Technology is radically reshaping the way we ‘do’ law, and legal education is slowly but certainly undergoing its own transformation as a result: to more effectively and holistically prepare graduates for the complex and rapidly shifting demands of the global legal profession; and educate future lawyers with the soft skills, cultural competencies and multiple intelligences to work collaboratively across sectors and beyond borders. The rise of algorithmic decision-making, automated contract review and ‘digital lawyering’ highlights the urgent need to address gaps in AI literacy and digital skills within the core law curriculum, to ensure that graduates can critically and responsibly engage with the tools and technologies that are already transforming legal practice in unprecedented ways. As attacks on the rule of law escalate globally, lawyers now and in the future will continue to play a critical role in upholding legal principles, advancing access to justice and safeguarding the independence of the legal profession, as well as in the realisation of sustainability and climate-related goals, social justice and equitable, inclusive development. In response, law teachers in the UK and beyond are reimagining legal pedagogy and innovating the way we teach and assess law: embedding experiential and clinical legal education, promoting interdisciplinarity, bridging the pedagogy/practice gap through ‘pracademia’, redesigning curricula to promote 'next-gen' legal skills and reinforcing traditional skills such as critical thinking and human-centred lawyering. Many law teachers are emphasising social justice and sustainability education within the law school, and emphasising the importance of emotion and wellbeing to producing adaptive, reflective and socially engaged graduates who can thrive and make a difference in a world of work, law and business that is undergoing profound social, economic and cultural change.