SPECIAL REPORT ON ONLINE LEGAL EDUCATION IN CYPRUS
Dr Demetra Loizou * and Dr Lida Pitsillidou *ABSTRACTThis report considers the position of online legal education and the legal profession in Cyprus,
both before and after the COVID-19 pandemic. The outbreak of the pandemic has given asignificant boost to online teaching in the law curriculum, a teaching delivery mode which wasnearly absent due to the reluctance of law schools and accredited professional bodies inrecognising distance learning LLB degrees in Cyprus. It also induced the implementation of anelectronic justice system in Cyprus, namely the iJustice system, acknowledging the need tofurther enhance the lifelong training of judges and the continuing professional development oflegal professionals. This report therefore aims to provide an overview of the legal profession
in Cyprus and the impact of COVID-19 towards the digitalisation of the Cypriot justice system.
It also aims to examine the evolution of online legal education in Cyprus by exploring thechallenges and opportunities presented to reshape legal pedagogy, accelerating thetransformation of a contemporary legal education embracing the use of digital technology inlaw curriculum.
1. INTRODUCTION
This report considers the position of online legal education and the legal profession in Cyprus,
both before and after the COVID-19 pandemic. The outbreak of the pandemic not only
substantially impacted the global economy and public health, but also the way legal educational
institutions operate in Cyprus. Indeed, due to the imperative urgency to prevent the spread of
the COVID-19, the Cypriot government was asked to deal with an unprecedented challengethrough imposing massive restrictions and lockdown measures to ensure social distancing.
Following the announcement made by the Minister of Education, Culture, Sports, and Youth(‘MOEC’) on 10 March 2020 to suspend face-to-face operations of all higher educational
institutions in Cyprus, 1 this resulted in the temporary physical closure of Cypriot universities, 2* Lecturer in International Criminal Law and Humanitarian Law and LLM Deputy Course Leader, University ofCentral Lancashire (Cyprus). E-mail: dloizou@uclan.ac.uk* Lecturer in Company Law and Corporate Governance and LLB Course Leader, University of Central

Lancashire (Cyprus). E-mail: lpitsillidou@uclan.ac.uk

1 MOEC, ‘Προληπτικά μέτρα που αφορούν στα Ιδρύματα Ανώτερης Εκπαίδευσης έναντι του νέου κορωνοϊού(COVID – 19)’ (10.03.2020) <https://enimerosi.moec.gov.cy/archeia/1/ypp10528a>; MOEC, ‘Διευκρίνιση γιατα Ιδρύματα Ανώτερης Εκπαίδευσης όσον αφορά στην ανακοίνωση του Υπουργείου Παιδείας, Πολιτισμού,Αθλητισμού και Νεολαίας για τη λήψη μέτρων πρόληψης της εξάπλωσης του ιού COVID-19, ημερομηνίας
11.03.2020’ (12.03.2020) <https://enimerosi.moec.gov.cy/archeia/1/ypp10547a>; See also CYQAA, ‘Eξαποστάσεως συνέχιση των μαθημάτων, Επ’ Αόριστον λόγω του COVID–19’ (10.03.2020)<https://www.dipae.ac.cy/index.php/en/news-and-events/announcements/13-dipae-el/dipaeel/anakoinoseis/49810-03-2020-anavoli-episkepseon-distance-learning>.
2 CYQAA, ‘Eξ αποστάσεως συνέχιση των μαθημάτων, Επ’ Αόριστον λόγω του COVID–19’ (10.03.2020)<http://www.dipae.ac.cy/index.php/en/news-and-events/announcements/13-dipae-el/dipaeel/anakoinoseis/49810-03-2020-anavoli-episkepseon-distance-learning>; CYQAA, ‘Διαδικτυακή διδασκαλία/εξέταση καιπροσωπικά δεδομένα (Aρ. 2)’ (30.09.2020) <http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/546-30-09-2020-diadiktyaki-didaskalia-exetasi-kai-prosopika-dedomena-2>; See also, T. Farnell, A.S.
Matijević, N.Š. Schmidt, ‘The Impact of COVID-19 on Higher Education: A Review of Emerging Evidence’(Publications Office of the European Union, 17.03.2021) <https://op.europa.eu/en/publication-detail//publication/876ce591-87a0-11eb-ac4c-01aa75ed71a1/language-en>.

