As the legal profession undergoes rapid transformation, a pressing question is emerging: Are today’s law degrees truly preparing students for the realities of modern legal practice?
The legal profession is evolving at a rapid pace, driven by cutting-edge technology, shifting client demands, and a fundamental reimagining of what it means to practise law in the modern era.
Modern legal practice demands more than just knowledge of the law – it requires adaptability, practical skills, and the ability to navigate an ever-changing professional landscape.
As these transformations continue to accelerate, pressing questions are emerging about whether Australia’s traditional law degrees are truly preparing students for the realities of modern legal practice.
The gap between theory and practice
While acknowledging that universities provide a strong academic foundation, Amelia Daou, a recent graduate of Deakin University, argued that law degrees often leave graduates unprepared for the practical skills and real-world demands of modern legal practice.
“Law students are not adequately equipped with the practical skills required in modern legal practice unless their course or university offers placement units or opportunities for practical experience through electives,” Daou said.
She stressed the critical importance of practical training, noting that hands-on skills are “just as important” as theoretical knowledge for success in the profession.
However, she warned that “practical skills are underutilised by law students, as many believe that theoretical knowledge is all that is required”.
She added: “I believe that university law school curricula should put a further emphasis on practical learning and make it a compulsory unit for students to complete during their studies.”
Having gained practical experience while completing her law degree, Daou described it as “invaluable” in helping her navigate the early stages of her legal career.
Reflecting on her experience, Daou highlighted that the absence of practical training can leave law students at “a big disadvantage” when entering the legal profession, lacking the nuanced skills that are increasingly expected of modern graduates.
Charlotte Carles, a law student at the University of Notre Dame, echoed the need for practical skills, emphasising that oral advocacy and communication should be woven throughout the curriculum rather than confined to optional extracurriculars or standalone units.
“Oral advocacy skills should be intertwined throughout the entire course of a law degree, rather than only appearing in optional extracurriculars or the advocacy unit,” Carles said.
“The current curriculum places all its emphasis on written work, but spoken communication is also crucial in our profession. Although practical legal training is designed for this, practical skills should also be actively developed from day one of the law degree instead of only after graduation.”
Legal employers also emphasise the importance of practical skills alongside theoretical knowledge. Kelly Phelps, CEO of Travis Schultz & Partners, noted that students who gain hands-on experience during their studies enter the job market with a clear competitive advantage.
“It’s essential that universities offer courses that also develop practical skills, or at least provide a course structure that enables students to balance employment and gain ‘real world’ experience during their studies, if they are to be competitive in the job market,” Phelps said.
“A graduate can have all the required technical skills, but without interpersonal and practical skills, may struggle to compete for positions against more ‘well-rounded’ applicants.”
The missing ingredient: soft skills
However, practical experience alone is not sufficient to fully prepare law students for the realities of the legal profession.
Carles highlighted that the gap in legal education also extends to essential soft skills, including interpersonal relationship building and emotional intelligence.
“I think that soft skills such as relationship building and emotional intelligence should be embedded in law degrees,” Carles said.
“There are many law students who graduate with niche knowledge of certain legislative provisions, but with no clue how to make small talk with a client.”
Carles argued that while mooting, debating, and other extracurricular activities are valuable for developing advocacy and communication skills, they remain inaccessible to many students who juggle part-time work or family commitments.
“There should be more practical skills such as negotiating, interviewing, and oral advocacy embedded in law degrees,” Carles said.
“While extracurriculars such as mooting are wonderful, the extra hours mean that these opportunities are inaccessible to low-income students who support themselves financially during uni.”
Outdated elements in legal education
While the historical foundations of law remain essential, there is a growing consensus that traditional teaching methods and course structures must evolve to meet the demands of the 21st-century legal profession.
Carles criticised current law degrees for falling short on comprehensive “tech education”, noting that students often graduate with limited exposure to essential technology skills and digital literacy.
As technology continues to reshape the very foundations of legal work, Carles emphasised that universities must equip law students with the skills to integrate emerging technologies into their practice and navigate these tools confidently.
