Justice-Oriented Legal Learning in the Age of Artificial Intelligence: Critical Literacy for Deepfake Evidence
DOI:
https://doi.org/10.61987/ilij.v1i1.197Keywords:
Artificial Intelligence, Deepfake Evidence, Critical Legal Literacy, Justice-Oriented Legal LearningAbstract
The increasing sophistication of Artificial Intelligence has made deepfake content increasingly difficult to distinguish from authentic digital evidence, creating new challenges for legal reasoning and justice-oriented learning. This study examines how justice-oriented legal learning can build critical literacy to evaluate deepfake evidence through normative legal research. Using statutory, conceptual, and comparative approaches, the study analyzes legal materials concerning electronic evidence, AI, deepfakes, evidentiary reliability, rights protection, and legal learning. The findings identify three interconnected dimensions: deepfakes challenge the authenticity, integrity, context, and reliability of digital evidence; critical legal literacy requires questioning sources, evaluating context, corroborating information, understanding rights, and engaging in reflective reasoning; and justice-oriented legal learning connects these competencies to fairness, accountability, and responsible legal judgment. The study contributes a conceptual framework linking digital evidence literacy, legal reasoning, and justice-oriented learning. It recommends integrating AI awareness, evidence evaluation, ethical reflection, and contextual reasoning into contemporary legal education.
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