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accelerating the transformation of legal education from the traditional in-classroom teaching
into ‘emergency remote teaching’. 3
Emergency remote teaching is defined by Hodges and others as the ‘temporary shift of
instructional delivery to an alternate delivery mode due to crisis circumstances’. 4 In
comparison to online teaching, this does not aim ‘to re-create a robust educational ecosystem
but rather to provide temporary access to instruction and instructional supports in a manner thatis quick to set up and is reliably available during an emergency or crisis’. 5 With emergency
remote teaching, Cypriot law schools witnessed an evolution to online teaching, a teachingdelivery mode which was nearly absent due to the reluctance of law schools andaccredited/professional bodies to recognise distance-learning LLB degrees in Cyprus.
Although Cypriot universities smoothly adjusted to the transition of online teaching due
to their digital infrastructures and development of new technologies, this was not the case withthe legal profession. The lack of information communication technologies (ICT) across Cypriot
courts has been a critical problem in its justice system, as courts are based almost entirely on
manual and paper-based systems which led to excessive delays in resolving disputes. It was
not until the outbreak of COVID-19 that we saw the implementation of an electronic justicesystem in Cyprus (the ‘iJustice’ system) in July 2021, aiming to change the operational normsof the legal profession by moving to the digitalisation of the Cypriot justice system. As a resultof the transformation to an electronic justice system, the need has been acknowledged to further
enhance the lifelong training of judges and the continuing professional development of lawyers.
This report aims to provide an overview of the legal profession in Cyprus, both before andafter the pandemic, and evaluate the impact of COVID-19 towards the digitalisation of the
Cypriot justice system. It also aims to examine the evolution of online legal education in
Cyprus by exploring the challenges and opportunities presented to reshape legal pedagogy,
accelerating the transformation of a contemporary legal education embracing the use of digitaltechnology in the law curriculum.
2. BACKGROUND: LEGAL PROFESSION, UNIVERSITIES AND IT SYSTEMSGENERALLY
2.1. Legal Education and Professional Recognition Requirements
The accreditation of LLB degrees delivered by Cypriot universities is determined by the Cyprus
Agency of Quality Assurance (CYQAA), the quality assurance (QA) and accreditation bodyof academic programmes in Cyprus. ‘Regulated professions’, including the legal profession,
are subject to conditions of practice determined by applicable legislation. 6 For lawyers, therelevant legislation is the Advocates Law (Cap 2). Thus, the (re-)accreditation of law degrees
by the CYQAA does not automatically secure their professional recognition. According to the
Advocates Law, the sole ‘gatekeeper’ to the legal profession is the Legal Council (LC).
3 C. Hodges et al, ‘The Difference Between Emergency Remote Teaching and Online Learning’ (EDUCAUSE,

27.03.2020) <https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-andonline-learning>.
4 Ibid.
5 Ibid.
6 Law on Quality Assurance and Certification of the Higher Education and on the Establishment and Function of
an Institution for Pertinent Issues (Law 136(I)/2015), section 2.

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According to CYQAA legislation, a degree can be accredited based on conventional 7 or nonconventional modes of delivery (distance learning (DL) or a combination of both methods).8
While CYQAA can accredit an online LLB degree, the LC has not recognised any DL LLB
degrees to date. 9
Interestingly, the provision of legal education in Cyprus is quite recent. The first law
school was only established on the island in 2006 at the University of Cyprus. 10 Until then,prospective law students had no alternative but to undertake legal studies abroad. This was ageneral characteristic of higher education in Cyprus beyond the field of law. The University ofCyprus, as the first university of the island, was established in 1989 and admitted its firststudents in 1992. 11 Today, there is one public and six private universities 12 accredited by theCYQAA to deliver LLB degrees. These are the University of Cyprus, the only public
university, followed by the private universities, namely the European University, Frederick
University, Neapolis University, University of Central Lancashire Cyprus, University ofNicosia, and Philips University.
The vast majority of law graduates come from British and Greek universities. 13 The former
choice accords with the fact that Cyprus, as a former British colony, has a legal system which
is principally founded on the principles of common law and equity. 14 Hence, studying law at a
British university is an attractive choice in terms of pursuing a career in law. At the same time,
the shared culture and language between Greece and Greek Cypriots, renders Greek
universities a natural choice for studies in higher education, whether in law or another field.
This also explains the fact that even though Cyprus has the highest number of lawyers per
capita in the EU, law schools in Cyprus generally have small classes. 15 This state of affairs is
expected to be redefined in the next few years because of Brexit and its financial implications
for tuition fees. 16
2.2.Entry Requirements
The powers of the LC are set out in section 3 of the Advocates Law. 17 The LC is responsible
for the admission to practice and enrolment of advocates. It decides whether individuals satisfy
the legal requirements for their initial registration as trainee lawyers. The qualifications
necessary to be admitted to the Bar are provided in section 4 of the Advocates Law. An
individual seeking admission to practice must hold a law degree recognised by the LC, whether
7 According to the CYQAA, attendance with physical presence is compulsory for conventional programmes ofstudy. See: CYQAA Announcement (27.07.2016) http://www.dipae.ac.cy/index.php/el/neaekdiloseis/anakoinoseis-el/86-ypochreotiki-parousia-programmata-spoudon.
8 Ibid, section 24.
9 The sole exception is the DL LLB of the University of London which has been recognised by section 4 of
Advocates Law (Cap 2) since almost the independence of Cyprus (Advocates (Amending) Law (Law 42/1961))
10 University of Cyprus, Department of Law https://newdev.ucy.ac.cy/law/.
11 Cyprus Ministry of Education, Culture, Sport, and Youth, ‘Historical Background’ (Higher Education)
https://www.highereducation.ac.cy/index.php/en/dae/istoriki-anadromi.
12 The Cyprus Council of Recognition of Higher Education Qualification (KY.S.A.T.S.), ‘Private Education’.
https://www.kysats.ac.cy/index.php/en/genikes-plirofories/idiotiki-ekpaidefsi
13 Statistical Service, Education Statistics - 2018-2019 (31.03.2021).
https://www.cystat.gov.cy/en/PublicationList?s=33.
14 N. Hatzimihail, ‘Cyprus as a Mixed Legal System’ (2013) 6 (1) Journal of Civil Studies 37.
15 See sections 2.3 and 3.1.1 below.
16 Press and Information Office, Cyprus, and Brexit https://brexit.com.cy/students.html.
17 Advocates Law (Cap 2), section 3. See also: Legal Counsel, Powers of the Legal Council
https://www.legalcouncil.org.cy/the-powers-of-the-council/?lang=en.

