Innovation in Criminal Law Teaching: a scoping review on AI-powered chatbots and their use in creating hypothetical cases as educational material; [Innovació en l’ensenyament del Dret Penal: revisió d’abast sobre els xatbots amb intel·ligència artificial i el seu ús en la creació de casos hipotètics com a material educatiu]

Requejo-Passoni W. · Revista de Educacion y Derecho (2026) · DOI: 10.1344/reyd2026.33.49094

Resumen

The recent expansion of artificial intelligence (AI) in higher education has accelerated the use of chatbots in legal teaching, particularly for creating hypothetical cases in Criminal Law. This scoping review examines current evidence on their application in university legal education, identifying key benefits, challenges, and research gaps. Articles and review papers published between 2020 and 2025, in English or Spanish, open access, and focused on AI or chatbots in higher legal education were included. Searches were conducted in Web of Science and Scopus (October 28–29, 2025), following the PCC framework and PRISMA-ScR guidelines. A total of 915 records were identified; after applying filters and removing duplicates, 35 studies met the inclusion criteria and were analyzed. Evidence indicates that chatbots are used to generate case studies, simulations, and automated feedback, enhancing personalization and pedagogical efficiency. However, limitations remain regarding ethical issues, algorithmic bias, and insufficient teacher training. In conclusion, AI chatbots constitute a valuable pedagogical tool to strengthen legal reasoning, provided their implementation is guided by academic supervision, ethical standards, and institutional strategies for responsible and contextualized use. © (2026), (University of Barcelona). All rights reserved.

Instituciones: Universidad Científica del Sur