This article analyzes the role of simulation as a teaching tool in legal education. It reviews its theoretical foundations, modalities, benefits and limitations, as well as international experiences and the impact on the professional competencies of future lawyers. It concludes that simulation, far from being an accessory, constitutes an essential pedagogical strategy to modernize the teaching of law.

Full article

The Use of Simulation as a Teaching Tool: Impact on Legal Education

Introduction

The teaching of law has traditionally been linked to the theoretical transmission of rules, principles, and case law. For centuries, the predominant methodology was expository: lectures, reading of legal texts, and written resolution of cases. The classroom was configured as a space of unidirectional explanation where the professor embodied academic authority, and the student adopted a passive role. This model, inherited from medieval universities and consolidated in the 19th and 20th centuries, responded for a long time to the needs of a society that required jurists knowledgeable about the law, but not necessarily trained in practical skills (Calvo, 2018).

However, the evolution of higher education and the demands of an increasingly complex society have questioned the sufficiency of this paradigm. Today, there is a demand for more critical, interdisciplinary training oriented towards the development of professional and social competencies (Biggs & Tang, 2011). The contemporary lawyer must not only interpret and apply rules: they also need communication, negotiation, teamwork, and ethical sensitivity skills. In this context, simulation as a pedagogical strategy has emerged as a highly valuable resource for training future legal professionals.

Simulation in Teaching: Theoretical Foundations

Simulation can be defined as the recreation of credible situations in a controlled environment for learning purposes. It is not simply a role-play, but a structured methodology that places the student at the center of the educational process. From Kolb’s (1984) experiential learning perspective, people learn best when they go through a cycle that includes concrete experience, reflection, conceptualization, and application. Simulation reproduces this cycle precisely, as it exposes the student to a practical situation, allows them to act, reflect on what they experienced, and contrast it with theoretical frameworks, finally transferring learning to future scenarios. Schön (1983), with his influential notion of the 'reflective practitioner,' provides another interpretive key: deep learning occurs when professionals are able to think in action and about action, that is, to critically analyze what they do while doing it and after having done it.

Types of Simulations Applicable to the Legal Field

In the field of law, simulation can take many forms.

Traditional moot courts are probably the best-known example: students represent the parties in a legal process, assume the roles of judge, prosecutor, or defense attorney, and learn to argue rigorously and creatively (Knebel, 2010).

There are also negotiation and mediation simulations, which allow students to practice alternative dispute resolution techniques in a controlled space, highly valuable in a world where litigation is not always the best path (Menkel-Meadow, 2016).

Another variant is role-playing applied to legal counseling, in which students interact with 'fictional clients' and face ethical and strategic dilemmas that rarely appear in textbooks (Cownie, 2004).

Technological development has further expanded this range: digital platforms that reproduce legal files, case management software that imitates official systems, and even virtual reality environments that simulate courtrooms (Susskind, 2019). Law clinics, although focused on real cases, often incorporate a simulation component as a preparatory stage, making them particularly valuable hybrid spaces (Bloch, 2010).

Benefits of Simulation in Legal Education

The benefits of these practices are multiple and evident both individually and collectively. First, learning becomes active and meaningful, since the student ceases to be a mere recipient of information and becomes the protagonist of the process (Bonwell & Eison, 1991). Second, high-value transversal skills are developed: oral and written communication, negotiation capacity, time management, teamwork, and decision-making under pressure (Salas et al., 2009). Simulation also allows for the integration of theory and practice by verifying how legal concepts are applied in concrete, dynamic scenarios. This methodology fosters critical and ethical thinking, as dilemmas posed often incorporate moral, social, and political dimensions that force reflection on the consequences of each decision (Rodríguez, 2020). In addition, it reduces the gap between university training and professional practice, ensuring that graduates are better prepared for the labor market. All of this occurs in a safe space for error, where mistakes do not have real consequences for third parties, but instead become opportunities for learning and constructive feedback (Nestel & Tierney, 2007).

Challenges and Limitations

However, simulation also presents challenges that should be recognized. Preparing these activities requires time, resources, and detailed planning. Organizing a moot court requires designing the case, assigning roles, preparing materials, and reserving suitable spaces. Added to this is the need for faculty training: not all professors are familiar with active methodologies, and the transition from lecture-based teaching to simulated scenarios can be complex without specific training (Prince, 2004). Assessment is another challenge, as evaluating performance in simulated contexts requires the design of clear, agreed-upon rubrics that allow assessment of both the process and the result. There is also the risk of trivialization: if the simulation is not rigorously designed, it may be perceived as a mere game with no real impact on learning (Dieckmann, 2009).

Examples and International Experiences

International experiences offer inspiring examples. In the United States, moot courts are part of a long tradition, and law clinics have developed hybrid models where students work on real cases alongside simulated exercises (Giddings, 2013). In the United Kingdom and continental Europe, international arbitration and mediation competitions have proliferated, such as the prestigious Willem C. Vis Moot, which brings together hundreds of students from different countries each year and exposes them to highly complex legal situations. In Latin America, numerous universities have incorporated moot courts not only as an academic practice but also as a tool for community engagement: they address relevant social issues and promote a culture of accessible justice (Álvarez, 2019).

Impact on the Professional Profile of Lawyers

The impact on the professional profile of future lawyers is significant. Students who participate in simulations gain greater confidence in oral expression, improve their real-time analytical capacity, and develop adaptation skills in the face of uncertainty. They learn to work in teams, manage emotions in tense situations, and face ethical dilemmas that prepare them to practice with social responsibility (Spencer, 2017). These skills are essential in a legal world marked by globalization, digital transformation, and the need for quick and flexible responses. The lawyer trained with these methodologies not only masters the rules but also understands the human, social, and technological context in which they are applied.

Conclusion

In conclusion, simulation should not be understood as an accessory or as a mere passing pedagogical innovation, but as a strategic resource to modernize the teaching of law. Its objective is not to replace theoretical teaching but to complement it in a decisive and transformative way. The challenge lies in integrating it systematically into curricula, providing teachers with the necessary tools, and ensuring that activities retain the academic rigor required in legal education. Betting on simulation is betting on more realistic, more human learning, committed to society. Ultimately, it is about training lawyers capable not only of interpreting rules but also of interacting with people, institutions, and complex problems in a constantly changing world.