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obtained in Cyprus, another EU member state or third country. 18 Additionally, a trainee lawyer
must complete a 12-month legal practice period and successfully pass examinations set by theLC. 19 Significantly, the LC organises the trainee lawyers’ lectures and conduct of exams.20
Every advocate qualified to practice must enrol in the ‘Register of Practising Advocates’,maintained by the CBA Council. 21 The CBA Council issues the annual licence to practice of
advocates upon satisfaction of specific requirements, 22 including the requirements forcontinuous professional development.
2.3.Size of the Legal Profession
The legal profession in Cyprus is large in absolute numbers and proportional to the population.
Since the European Justice Scoreboard (EJS) commencement in 2013, Cyprus has consistently
ranked among the countries with the highest number of lawyers per capita in the EU. According
to the 2021 EJS, Cyprus had the highest number of lawyers in 2020, with over 450 lawyers per
100,000 inhabitants. 23 Almost 500 new lawyers are registered each year in a country with apopulation of around one million. 24 As of April 2022, there were almost 4,200 active memberson the CBA’s website. 25 However, only a proportion of new lawyers elect to remain in theprofession as practicing lawyers. Many seek employment elsewhere after the 12-month legal
practice and LC examinations. Thus, the actual number of law graduates is much higher than
the number of practicing lawyers. The reason why so many people decide to study law but only
a portion of them eventually end up working as practising lawyers, is because a law degree isregarded as a strong and versatile option for career development, both in the public and private
sectors. 26
2.4.Continuous Professional Development
2.4.1. Advocates

18 Ibid section 4(d)(i)-(ii).
19 Ibid, section 4.
20 Ibid section 5.

21 Ibid, section 6A.
22 Ibid.

23 European Commission, European Justice Scoreboard 2021, figure 34

https://ec.europa.eu/info/sites/default/files/eu_justice_scoreboard_2021.pdf. A similar picture is reflected in theprevious years: EU Justice Scoreboard 2020, figure 37 (second); EU Justice Scoreboard 2019, figure 35 (first);
EU Justice Scoreboard 2018, figure 43 (first); EU Justice Scoreboard 2017, figure 38 (fourth); EU JusticeScoreboard 2016, figure 33 (fourth); EU Justice Scoreboard 2015, figure 42 (fourth); EU Justice Scoreboard
2014, figure 25 (fifth); EU Justice Scoreboard 2013, figure 21 (fifth).
24 A.C. Emilianides, ‘How Did the Number of Registered Lawyers Increase During British Rule’ (Dikaiosyni
portal, 02.12.2019) https://dikaiosyni.com/katigories/arthra/pws-avxithike-o-arithmos-twn-eggegrammenwndkikgorwn-stin-agglokratia/ According to the latest demographic statistics, at the end of 2019, the population in
the areas of the Republic of Cyprus which were under the effective control of the Government of the Republicof Cyprus was estimated at 888,000.
https://www.mof.gov.cy/mof/cystat/statistics.nsf/All/55FC039F275B7049C225862D003ACD70?OpenDocume
nt&sub=1&sel=1&e=&print
25 Lawyers – Members (Cyprus Bar Association).
https://www.cyprusbar.org/CypriotAdvocateMembersPage.aspx (visited on 11.4.22).
26 According to the Cyprus Statistical Service, law and business administration are the most popular choices forundergraduate studies of young adults between the ages of 25-34. See: Statistical Service, Infographics – Young
Adults and Education – 2nd Quarter 2019 (06.11.2019)https://www.cystat.gov.cy/en/PublicationList?s=33&p=1.

