{"id":389670,"date":"2026-07-07T17:00:08","date_gmt":"2026-07-07T11:30:08","guid":{"rendered":"https:\/\/www.scconline.com\/blog\/?p=389670"},"modified":"2026-07-07T17:07:28","modified_gmt":"2026-07-07T11:37:28","slug":"academics-discuss-future-of-legal-education-at-iac-eurasia-arbitration-week-2026","status":"publish","type":"post","link":"https:\/\/www.scconline.com\/blog\/post\/2026\/07\/07\/academics-discuss-future-of-legal-education-at-iac-eurasia-arbitration-week-2026\/","title":{"rendered":"Transforming ADR Education: Academics discuss experiential learning, AI, and clinical legal education for next generation of lawyers at IAC Eurasia Arbitration Week 2026"},"content":{"rendered":"
\n

The International Arbitration Centre (IAC) held its fourth annual IAC Eurasia Arbitration Week 2026 (EAW26), from 30 June to 3 July 2026 in Astana, Kazakhstan.<\/p>\n

In a panel discussion titled “The Role of Law Schools in the Future of ADR”, <\/span>the esteemed panellists focused on the future of Alternative Dispute Resolution (ADR) education, emphasizing the role of experiential learning, legal clinics, AI, behavioural science, and institutional collaboration in preparing globally competitive lawyers. The discussion examined how universities, arbitration institutions, law firms, and policymakers can jointly develop practical legal education that aligns with the evolving demands of the legal profession.<\/p>\n

The session was moderated by Ana Khurtsidze<\/span>, Dean of Law School, University of Georgia, and consisted of esteemed panellists namely, Prof. Hiro Aragaki<\/span>, Professor of Law & Faculty Director of the Center for Negotiation and Dispute Resolution, University of California College of Law; Deanna Parrish<\/span>, Lecturer on Law, Harvard Law School; Clinical Instructor, Harvard Negotiation & Mediation Clinical Program; Dr. Kabir Duggal<\/span>, Lecturer, Columbia Law School; Partner, Akin Gump Strauss Hauer & Feld LLP; and Dr. Mukhit Yeleuov<\/span>, Partner, ADL Disputes.<\/p>\n

\"\"<\/p>\n

Practical Training at Harvard and equipping students with modern skills: Deanna Parrish<\/p>\n

Deanna Parrish explained that clinical legal education at Harvard Law School enables students to obtain hands-on legal experience under the supervision of experienced practitioners while simultaneously engaging with theoretical coursework that promotes reflective practice and professional development. She noted that Harvard offers over 30 experiential learning opportunities, including 25 in-house clinics and thirteen externship placements.<\/p>\n

She further mentioned the Harvard Negotiation and Mediation Clinical Program, which serves as an umbrella for two projects: the Harvard Mediation Project and the Harvard Dispute Systems Design (DSD) Clinic<\/span>. Unlike traditional legal aid clinics, the DSD Clinics act like courts, arbitral institutions, governments, universities, and international organisations. Drawing upon her own work, she highlighted projects involving the Brazilian Supreme Court, Colombia’s Special Jurisdiction for Peace, Dartmouth College, and the University of Maryland. Unlike DSD clinics, which had institutional clients, the Harvard Mediation Project had students mediate between parties at an institutional level.<\/p>\n

\"\"<\/p>\n

Addressing the role of institutions in strengthening ADR ecosystems, Deanna argued that universities should serve as pipelines for developing modern lawyers equipped with contemporary dispute resolution skills. She stressed that legal education should move beyond doctrinal instruction and cultivate competencies such as active listening, asking effective questions, client interviewing, problem-solving, and reflective practice. She observed that these seemingly simple interpersonal skills are fundamental to effective dispute resolution.<\/p>\n

Getting a head-start and honing practical skills: Dr. Kabir Duggal<\/p>\n

Dr. Kabir Duggal began by encouraging students to pursue ADR education as early as possible, observing that practical exposure significantly eases professional development. Reflecting upon his own experience graduating during the 2008 global financial crisis, he reassured students that every generation confronts uncertainty and that adaptability remains one of the most valuable professional qualities.<\/span><\/p>\n

He recounted an early job interview in which a law firm informed him that academic achievements mattered far less than professional attitude and interpersonal qualities. The experience, though humbling, taught him that law firms expect graduates to arrive prepared with practical skills rather than merely academic credentials.<\/p>\n

Discussing arbitration education, he stressed that students must acquire both theoretical knowledge and practical competencies. Lawyers should understand arbitration law, case law, recognition and enforcement mechanisms, investment arbitration, drafting effective arbitration clauses, conducting cross-examinations, and communicating clearly without excessive legal jargon. He encouraged students to supplement classroom learning through blogs, journals, ADR centres, clinics, and networking opportunities with experienced practitioners.<\/p>\n

\"\"<\/p>\n

Bolstering lectures with behavioural science training: Dr. Mukhit Yeleuov<\/p>\n

Approaching the discussion from an academic, employer, and practitioner’s perspective<\/span>, Dr. Mukhit Yeleuov argued that legal education faces two transformative developments: AI and behavioural science. While AI is reshaping legal practice, behavioural science increasingly demonstrates that judges, arbitrators, negotiators, and lawyers often make decisions influenced by cognitive biases rather than purely rational analysis. He argued that future lawyers must therefore develop both technological literacy and human-centred skills, including advocacy, persuasion, negotiation, judgement, and decision-making.<\/span><\/p>\n

While he admitted that having some literacy of AI was essential, he cautioned that law schools must ensure that AI does not erode students’ fundamental abilities in legal reasoning, writing, and analytical thinking. He advocated greater use of the Socratic teaching methods rather than traditional lectures to preserve these essential abilities.<\/p>\n

