USING AI TOOLS FOR LEGAL PURPOSES AND DOCUMENT WRITING: PERCEPTIONS AND AWARENESS AMONG UNDERGRADUATE BUSINESS STUDENTS AT A THAI PUBLIC UNIVERSITY

Abstract

This research examines the awareness of undergraduate business students regarding the use of Artificial Intelligence (AI) in writing legal business documents. As AI tools become increasingly prevalent in professional and academic environments, understanding student knowledge, usage patterns, and perceptions is essential for curriculum development and educational practice. This study employed a quantitative approach using a structured questionnaire administered to 45 undergraduate business students enrolled in an international program at a Thai public university. The survey assessed awareness levels, perceptions of AI capabilities and limitations, actual usage patterns, and educational preferences regarding AI-assisted legal writing. Results indicate that students demonstrate moderate to high awareness of AI tools in legal business writing (M=2.82-3.87), with strongest understanding of document types and tool differentiation. Participants showed critical awareness of AI limitations, strongly agreeing that AI reduces but does not eliminate the need for human legal expertise (M=4.16). However, actual usage patterns revealed a significant gap between awareness and application, with limited direct use of AI for drafting legal documents (M=2.33-2.80) but more frequent use for grammar and structural improvement (M=3.64). Students expressed strong support for integrating AI instruction into university curricula (M=3.33) and emphasized the need for training on ethical and responsible use (M=3.67). The findings reveal considerable variation in student knowledge levels and minimal pedagogical guidance from instructors. This study contributes to business education literature by addressing a significant gap in research on student engagement with AI tools for legal writing. The results support recommendations for structured curriculum development incorporating technical competencies, critical evaluation skills, and ethical frameworks. Educational institutions should develop explicit policies and instructional modules to prepare students for professional contexts where AI-assisted legal writing is increasingly common while maintaining academic integrity and professional standards.