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Section 24 of the Advocates Law allows the CBA Council to provide for the continuous legal
training of lawyers. However, compulsory continuous professional education (CPE) for
lawyers was only introduced as recently as 2017. 27 The CBA determines the number of hours
which may be varied accordingly. The renewal of a lawyer’s license is contingent uponsuccessful CPE completion, unless certain exceptions apply (e.g., if a lawyer is over 60 yearsof age, provided they have been practicing for 30 years). 28 CPE programmes include ‘seminars,
lectures or other educational activities delivered face to face or via the web or other electronicmeans, including audio-visual material prepared by approved providers’. 29 Notably, a lawyer
will not be considered to have attended more than 4 CPE hours by merely watching audio
visual material. 30 This ensures quality standards with lawyers’ continuous education focusing
primarily on synchronous learning.
In March 2020, as a result of the emergency government measures to address the
COVID-19 pandemic, all scheduled courses were postponed by the CBA until late April. 31 In
June 2020, the CBA Council waived the requirement for mandatory CPE units/hours to renew
lawyers licenses for the year 2021, recommencing on 1.1.21 with twelve required CPE
units/hours by the end of 2021, to renew licenses for 2022. 32 Both the CBA and local bar
associations made an effort to organise online courses to count towards a lawyers’ CPE
obligations. 33 More recently, the CBA decided that, as of 2022, approved internationalseminars could count towards the total number of teaching hours. 34
While the CBA was initially slow in responding to challenges created by COVID-19, its
eventual reaction demonstrated an ability to adapt to ensure the uninterrupted continuous
professional education of practicing lawyers through online legal education. Online seminars
and workshops are now considered the norm and are expected to remain even when COVID19 restrictions ease or lift. The addition of international seminars has positively broadened thescope and variety of knowledge and training available to practicing lawyers.
2.4.2. Judges
The functional needs and operations of the Cypriot courts have been the subject of internalreports for several years, the most recent being the 2016 report by George Erotocritou, former
Judge of the Supreme Court and Director of Reform and Training. 35 The lifelong training of
Cypriot judges was among the key issues identified by the Erotocritou report. The report
recommended establishing a training department for judges, legal officers, registrars, and court
27 Continuous Professional Education (Regulatory Administrative Act 386/2017)

http://www.cylaw.org/KDP/data/2017_1_386.pdf.

28 Continuous Professional Education (Regulatory Administrative Act 386/2017) as amended by Regulatory

Administrative Act 80/2020 http://www.cylaw.org/KDP/data/2020_1_80.pdf.

29 Ibid, para. 5(a).
30 Ibid, para. 5(b).

31 CBA Announcement (18.03.2020) http://www.cyprusbarassociation.org/index.php/el/news/2385-2020-03-18-

07-29-41.
32 CBA Announcement (16.06.2020) https://www.cyprusbarassociation.org/index.php/el/news/3840-2020-0616-06-45-02; CBA Announcement (08.12.2020) https://www.cyprusbarassociation.org/index.php/el/news/83402020-12-08-11-24-09.
33 Ibid.
34 CBA Announcement (24.09.2021) https://www.cyprusbarassociation.org/index.php/en/news/15070-2021-0924-10-17-47.
35 Supreme Court Report on the Functional Needs of the Courts and Other Related Matters (June 2016)
http://www.supremecourt.gov.cy/judicial/sc.nsf/All/58D9022CA52B670BC225839A00300FA8/$file/final%20inside%20PAGES.pdf.

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staff. In 2017, Professor Jeremy Cooper and Judge George Erotocritou developed a morecomprehensive study and action plan, subsequently approved by the Supreme Court of Cyprus
and facilitating the establishment of a judicial college. 36 In January 2017, the Supreme Court
created the Office of Reform and Judicial Training, requiring newly appointed judges toundertake a rigorous 10-day training course before embarking on their roles. A legislative
framework was introduced in 2020 with the adoption of the Law on the Establishment andOperation of the Judicial College. 37 Section 3 of the Law provides the Judicial College is
responsible for issues regarding the professional training and education of judges, based on theneeds that arise from time to time, including training in the development of skills, information
technology, case management, and professional development.
Cyprus was one of the last EU member states to introduce a formal system for thecontinuous training of judges, in contrast to EU law and policy. 38 Although the objective is totrain all legal professionals, the European Commission placed particular emphasis on the
training of judges and professionals responsible for the enforcement and respect of EU law.39
Judicial training is perceived as a means to improving the efficiency of the justice system andcross-border cooperation. The European Commission thus called upon all actors to bolster thisby requesting that ‘budgets must be allocated; time must be made available, incentives
developed, and clear commitments taken.’ 40
The EU judicial training strategy for 2021-2024 further strengthens judicial training.
Emphasis is placed on the upscaling of the digitalisation of justice considering lessons learned
during the COVID-19 pandemic and need to shift from face-to-face to online proceedings. 41 In
this regard, judicial training should encourage utilisation of new technologies to reach wider
audiences and support quality training. 42
Cyprus still lags behind EU member states. The annual EJS often highlights the lack of
and/or inconsistent provision of judicial training in Cyprus. However, key steps and significant
progress have been achieved in the last few years regarding the lifelong training of judges.
According to the 2019 EJS, more than 80% of Cypriot judges undertook continuous training
activities in EU law or law of another member state. 43 However, the progress of judge craft, IT

