Digital competences and normative literacy in artificial intelligence: a critical review of legal training in higher education
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Abstract
The accelerated digital transformation of the legal system, driven by advances in artificial intelligence and the enactment of regulatory frameworks such as Law No. 29733 on Personal Data Protection in Peru and Supreme Decree No. 016-2024-JUS, has created a critical gap between the demands of contemporary legal practice and the training offered by law schools in Latin America. This article aims to critically analyze recent scholarly work on the development of digital competencies and legal literacy in artificial intelligence and data protection within the context of university-level legal education. A critical narrative literature review was conducted, consulting the Scopus and Web of Science databases, which identified a total of 548 records, 441 of which were unique after removing 107 duplicates. The findings reveal a triple gap—ethical, regulatory, and competency-based—that affects law graduates' ability to operate in digital environments. It is evident that the teaching of data regulation and artificial intelligence remains marginal in university curricula in the region, and that the attitudes of the legal community oscillate between technological uncertainty and an urgent demand for specialized training. It is concluded that contemporary legal education needs to move towards a comprehensive model of digital legal competence, with an emphasis on algorithmic critical thinking, data ethics, and the interdisciplinary integration of law, technology, and active pedagogy.
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