The University of Toronto's Faculty of Law has adopted a new classroom policy that restricts laptop use and artificial intelligence tools, making it one of the latest Canadian law schools to address the technology's role in legal education. The policy, announced August 18, 2026, leaves the final decision on implementation to individual professors, while students have begun pushing back against the restrictions.
The move comes as law schools across North America grapple with how to integrate AI tools into legal training without undermining core skills like note-taking, case analysis, and courtroom preparation. For working legal professionals, the debate signals a broader institutional reckoning with how AI should be taught, permitted, and policed in the profession's training pipeline.
Policy details and professor discretion
Under the new framework, the University of Toronto's Faculty of Law will permit professors to decide whether to ban laptops and AI use in their classrooms. The approach gives individual instructors flexibility to design their own technology policies based on course content and teaching style.
The Faculty of Law's decision follows similar actions at other Canadian institutions, suggesting a coordinated shift in how legal educators view classroom technology. The policy applies specifically to in-class activities, leaving questions about AI use in assignments and exams to be addressed separately.
Student opposition
Student groups have voiced concerns that the restrictions could disadvantage those who rely on laptops for accessibility reasons or who have developed workflows around digital note-taking. Some students argue that banning AI tools in the classroom fails to prepare them for a profession where AI for Legal applications are becoming standard practice.
The pushback highlights a generational divide in legal education. Students entering the profession expect AI literacy to be part of their training, while faculty members worry about the erosion of fundamental analytical skills.
Broader implications for legal education
The University of Toronto's policy is part of a wider conversation about AI in legal training. Law schools must decide whether to treat AI as a tool to be managed or a skill to be taught. The outcome will shape how new lawyers approach everything from document review to legal research.
For legal professionals already in practice, the classroom debate mirrors workplace questions about when AI use is appropriate and when it undermines professional judgment. Firms are making similar discretionary calls about AI adoption, with some embracing tools for efficiency and others restricting use in client-facing work.
Why this matters for legal professionals
The University of Toronto's approach - institutional policy with individual discretion - may preview how law firms will handle AI governance. Partners and practice group leaders will likely face the same tension between standardization and flexibility that the university is navigating.
Legal professionals should watch whether the policy influences hiring expectations. If law schools restrict AI training in classrooms, graduates may enter firms with less hands-on experience using these tools. That could shift the burden onto employers to provide practical training through resources like an AI Learning Path for Paralegals or similar professional development programs.
For now, the University of Toronto's policy stands as a test case in balancing academic tradition with technological change. The student response will likely inform how other institutions approach the issue, and ultimately, how the legal profession integrates AI into its training pipeline.
Your membership also unlocks:
