Teaching law in a Scottish university long meant gathering students in their hundreds in lecture theatres and explaining complex substantive legal concepts in a structured and consistent way. Small group seminars were provided but were very much secondary to the lecture. Both formats, despite their merits, favoured students who could absorb the knowledge that was taught and clearly present this back to a lecturer in their exam. 

In recognising diversity among students, higher education institutions now recognise the limitations of this approach. Law students today come from a range of backgrounds, have a variety of needs, and bring unique perspectives. Similarly, the profession nowadays values many attributes in solicitors in addition to a strong academic and practical knowledge of the law. Good teamwork skills, adaptability and communication skills are highly respected. Acknowledging industry demands, law schools have adapted the way they teach accordingly.

The QAA Subject Benchmark Statement for Law (2023) reflects this shift, emphasising collaboration, active participation, and problem-solving as key aspects of legal education. Lectures continue to give students the critical overview and principles needed to engage with technical aspects of the law. Seminar teaching has however changed significantly, now offering opportunities for interactive learning featuring activities designed to prompt deeper and broader engagement. 

This may take the form of students working in small groups on poster exercises, where pre-seen questions form the basis of discussion. Often, students are randomly allocated to groups to encourage interaction outside of friendship groups and to avoid dominant voices being the only ones heard. In gathering feedback, tutors are now more aware of some students’ hesitance to share, either through embarrassment of getting the answer wrong, or due to other life pressures, meaning that they have been unable to prepare. Instead of calling on students individually, they may use an anonymous online forum to gather answers, capitalising on the benefits of technology whilst also creating a genuinely inclusive classroom.

Engaging in experiences beyond the traditional classroom setting is also now integrated into the everyday activities of a law student. For example, seminars may also involve simulation exercises. These allow students to play different roles in real world practice scenarios. The immersive and practical nature of these tasks not only reinforces their classroom learning but also gives students a taste of the teamwork and problem solving required in an industry-based setting. By using this method students learn that legal practice can involve setbacks, having to rethink an argument, or having to respond to feedback under pressure. Seminars are not the only place for more practical learning. Students are also provided the opportunity to participate in pro bono initiatives, offering supervised legal advice to members of the public. Others attend organised field trips, which simulate legal learning in real-world contexts bridging the gap between theory and practice. These opportunities underscore that law is not only an academic pursuit but also a lived and applied discipline.

The move towards active learning is not just another trend. Instead, it represents a sector wide realisation that students learn better when they are engaged. Educational research reinforces this, showing that superficial learning, such as memorising information just for an exam, is less effective than active engagement with problems. Modern methods are more compassionate and inclusive. Adjustments such as designing accessible slides for students with dyslexia, creating flexible tasks that allow for and even promote different modes of participation, and valuing each student’s contribution equally ensures participation by all.