https://publications.coventry.ac.uk/index.php/EJLE <p><em>The European Journal of Legal Education</em> (EJLE) is an international, peer-reviewed open access journal publishing high-quality, original research. It is the journal of the European Law Faculties Association.</p> European Law Faculties Association en-US European Journal of Legal Education 1684-1360 https://publications.coventry.ac.uk/index.php/EJLE/article/view/1281 <p>This paper critically evaluates the role and impact of relying upon digital technologies to deliver legal education within Higher Education Institutions (HEIs). HEIs now use and rely on digital technologies as a key component of their delivery of teaching and learning. However, despite this, many students do not have digital access. Therefore, there is the risk that some students become digitally excluded and thus unable to (fully) participate and engage with their learning. While HEIs had to rely exclusively on this delivery method during the global COVID-19 pandemic, many have now moved to a hybrid or blended approach to teaching and learning, retaining many of the digital provisions used during the pandemic.&nbsp; The paper seeks to investigate the risk of digital exclusion: its causes, nature, and effects.</p> <p>To do this, we engage in qualitative and quantitative research to examine whether providing students with a tablet computer affects students’ perception of the learning environment, student satisfaction, student performance and attainment, and removes barriers to learning owing to digital exclusion. We critically examine our findings. Notably, we offer tangible and practical recommendations to providers and teachers of legal education to ensure that all students have digital access to promote a more inclusive and supportive learning environment for students.</p> Daniel Bansal Maribel Canto-Lopez Clark Hobson Copyright (c) 2025 Daniel Bansal, Maribel Canto-Lopez, Clark Hobson https://creativecommons.org/licenses/by-nc-nd/4.0 2025-04-16 2025-04-16 6 2 https://publications.coventry.ac.uk/index.php/EJLE/article/view/1283 <p>Seeking to assure consistent standards, and to promote diversity, the solicitors profession in England has adopted two different approaches to qualification, terminating in a capstone examination.&nbsp; One is by a funded government apprenticeship of 5-6 years, and the other is almost entirely open.&nbsp; Candidates in the latter may in principle choose how to prepare for the examinations and compile the necessary work experience in up to four different organisations.&nbsp; This article shows how the two routes are characterised by different concepts of “liberty”.&nbsp; Further, it uses Fraser’s axis of recognition and retribution and Youngs’ concept of oppression, to interrogate the extent to which each is capable of contributing to a statutory obligation to promote diversity in the profession.&nbsp; Whilst there are overlaps, it concludes that, in principle, an apprentice achieves qualification because of their job, but a candidate in the open route may need to do so despite their job.</p> Jane Ching Copyright (c) 2025 Jane Ching https://creativecommons.org/licenses/by-nc-nd/4.0 2025-04-16 2025-04-16 6 2