36 J. Cooper, ‘Creating the Cyprus School for Judicial Training’. The content of the report is not publicly

available but its adoption is mentioned in the Functional Review Report (p.19) and in public speeches (e.g.,‘Speech for the Ceremony of the Official Delivery of the Final Report on the General Reform of the Courts’, G.
Erotocritou, Former Judge of the Supreme Court and Director of Reform and Training (27.03.2018)
http://www.supremecourt.gov.cy/judicial/sc.nsf/All/4F4B016078A6DA93C22583BD003D9CDB?OpenDocume
nt See also: N. Mouttotos, ‘Reform of Civil Procedure in Cyprus: Delivering Justice in a More Efficient andTimely Way’ (2020) 49(2) Common Law World Review 99, 123-124.
37 Law on the Establishment and the Operation of the Judicial College (Law 101(I)/2020).
38 Consolidated version of the Treaty on the Functioning of the European Union (TFEU).
OJ C 326, 26.10.2012 p. 47–390, articles 81(2)(h) and 82(1)(c).
39 European Commission Communication, ‘Building Trust in EU-Wide Justice a New Dimension to European
Judicial Training’ (COM(2011) 551 final, 13.09.11), 4.
40 Ibid, 12.
41 European Commission Communication, ‘Ensuring Justice in the EU — a European Judicial Training Strategy
for 2021-2024’ (COM(2020) 713 final, 02.12.2020), 9.
42 Ibid. See also types of actions provided in Article 8 of Regulation (EU) 2021/693 of the European Parliamentand of the Council of 28 April 2021 establishing the Justice Programme and repealing Regulation (EU) No
1382/2013, OJ L 156, 05.05.2021, p. 21–38, in particular sub-paragraph 8(e).
43 EU Justice Scoreboard 2019, figure 36
https://ec.europa.eu/info/sites/default/files/justice_scoreboard_2019_en.pdf.

6skills, court management and judicial ethics is less clear and consistent. 44 On balance, theestablishment of the Judicial College ushered a new era in the continuous and professional
development of judges.
During the pandemic, the newly established Judicial College remained active continuing
the provision of judicial training in an uninterrupted manner. International training sessions,originally scheduled to take place face-to-face, were converted online. 45 While the Judicial
School tried to organise its own webinars and online courses; because of its limited capabilities,
it also relied on the assistance of its European and international partners to provide regulartraining courses to judges on a weekly basis, such as the EJTN, ERA and UNODC and othernational Judicial Colleges. 46 In 2021, most judicial training seminars continued online, not only
because of COVID-19 restrictions but also because many trainings involved training partners
from abroad. 47
2.5.Legal Professionals
The lack of information communication technologies (ICT) across Cypriot courts has fostered
chronic issues affecting the administration of justice, including excessive delays and weak casemanagement. Notably, the courts rely almost entirely on manual and paper-based systems.48
The lack of ICT presents challenges to all stages in a case, from its initiation, its progression
and its hearing and judgement stages, up until the completion of an appeal. 49 The Functional
Review Report therefore recommended the introduction of digital audio recordings (DAR) in
court proceedings. 50
The use of ICT in court proceedings has been a key feature of the annual EJS
assessments. Cyprus’ performance is one of the poorest across the EU. According to the 2018
EJS, the use of ICT between courts and lawyers was one of the lowest in the EU, accounting
for less than 5% of correspondence. 51 Significantly, in 2018, the Council of the European
Union, characterised the ‘low digitalisation of courts and the lack of lifelong training forjudges’ 52 as being a critical problem in the Cypriot justice system, recommending the
44 There was evidence of such training in the EU Justice Scoreboards of 2020 (figure 38), 2018 (figure 45), 2017

(figure 41), and 2016 (figure 36) but not in the other reporting periods.

45 Judicial Training School Announcement, ‘Speech for the Judicial Deontology Ethics Seminar for New

Judges, G. Erotocritou, Former Judge of the Supreme Court and Director of Reform and Training (06.10.2020)
http://www.supremecourt.gov.cy/Judicial/SC.nsf/All/1CE0617FB333794DC22585FA002C32C0?OpenDocument.
46 Judicial Training School Announcement, ‘Online Judicial Training in Times of COVID-19’ (22.04.2020)
http://www.supremecourt.gov.cy/Judicial/SC.nsf/All/CC1C1897F2BE70E8C22585520037C833?OpenDocument.
47 E.g., Judicial Training School Announcement, Online Seminars on ‘Briefing the Trainers’ for Judges,
Registrars and Lawyers on the New Civil Procedure Rules (19.07.2021)
http://www.supremecourt.gov.cy/Judicial/SC.nsf/All/B605A36A7801B9A3C2258717002E4BDE?OpenDocument.
48 Functional Review Report, 5-7.
49 Functional Review Report, 225.
50 Functional Review Report, recommendation 14, 147. See also: Feasibility Study on the Introduction of Digital
Audio Recording (DAR) in Court Proceedings in Cyprus, Technical Assistance Project 2019, IPA Ireland(Supported by the Structural Reform Support Service (SSRS) of the European Commission) (04.07.2019), 5
http://www.supremecourt.gov.cy/Judicial/sc.nsf/All/A47FDB9DC8E6F7B5C2258480003AC7C4/$file/Feasibili
ty%20Study%20on%20the%20Introduction%20of%20Digital%20Audio%20Recording%20(DAR).pdf.
51 EU Justice Scoreboard 2018, figure 30.
52 Council Recommendation of 13 July 2018 on the 2018 National Reform Programme of Cyprus and deliveringa Council opinion on the 2018 Stability Programme of Cyprus, OJ C 320, 10.09.2018, p. 55–59.

