Applying Artificial Intelligence in Teaching General Law for Non-Law students at Colleges and Universities in Vietnam

Abstract

General Law is a compulsory course for non-law students in Vietnamese colleges and universities, usually delivered in large classes with limited contact hours. This study examines how artificial intelligence (AI), particularly generative AI, can be applied in teaching this course and what legal and pedagogical conditions such application requires. A qualitative design was adopted, combining document analysis of Vietnamese legal instruments issued in 2025–2026 and international guidance with a narrative review of studies on AI in legal and higher education. The analysis identifies five themes: a newly formed regulatory framework that permits AI as a supporting tool while imposing integrity and disclosure duties; concrete pedagogical uses across lesson design, classroom activity, and feedback; documented risks of inaccurate legal output; a gap in lecturer and student AI competency; and the need to redesign assessment. The paper proposes a human-centred integration model for General Law and recommends institutional codes of conduct, lecturer training, verification-based learning tasks, and empirical classroom research.