Thesis Writing and Artificial Intelligence: Preserving Critical Thinking in Legal Education -By Tomy MichaelThesis Writing and Artificial Intelligence: Preserving Critical Thinking in Legal Education -By Tomy Michael

The rapid advancement of artificial intelligence has transformed many aspects of higher education, including the way undergraduate theses are written. Tasks that once required months of intensive work can now be completed within a much shorter period. This phenomenon is not unique to a particular country; universities around the world are facing similar challenges as AI systems become increasingly capable of providing detailed answers and sophisticated analyses. Yet the growing reliance on artificial intelligence raises an important question for legal education: how can originality and critical thinking be preserved?

One of the difficulties encountered by law students is identifying genuine legal issues. Contemporary problems often combine legal and social dimensions, making it challenging to distinguish between the two. Consequently, many theses focus on familiar areas such as civil law, criminal law, and constitutional law, while other important fields—including Marine Resources Law, Consumer Protection Law, and International Law—receive comparatively little scholarly attention.

Artificial intelligence, however, can serve as a valuable instrument in broadening students’ perspectives. It can introduce emerging legal developments and provide access to issues that are often overlooked. Indonesia’s maritime boundary disputes with neighboring countries, for example, present complex legal challenges that require timely and innovative approaches. By exposing students to such developments, AI can contribute to the production of more relevant and diverse legal scholarship.

Furthermore, undergraduate theses increasingly serve as the foundation for academic journal publications. Through responsible dissemination, students are able to contribute their ideas to society and engage in wider scholarly discussions. Publication in foreign-language journals further expands the reach of these contributions. Nevertheless, while AI may enhance efficiency, academic integrity must remain paramount. Morality, honesty, and intellectual responsibility cannot be delegated to machines.

Artificial intelligence should therefore be viewed as a supporting tool rather than a substitute for human reasoning. Students must continue to develop critical thinking, logical reasoning, and analytical capabilities. Strengthening literacy through extensive reading and practicing paraphrasing are also essential in reducing plagiarism and fostering genuine intellectual growth. Legal science itself is interdisciplinary, requiring insights from various fields to address increasingly complex societal challenges.

Most importantly, artificial intelligence cannot replicate the distinctly human sense of justice. Law is ultimately concerned not only with rules but also with values and moral judgments. State legal norms should provide guidance for the use of AI, allowing it to function as a complementary mechanism rather than an independent authority. For this reason, the relationship between thesis writing and artificial intelligence should be characterized by both integration and limitation. While AI can assist students, their academic work must ultimately reflect their own convictions, reasoning, and intellectual independence.

Tomy Michael Lecturer, Faculty of Law Universitas 17 Agustus 1945 Surabaya, Indonesia

The rapid advancement of artificial intelligence has transformed many aspects of higher education, including the way undergraduate theses are written. Tasks that once required months of intensive work can now be completed within a much shorter period. This phenomenon is not unique to a particular country; universities around the world are facing similar challenges as AI systems become increasingly capable of providing detailed answers and sophisticated analyses. Yet the growing reliance on artificial intelligence raises an important question for legal education: how can originality and critical thinking be preserved?

One of the difficulties encountered by law students is identifying genuine legal issues. Contemporary problems often combine legal and social dimensions, making it challenging to distinguish between the two. Consequently, many theses focus on familiar areas such as civil law, criminal law, and constitutional law, while other important fields—including Marine Resources Law, Consumer Protection Law, and International Law—receive comparatively little scholarly attention.

Artificial intelligence, however, can serve as a valuable instrument in broadening students’ perspectives. It can introduce emerging legal developments and provide access to issues that are often overlooked. Indonesia’s maritime boundary disputes with neighboring countries, for example, present complex legal challenges that require timely and innovative approaches. By exposing students to such developments, AI can contribute to the production of more relevant and diverse legal scholarship.

Furthermore, undergraduate theses increasingly serve as the foundation for academic journal publications. Through responsible dissemination, students are able to contribute their ideas to society and engage in wider scholarly discussions. Publication in foreign-language journals further expands the reach of these contributions. Nevertheless, while AI may enhance efficiency, academic integrity must remain paramount. Morality, honesty, and intellectual responsibility cannot be delegated to machines.

Artificial intelligence should therefore be viewed as a supporting tool rather than a substitute for human reasoning. Students must continue to develop critical thinking, logical reasoning, and analytical capabilities. Strengthening literacy through extensive reading and practicing paraphrasing are also essential in reducing plagiarism and fostering genuine intellectual growth. Legal science itself is interdisciplinary, requiring insights from various fields to address increasingly complex societal challenges.

Most importantly, artificial intelligence cannot replicate the distinctly human sense of justice. Law is ultimately concerned not only with rules but also with values and moral judgments. State legal norms should provide guidance for the use of AI, allowing it to function as a complementary mechanism rather than an independent authority. For this reason, the relationship between thesis writing and artificial intelligence should be characterized by both integration and limitation. While AI can assist students, their academic work must ultimately reflect their own convictions, reasoning, and intellectual independence.

Tomy Michael Lecturer, Faculty of Law Universitas 17 Agustus 1945 Surabaya, Indonesia