As artificial intelligence (AI) begins to reshape legal practice globally, universities are under increasing pressure to rethink how they train future lawyers, particularly in systems where graduates often enter the profession with limited practical experience.
The University of Johannesburg (UJ) is responding to this shift by embedding AI and immersive technologies into its legal training, using a metaverse-based clinic and virtual reality simulations to expose students to real-world legal scenarios before they engage with actual clients.
At the centre of this approach is the iKamva Initiative Metaverse (KIM), where students consult with AI-driven virtual clients on cases ranging from gender-based violence to Road Accident Fund claims. The platform forms part of a broader effort to scale experiential learning in a system traditionally constrained by access to live cases and supervision capacity.
The move reflects a wider transformation within the legal sector, where automation, digital workflows and AI-assisted research are beginning to reshape how legal services are delivered. In this context, law schools are facing growing scrutiny over whether their graduates are adequately prepared for the realities of modern practice.
UJ’s model attempts to bridge that gap. By placing students in controlled, data-rich environments where consultations are recorded and assessed, the University can evaluate not only legal knowledge, but also ethical judgement, communication and professional conduct, areas often difficult to measure in traditional settings.
“This is about strengthening experiential learning in a structured and scalable way,” says Dr Charissa Fawole, a legal academic and newly appointed lead of the initiative. “Students are able to engage with real-world issues while developing the professional judgement required in practice.”
The metaverse sits alongside a broader ecosystem of digital innovation within UJ’s Faculty of Law. This includes a Virtual Reality Courtroom Game, among the first initiatives of its kind on the African continent, which immerses students in realistic legal proceedings and interdisciplinary case scenarios.
Developed in collaboration with the Johannesburg Business School’s Innovation Lab, the VR platform addresses a key limitation of traditional legal education: the tendency to treat legal disciplines in isolation. By contrast, the virtual environment reflects the interconnected nature of legal problems within South Africa’s constitutional democracy, requiring students to think across areas of law in real time.
Together, these initiatives signal a deliberate move away from purely theoretical instruction towards applied, technology-enabled learning. They also reflect growing pressure on universities to ensure that graduates are not only knowledgeable, but adaptable and digitally fluent.
Legal practitioners and academics increasingly point to the impact of AI and automation on the profession, from document review to legal research and client engagement. In this context, early exposure to digital tools is becoming a critical component of legal training.
Elton Hart, law lecturer and member of the KIM team, notes that the profession is already shifting. “Technology is shaping how legal services are delivered. Preparing students in these environments is essential if they are to remain relevant and effective.”
Beyond graduate readiness, the model also has broader systemic implications. By expanding access to high-quality, practice-based training, it offers a potential pathway to strengthen the responsiveness of the legal system, particularly in contexts where demand for legal services continues to outpace available capacity.
The approach aligns with wider global trends in higher education, where institutions are rethinking how teaching, learning and professional preparation intersect in the context of rapid technological change.
Hart concludes: “AI and immersive technologies are increasingly part of how legal training is approached, rather than something added on. As the profession continues to change, there is a growing need for students to engage with the law in ways that reflect real practice, suggesting that how they learn may become as important as what they learn.”