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implementation of an e-justice system. 53 The linked digitalisation of the courts with judicial
training is illustrative of the mutually reinforcing relationship between IT systems (in court
proceedings) and IT skills (by judges and court staff) and the necessity of online legal educationin advancing these aims. More broadly, the engagement of legal professionals with ICT isreflective of Cyprus’ performance so far towards digitisation. According to the 2021 edition ofEU’s Digital Economy and Society Index (DESI), Cyprus has improved its performance inalmost all DESI categories. Most of the progress achieved concerns connectivity. That said,
Cyprus still ranks 21st among the 27 EU member states. Hence, the country is still one of thepoorest performers with a score of 43.5 compared to the EU average score which stands at
50.7. 54
More recently, the 2021 EJS accorded special attention to the digitalisation of thecourts, which proved crucial for keeping courts functional during the COVID-19 pandemic,
and more generally, as a means of promoting efficient and accessible justice systems. Cyprus
had consistently ranked among the lowest-performing countries vis-à-vis all indicators. 55 These
poor findings accord with the Supreme Court’s response during the months-long lockdowns
imposed by the Cypriot authorities in response to the COVID-19 pandemic. 56
Initially, the Supreme Court suspended adjudication and further promotion of cases
between 16 March 2020 and 30 April 2020, except for urgent cases. 57 This reaction
demonstrates an implicit acknowledgement on the part of the Supreme Court to the existenceof systemic limitations affecting the administration of justice in Cyprus, exacerbated by the
COVID-19 pandemic. Therefore, the Supreme Court’s approach was one of prudence andreserve. When restrictions eased in May 2020, the Supreme Court decided Courts would reopenin line with the decrees of the Ministry of Health. 58 The operation of the courts and progress ofcases were subject to specific needs and particularities of each jurisdiction, including thecondition of the court premises and buildings. To avoid overcrowding, the Supreme Court
rescheduled first appearances. In the absence of digital trials, the progress of a substantial
number of court cases was hampered by postponements and delays. To alleviate the situation,
in September 2021 the Supreme Court adopted a new procedural regulation, enabling Courts
to handle cases in the absence of the parties, provided it was deemed appropriate, and the parties
consented. 59 Furthermore, the Courts now have power to use electronic mail for the issuance

53 Ibid.

54 Digital Economy and Society Index (DESI) 2021 – Cyprus https://digital-

strategy.ec.europa.eu/en/policies/countries-digitisation-performance.
55 EU Justice Scoreboard 2021, ‘Digitalisation’, figures 39-47.
56 See also: Demetra Loizou and Despina Christofi, ‘The Impact of the COVID-19 Pandemic on the Operationof the Cypriot Courts: Technological Challenges and the Maintenance of Rule of Law – A Comparative
Analysis with Other Common Law Jurisdictions’ in the Rule of Law Monitoring Mechanism, School of Law,
UCLan Cyprus (11.06.2020) https://ruleoflawmonitoringmechanism.eu/posts/the-impact-of-the-covid-19pandemic-on-the-operation-of-the-cypriot-courts-technological-challenges.
57 Supreme Court Announcement (16.03.2020).
http://www.supremecourt.gov.cy/judicial/sc.nsf/All/CABFC161B80C9E6BC225852D00465B6E?OpenDocument.
58 Supreme Court Announcement (30.04.2020)
http://www.supremecourt.gov.cy/Judicial/sc.nsf/All/00E7188B24D219A7C225855A00391080?OpenDocument
59 Electronic Justice (Electronic Communication) Procedural Regulation of 2021 (17.09.2021)
http://www.supremecourt.gov.cy/judicial/sc.nsf/All/2AF4BC3788347815C2258753002E6CB1?OpenDocument8