“Legal curricula should adapt to the 21st century by encouraging students to think innovatively, ethically, and efficiently about adopting technology in their work,” Carles said.
“Tech is changing the legal landscape, not only in the way that we work but also new laws impacting clients. Young lawyers need to learn how to navigate this emerging landscape.”
While Daou acknowledged that law courses are “not outdated” and that the historical foundations of law remain essential, she stressed that degrees must also adapt to reflect the realities of modern legal practice.
“I believe that law degrees are not outdated, as the basis and foundation of the law is rooted in history. It is important to acknowledge the historical basis for law in our society and the processes behind law-making,” Daou said.
“However, it is also necessary to address the changes in modern society and how law degrees should adapt to those changes.”
At the top of her list of priorities, Daou highlighted the need for universities to integrate AI training into law degrees, noting that such technology plays an increasingly central role in how law firms and the broader legal profession operate.
“In today’s legal landscape, the use of AI is prevalent among law students and lawyers. Understanding how to use AI is a change that should be included in law curricula across all universities,” Daou said.
Daou also recommended that universities incorporate practical assessments, such as moots or client interview exercises, to allow students to test and refine their skills before entering legal practice.
“Another change I would recommend is incorporating the use of practical-based assignments, such as moots or client interviews, as a mode of assessment. This encourages law students to test their practical skills and will make them feel more prepared to enter practice,” Daou said.
From the perspective of legal employers, Phelps observed that universities are beginning to respond to these challenges by offering an increasing number of practical and specialised opportunities for students.
“I believe that some universities are offering extended minors in more specific practice areas for those who already know their path, and there are topics like advocacy, negotiation, legal technology and leadership being added to courses, along with more opportunities for practical ‘hands-on’ learning in an attempt to adapt to the changing legal landscape,” Phelps said.
Preparing for a digital legal future
As artificial intelligence continues to transform legal practice, incorporating AI training into law curricula is no longer optional – it has become essential for preparing graduates to navigate the modern legal landscape.
Acknowledging the ethical risks of AI misuse that are increasingly appearing in the profession, Carles stressed that structured AI education should teach students not only how to use the technology effectively but also how to integrate it ethically into their work.
“Yes. It’s really worrying that many university students regularly plagiarise AI-generated work, then graduate to become lawyers. We are seeing more and more cases appear in court of lawyers using AI unethically, so we really need AI training law school,” Carles said.
“AI is normalising laziness and dishonesty in the legal profession, because these days, it’s too easy to cheat. A profession that prides itself on ethics and integrity must take student misuse of AI seriously.”
Daou also emphasised the importance of incorporating AI into law degree curricula, highlighting how the technology has become unavoidable in both academic and professional contexts.
“AI usage is something unavoidable, no matter how discouraged it is; therefore, students should know how to use AI safely when utilising the technology for assignments or when they use it in practice,” Daou said.
“For example, universities should emphasise the importance of keeping client’s information confidential whilst still using AI to assist with answering legal questions specific to client matters.”
A shifting perspective among employers
Despite these criticisms of current law degrees and the changes needed to better prepare students, Phelps noted that law graduates entering the firm today are significantly better prepared than those from a decade ago.
“If you had asked me that question 10 years ago, my answer would have probably been ‘no’. However, when reflecting on the recent graduates we’ve had join the TSP team, I really can’t be more impressed with their knowledge, balanced with an eagerness to learn and ‘do the work’ to grow,” Phelps said.
Phelps attributed this shift to the increasing initiative of law students in actively seeking practical experience, recognising the value of placements, internships, and part-time roles in developing both skills and confidence.
“Our recent graduate lawyers are far more aware of the importance of gaining practical experience early (and seeking out placements and part-time work during their studies), taking the time to develop their skills in a paralegal/clerk role after they graduate and do not expect to ‘run before they can walk’,” Phelps said.
“Most importantly, they have come away from law school with the mindset that modern lawyers need: being curious, humble and adaptable … I’m encouraged by what I’m seeing and optimistic about the next generation of lawyers.”
