ARTIFICIAL INTELLIGENCE AS A TOOL FOR MODELLING ENGLISH-LANGUAGE LEGAL DISCOURSE IN LEGAL EDUCATION

Abstract

The article presents a study devoted to the theoretical and methodological substantiation and practical implementation of generative artificial intelligence (AI) tools in modelling English legal discourse. The relevance of the research is determined by dynamic processes of digital transformation in education driven by technological development and geopolitical challenges for Ukraine, which have strengthened the role of English as a key instrument of global academic and professional discourse. The study focuses on legal discourse as a specific type of institutional communication that requires not only terminological knowledge but also an understanding of extralinguistic factors, including social context, legal norms, and cultural specifics. It is argued that the development of professional competence cannot be achieved solely through reproductive methods and requires active simulation of authentic professional situations. In this context, the case method is justified as an effective tool for integrating linguistic and professional knowledge. Within the research framework, a staged model for the formation of English legal discourse using generative AI was developed and substantiated. The model comprises five interrelated stages aimed at analysing legal texts, modelling legal positions, producing written legal documents, simulating oral professional interaction, and conducting reflective evaluation of discourse strategies. The algorithm for designing learning tasks using ChatGPT was practically tested. The roles of the educational process participants were clearly differentiated: the teacher is positioned as a pedagogical designer and moderator who formulates targeted prompts and validates the generated content, whereas AI functions as a high-tech assistant providing personalised feedback, grammatical accuracy checks, and generating alternative legal argumentation strategies. It is concluded that the synergy between human intelligence and generative models significantly enhances the quality of legal education by fostering critical thinking, adaptability, and professional language competence.