This paper explores designing and implementing a Legal Tech module for law students, integrating innovative pedagogical strategies with a particular focus on the Hackathon model. As the legal industry increasingly embraces technology, there is a growing need for law students to develop practical skills in legal technologies. However, traditional legal education often struggles to provide meaningful, hands-on exposure to these tools. The proposed Legal Tech module aims to close this gap by combining theoretical learning with interactive, problem-solving experiences, ensuring that students understand the technology and apply it in real-world contexts. A core component of the module is the Hackathon, which allows students to carry out independent research and collaborate on solving complex legal-tech challenges in a simulated professional environment. This paper outlines the structure of the module, detailing key learning outcomes and the pedagogical rationale behind using Hackathons as a teaching method. It also discusses the assessment strategies used to evaluate student progress and the feedback mechanisms that help refine the course. By incorporating experiential learning and collaborative problem-solving, this module aims to foster critical thinking, innovation, and teamwork among law students, equipping them with the skills necessary to navigate an increasingly tech-driven legal landscape. This paper contributes to the broader conversation on curriculum design in legal education, offering insights into the benefits and challenges of integrating technology-focused pedagogies into law programmes.

Authors:
Alan Ma, Birmingham City University, United Kingdom

About the Presenter(s)
Dr Alan Ma is a Law Lecturer at Birmingham City University, United Kingdom. He serves as a committee member of the West Midlands Branch of the Chartered Institution of Arbitrators and the Birmingham Branch of the British Computer Society.

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