in practical legal work?

Second, legal education in the university focuses on methodological and institutional

questions. Do the evaluation metrics used in legal scholarship differ from those applied in,

for example, social sciences? If so, how and why? How should research evaluation in the field

of law be organised, and what is the appropriate place of legal education within the university?

Third, the control and assessment of students’ knowledge addresses one of the most sensitive

and practically important aspects of legal education. This theme invites discussion of

examination methods, evaluation standards, fairness, and the very meaning of “knowledge”

and “competence” in legal education. It also considers how assessment practices shape

learning outcomes and professional competence, including – but not limited to – the

challenges posed by digital tools and new technologies. Particular attention will be paid to

Latvia’s recently introduced legal state examination. In addition, the question of how

knowledge assessment should be organised in the presence of artificial intelligence will be

examined.

Fourth, the conference addresses the (im)possibility of developing legal education without

competition between universities. The concentration of legal education raises important

questions about institutional plurality, academic innovation, access, and long-term

sustainability. This theme invites a critical yet constructive discussion on whether legal

education can thrive in a system with limited institutional competition. It also raises

fundamental issues of academic autonomy, quality assurance, resource allocation, and the

public mission of universities in educating lawyers for society rather than for institutional

rankings. To explore these questions, speakers from smaller countries will be invited to share

their experiences, including participants from Finland, Lithuania, and Iceland.

Fifth, current problems of Estonian legal education will be discussed. Since 2021, a new

lively debate has emerged about the quality of legal education in Estonia. Among the key

issues raised are the lack of genuine academic discourse, limited institutional plurality and

academic mobility, access barriers, a petrified curriculum, an unsuitable structural model, and

broader concerns regarding the overall quality of legal education. These issues require closer

examination, while at the same time encouraging participants to look beyond national

boundaries and established assumptions.

Sixth, legal education in the face of the digital future situates legal education within a broader

context of technological change. Rather than treating digitalisation as an overarching

paradigm, this theme examines it as one factor among others influencing teaching methods,

legal practice, and required competencies. What kinds of legal professionals will be needed

in the future? How should legal education respond to automation, algorithmic decision-

making, and hybrid human-machine legal practices? And how can legal education shape,

rather than merely react to, digital transformation? The focus lies on responding thoughtfully

and proportionately to digital developments while preserving the core intellectual and

normative foundations of legal education.

By bringing together European and Estonian perspectives, the conference aims to promote a

nuanced understanding of legal education as a multifaceted institutional and societal practice.

The goal is not to prescribe uniform solutions, but to facilitate informed debate on how legal

education can remain academically sound, socially relevant, and institutionally resilient in a

changing environment.