The University of Chicago Law School is introducing one of the most restrictive classroom technology policies in the country as legal education adapts to the rapid rise of artificial intelligence. Starting next academic year, new first-year law students will no longer be allowed to use laptops or phones during required classes. School leaders say the move aims to strengthen critical thinking, legal reasoning and analytical skills before students begin relying on AI-powered legal tools.
The ban on Chicago Law AI reflects a growing debate in legal education. While many law schools are expanding AI education and encouraging responsible use of emerging technologies, Chicago is taking a different approach by emphasizing fundamental legal skills first.
Key takeaways
- The University of Chicago Law School will ban laptops and phones in required first-year law classes.
- The policy aims to strengthen critical thinking before students begin using artificial intelligence.
- Students will initially learn legal analysis and drafting without the help of AI.
- AI education will then be introduced through legal research, writing courses, and advanced electives.
- Upper-level students will continue to use the school’s AI-focused courses and legal technology lab.
- This policy represents one of the strictest AI-related class restrictions among U.S. law schools.
- The move reflects the growing debate over the balance between AI knowledge and traditional legal training.
Chicago Law Prioritizes Independent Legal Reasoning
According to Dean Adam Chilton, students must first develop the ability to analyze legal issues independently before artificial intelligence becomes part of their daily academic work.
Dean Adam Chilton said the rise of artificial intelligence is reshaping legal education, making it essential for students to first master critical thinking and legal reasoning before using AI as part of their training.
The policy is considered one of the broadest technology restrictions adopted by a U.S. law school. Chilton said he is not aware of any other institutions that have implemented a blanket ban on personal electronic devices in all required first-year courses.
Supporters argue that the policy encourages students to participate more deeply in classroom discussions, refine their legal reasoning and develop better communication skills without digital distractions.
What the new Chicago Law AI policy includes
Technology restrictions apply to all required first-year courses, including constitutional law, contracts, civil procedure, criminal law, property, and torts.
Instead of allowing each student to use a laptop, professors can designate a limited number of class “scribes” who will take electronic notes and then share them with their classmates.
Additionally, first-year exams will be conducted without internet access, digital files or AI applications. This ensures that students demonstrate their own legal analysis rather than relying on artificial intelligence or online research during exams.
The law school will initially test the policy during the next academic year and evaluate its effectiveness before considering future adjustments.
Artificial intelligence remains on the agenda
Despite classroom restrictions, the University of Chicago Law School isn’t rejecting artificial intelligence.
Instead, faculty members plan to introduce AI gradually through research and legal writing courses, once students have established a strong analytical foundation.
Initially, students will complete their writing assignments without the help of AI. Later, they will learn how to use generative AI responsibly for research, drafting, and other legal tasks while understanding its limitations and ethical risks.
Upper-level students will continue to have access to specialized AI courses, legal technology instruction, and the school’s AI Lab, where they will explore how artificial intelligence is transforming legal practice.
This balanced approach reflects the school’s belief that AI should enhance legal education rather than replace the development of fundamental legal skills.
Law schools continue to debate AI in legal education
Chicago’s announcement comes as law schools across the country continue to reevaluate how artificial intelligence should be integrated into the classroom.
Many institutions have adopted AI guidelines instead of banning them outright. For example, some schools allow AI-assisted research while requiring students to disclose its use. Others have implemented limits on AI-generated writing or established honor code provisions governing generative AI.
Recently, the University of California, Berkeley School of Law introduced new restrictions governing the use of AI in classes. However, these rules sparked debate among legal educators, who questioned whether they would unnecessarily limit legitimate educational uses of technology.
In contrast, Chicago Law has focused on eliminating digital devices from core courses altogether, believing that students should first master legal analysis without technological assistance.
Why critical thinking still matters in the age of AI
Artificial intelligence is rapidly changing legal practice. Today, many law firms use AI-based platforms for legal research, contract review, document summarization, due diligence, and litigation support.
Despite this, employers continue to place a high value on skills that technology cannot fully replace.
Strong legal judgment, persuasive advocacy, client advice, negotiations, strategic thinking and ethical decision-making remain essential for successful lawyers.
Chicago Law believes that students who first learn to solve legal problems independently will ultimately become more effective users of AI once they enter practice.
This philosophy reflects a broader trend within the legal profession. Rather than viewing AI as a replacement for lawyers, many educators see it as a tool that should complement well-developed legal reasoning.
Could other law schools follow Chicago’s lead?
As generative AI becomes increasingly integrated into legal education and practice, other law schools may review their own classroom policies.
Some institutions are expected to expand AI training through dedicated courses and practical exercises. Others may adopt stricter technology rules during core courses to preserve traditional methods of legal education.
Regardless of which approach schools choose, Chicago’s decision indicates that the debate has evolved beyond the place of AI in legal education.
Instead, educators are increasingly asking a bigger question: When should future lawyers start using AI, and how can schools ensure they first develop the critical thinking skills that define great legal professionals?
The answer to this question could shape the training of the next generation of lawyers.
Frequently Asked Questions
Why does Chicago law ban laptops and phones?
The Law School believes that students develop stronger legal reasoning, analytical thinking, and classroom engagement when they learn without digital distractions or AI assistance during core courses.
Does the policy completely ban artificial intelligence?
No, AI remains on the program. Students will learn to use artificial intelligence responsibly after mastering basic legal research, writing, and analysis skills.
Which students are affected?
The policy applies primarily to new first-year students enrolled in required law school courses.
Will students still have access to AI technology?
Yes. Upper-level students will continue to take AI-related courses and use the school’s AI lab to study legal technology and applications of artificial intelligence.
Why are law schools changing their AI policies?
Law schools are adapting to the growing use of generative AI in legal practice while ensuring that students continue to develop essential skills in legal reasoning, ethical judgment, advocacy, and communication.
Could other law schools adopt similar rules?
Maybe. As AI becomes more common in the legal profession, more law schools are evaluating how and when students should use artificial intelligence during their legal studies. Some might expand AI education, while others might introduce stricter classroom technology policies, similar to Chicago’s approach.
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