of directions and notification of decisions (interim and final) to the parties. This reflects thefirst step towards some form of ‘asynchronous’ court proceedings. 60
The introduction of an electronic justice system had long been seen as a decisive turning
point towards the digitalisation of justice in Cyprus. The iJustice system in Cyprus wasformally introduced on 21st July 2021. 61 However, its introduction was hampered by delays
and compromises. Moreover, data aggregated during the first two months of its launchsuggested electronic justice had not yet been embraced by most lawyers.
At first, the new system applied only to new cases; the option for hard copy submissions
was maintained with respect to external users. Nevertheless, external users were encouraged to
opt for electronic submission. 62 This signified a marked departure from previous positions
which provided for compulsory use of the system, with no option for hard copy submissions. 63
The introduction of the iJustice system reflected the culmination of a long processcommencing in 2017. 64 The system was developed and designed by the Deputy Ministry of
Research Innovation and Digital Policy, in cooperation with the Supreme Court and CBA. The
kick-off meeting in October 2020 signified the official launch of the system. 65 New procedural
rules on electronic justice were adopted by the Supreme Court judges on 13 January 2021.66
The pilot phase was initially delayed and extended on various occasions. 67 In January 2021,
the Supreme Court, following a request by the CBA, afforded more time to lawyers toundertake training to get familiarised with the system before making its use compulsory. 68
60 Term taken from ‘Online Hearings in Cyprus – A Midsummer Night’s Dream or a Possible Step for Solving

Our Problems (Softline, 18.05.2020) https://softline.com.cy/educational/diadiktiakes-akroaseis-stin-kyprooneiro-therinis-nyktos-i-efikto-vima-epilysis-ton-provlimaton-mas/.
61 The pilot phase of the system ended on 20 July 2021. The new system became fully operational with respect
to all the courts, except the International Protection Administrative Court, and with respect to all jurisdictions,
except the criminal jurisdiction of the District Courts, Assize Courts, and the Supreme Court. See: Supreme
Court Announcement, Pursuant to Regulations 6 and 40 of the Electronic Justice (Electronic Submission)
Procedural Regulation of 2021 (20.07.2021)
http://www.supremecourt.gov.cy/Judicial/SC.nsf/All/1937F86A1A56A42CC2258718003BD623?OpenDocument.
62 Ibid. External users are to be distinguished from courts officers. External users may be lawyers or nonlawyers.
63 CBA Announcement (09.12.2020), Pilot Implementation of the System for the Interim Solution of Electronic
Justice, https://www.cyprusbarassociation.org/index.php/en/news/announcements-ijustice/8421-2020-12-09-1411-02.
64 Functional Review Report, 84-85.
65 Press Release, Press Office of the Supreme Court (09.10.2020)
http://www.supremecourt.gov.cy/judicial/sc.nsf/All/726D21115686F9CCC22585FC003FD59E/$file/%CE%94%CE%95%CE%9B%CE%A4%CE%99%CE%9F%20%CE%A4%CE%A5%CE%A0%CE%9F%CE%A5%20k
ick%20off%20meeting.pdf.
66 Electronic Justice (Electronic Submission) Procedural Regulation of 2021 (13.01.2021)
http://www.supremecourt.gov.cy/judicial/sc.nsf/All/B9D7949A6A0318A5C225865E002E5C48/$file/4131%20
15%201%202021%20PARARTIMA%202o%20MEROS%20I.pdf.
67 Supreme Court Announcement (15.01.21)
http://www.supremecourt.gov.cy/judicial/sc.nsf/All/46437B2DAF1CCCC3C225865E002B9EB5/$file/%CE%9
4%CE%95%CE%9B%CE%A4%CE%99%CE%9F%20%CE%A4%CE%A5%CE%A0%CE%9F%CE%A5%20
iJustice%2015.1.21.pdf; Supreme Court Announcement (04.02.21)
http://www.supremecourt.gov.cy/Judicial/sc.nsf/All/B39F705F13B5B8D9C22586720043574E/$file/ANAKOI
N%CE%A9%CE%A3%CE%97%20AN%CE%A9%CE%A4%CE%91%CE%A4%CE%9F%CE%A5%20%CE%94%CE%99%CE%9A%CE%91%CE%A3%CE%A4%CE%97%CE%A1%CE%99%CE%9F%CE%A5%20%20%CE%99-JUSTICE%204-2-2021.pdf.
68 Supreme Court Announcement (15.01.21)
http://www.supremecourt.gov.cy/judicial/sc.nsf/All/46437B2DAF1CCCC3C225865E002B9EB5/$file/%CE%99