“Given the capability of AI tools to basically do the work of a student, it creates a whole range of problems that we have to really address to make sure we’re making sure students are not losing their basic skills, writing, reasoning, and arguing, but at the same time helping them to use AI tools to become better.”<\/p>\n

Dr. Mukhit also urged law schools to introduce experiential learning clinics on negotiation, mediation, and arbitration, observing that practical advocacy cannot be effectively taught through lectures alone. Beyond ADR, he recommended integrating behavioural science, cognitive psychology, and decision-making into legal education, enabling future lawyers to better understand judicial decision-making and client behaviour.<\/p>\n

Illustrating this point, he referred to empirical studies involving judges of the United States Supreme Court, suggesting that personality traits influence judicial reasoning and approaches to precedent. Such findings, he argued, demonstrate why behavioural science should become part of modern legal education.<\/p>\n

\"\"<\/p>\n

Turning to recruitment, he observed that graduates entering legal practice increasingly possess strong technical abilities, including programming skills, but often require further development in oral advocacy, strategic judgement, and client communication. Underscoring how students could pursue law as a first degree in Central Asia, he suggested that Central Asian law schools had a unique opportunity to modernise legal education by combining AI, behavioural science, and ADR, enabling the region to leapfrog more established jurisdictions.<\/p>\n

“If you can combine the knowledge of AI tools, preserve the basic legal capabilities of analysis and writing, and add the knowledge of behavioral sciences, we can do a lot better in teaching law for those who can actually do ADR on a competitive basis.”<\/p>\n

Audience Discussion<\/p>\n

Q. What path to take in terms of university applications?<\/p>\n

During the audience discussion, Dr. Mukhit advised a high school student considering political science or law to select a discipline aligned with personal aptitude and interests. While acknowledging the broader employment prospects available to law graduates, he encouraged students to honestly assess their natural strengths before choosing a career.<\/p>\n

Agreeing with Dr. Mukhit, Dr. Kabir commended the student for thinking of her career trajectory this early and advised students to seek continuous guidance from professors, practitioners, and mentors, remain open to new experiences, and pursue careers that combine personal fulfilment with professional sustainability.<\/p>\n

“Do something that is going to make you happy and fulfilled, but can also give you a paycheck.”<\/p>\n

Adding to the discussion, Deanna advised students to gain as many practical experiences as possible before deciding on a career path. She observed that professional interests often differ significantly between theory and practice, and that meaningful exposure to different legal environments enables students to make informed career decisions based upon their actual interests and working preferences.<\/p>\n

From a professor’s perspective, Prof. Hiro Aragaki<\/span> remarked that people at a young age tend to think of what they should do rather than what they want to do. He expressed that he learned that people perform best when they are interested in their work. Thus, to explore interests, he suggested that students should study broadly and keep their options open rather than specializing early on.<\/p>\n

\"\"<\/p>\n

Q. If a law school in Central Asia wishes to open an ADR clinic, what institutional support could it seek?<\/p>\n

Answering the question, Prof. Hiro opined that an ADR clinic of such kind would require a steady flow of mediation cases which would provide quality educational experience to the students. A court-annexed mediation program, he suggested, could provide the same. However, the clinic would also require coaches; thus, approaching law firms that are regularly engaged in this kind of work would be helpful. Furthermore, Bar Associations and NGOs committed to furthering the educational experience and improving the ADR climate of your jurisdiction could also be approached.<\/p>\n

Regarding the financial aspect, he stated that the law school would have to find a way to sustainably finance the clinic.<\/p>\n

Deanna added that every clinic should begin with a careful assessment of community needs and available institutional partnerships. Sustainable clinics require reliable sources of cases, supportive judicial relationships, and clearly defined funding models. She noted that mediation clinics often depend upon referrals from courts, particularly in jurisdictions where mediation is mandatory, making judicial cooperation indispensable.<\/p>\n

She further explained that universities could adopt multiple funding mechanisms, including professional training programmes, executive education, mediation workshops, corporate partnerships, and sliding-scale community services. Institutions should first test community demand through smaller educational initiatives before investing fully.<\/p>\n

She urged the law schools to assess their goals surrounding the establishment of ADR clinics and maintained that institutions should gradually integrate practical ADR training into legal curricula rather than immediately establishing full-fledged legal clinics. Existing courses could incorporate simulations, workshops, role-playing exercises, and negotiation training with minimal financial investment before expanding into more resource-intensive clinical programmes.<\/p>\n

Speaking on behalf of the Columbia Arbitration Centre, Dr. Kabir extended an open invitation to assist universities interested in developing ADR programmes, acknowledging that financial constraints affect institutions worldwide but emphasising the importance of collaborative partnerships.<\/p>\n

Dr. Mukhit suggested that ADR clinics should approach law firms and create a win-win situation by providing them access to the best people in the clinic in exchange for practical lessons, materials, and guidance. Another method, he suggested, was to pick up an agenda like environment or women’s rights, and then approach international agencies, funds, and organizations, i.e., the stakeholders, for support. By aligning educational objectives with stakeholder interests, institutions could create mutually beneficial and financially sustainable programmes.<\/p>\n

The panel concluded that the future of legal education lies in combining doctrinal learning with experiential education, interdisciplinary knowledge, and technological competence. Universities were encouraged to strengthen partnerships with courts, arbitration institutions, law firms, and international organisations while gradually expanding ADR clinics and practical training opportunities. Across the discussion, the panellists consistently emphasised that successful lawyers of the future will require not only legal knowledge but also strong interpersonal skills, behavioural understanding, and technological literacy.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

In a student-oriented panel discussion at the IAC Eurasia Arbitration Week 2026, academics explored the future of ADR education, emphasizing the role of experiential learning, legal clinics, AI, behavioural science, and institutional collaboration in preparing globally competitive 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