Lawyers were trained on using the system so they could aid other colleagues. 69 There were
technical difficulties on the contractor company regarding the fully integrated anduninterrupted access to the system. 70 Full access to the system revealed trainers and lawyers
were not comfortable with the system. In response, the Supreme Court extended the virtual useof the system, postponing its launch. 71 The system’s pilot phase was ultimately launched on 14
April 2021, lasting until 20 July 2021. 72
Over 840 lawyers participated in the first online training seminar organised by the CBA.
During the seminar, more than 130 questions were answered. 73 The seminar recording was
made available on the CBA website. 74 Despite some delays by the contractor company, a user
manual was prepared and made available on the iJustice platform. 75 The Deputy Ministry of
Research Innovation and Digital Policy disseminated videos with guidelines outlining
processes for submission of a new case, updating a current case, and studying cases. 76 The
CBA website has a FAQs page on iJustice on its website. 77
Support and training of users on the new system has also been undertaken by the local
bar associations. In preparation for the court commencement period in 2021-22, the Nicosia
Bar Association, appointed a responsible person to assist lawyers – members of the Nicosia
Bar Association – during the month of September. Lawyers/firms who were not previously
supported were prioritised to explain and train lawyers on the system and submission process,especially colleagues lacking knowledge of computer operations. 78
A prevalent feeling among members of the legal profession was that the training andpreparation provided were inadequate. The early use of the system vividly demonstrates
lawyers have yet to embrace electronic justice. In late October 2021, data presented to the
Cyprus House of Representatives, revealed that only 10-15% of lawyers (700) chose to use theiJustice platform and submit documents electronically, suggesting resistance to change on the

4%CE%95%CE%9B%CE%A4%CE%99%CE%9F%20%CE%A4%CE%A5%CE%A0%CE%9F%CE%A5%20
iJustice%2015.1.21.pdf.
69 CBA Announcement (06.12.20) https://www.cyprusbarassociation.org/index.php/el/news/announcementsijustice/8268-e-justice.
70 CBA Announcement (15.01.21) http://www.cyprusbarassociation.org/index.php/en/news/announcementsijustice/9165-i-justice0.
71 Supreme Court Announcement (04.02.21)
http://www.supremecourt.gov.cy/Judicial/sc.nsf/All/B39F705F13B5B8D9C22586720043574E/$file/ANAKOI
N%CE%A9%CE%A3%CE%97%20AN%CE%A9%CE%A4%CE%91%CE%A4%CE%9F%CE%A5%20%CE%94%CE%99%CE%9A%CE%91%CE%A3%CE%A4%CE%97%CE%A1%CE%99%CE%9F%CE%A5%20%20%CE%99-JUSTICE%204-2-2021.pdf.
72 Supreme Court Announcement, Pursuant to Regulations 6 and 40 of the Electronic Justice (Electronic
Submission) Procedural Regulation of 2021 (12.04.21)
http://www.supremecourt.gov.cy/Judicial/sc.nsf/All/BB10733C2D6C3F00C22586B5002A5D2A?OpenDocument.
73 CBA Announcement (27.01.21) https://www.cyprusbarassociation.org/index.php/en/news/announcementsijustice/9461-i-justice-4k.
74 CBA Announcement (04.02.21) https://www.cyprusbarassociation.org/index.php/en/news/announcementsijustice/9578-ijustice-questions-2.
75 iJustice, https://ijustice.judicial.gov.cy/#/login/:b94dn7hfjj.
76 Deputy Ministry Research Innovation Digital Policy
https://www.youtube.com/channel/UCwRFBklCzdlmTbC5wOjfUBQ.
77 CBA, iJustice – FAQs https://www.cyprusbarassociation.org/index.php/el/for-lawyers/ijustice/faqs1.
78 Nicosia Bar Association Announcement (28.07.21) https://www.nba.org.cy/anakoinosi-dikigorikou-syllogoulefkosias-2/.

10part of civilians and lawyers. 79 Despite delays and compromises, the electronic system ofjustice dramatically changed the way legal professionals had worked for decades. Moreover, it
was undertaken during a politically charged and highly contested reform of the whole Cypriot
legal system. Hence, an in-depth assessment of electronic justice, including training, may not
yet be appropriate, as further significant developments are expected in the short term. The
Supreme Court recently decided all new cases are to be submitted electronically, as of the 1st of
February 2022, except for courts indicated in its announcement. 80
2.6. Universities and Students
In March 2020, the CYQAA announced all universities in Cyprus could switch to DL mode tocurb the spread of COVID-19. In parallel, they were obliged to abide by necessary quality
standards in terms of maintaining a full record of their actions (e.g., videoconferences, student
activities, attendance, and communication with the teachers at prescribed times etc.). 81 TheCYQAA also provided a list of tools for online classes which each institution could choose
from. 82 On 20th March 2020, the Cyprus Rectors’ Conference recognised the full complianceof universities with the emergency government measures in addressing the pandemic, including
their high quality adoption and implementation of DL for study programme and online digital
tools and techniques. This reflected the investments universities made in their digital
infrastructures and development of new technologies. 83 Alternative forms of assessment weresimilarly adopted for final exams, including online written exams. 84
Alternative forms of teaching and assessment continued throughout the academic years of
2020-21 85 and 2021-22. 86 Universities proceeded with blended teaching, relying on aconventional and online teaching, to support the attendance of students unable to attend inperson classes. 87 The CYQAA recently clarified that students registering for conventional
programmes of study for the winter semester of 2021 could return face-to-face. 88 However, it
79 ‘15% of lawyers submit the documents electronically’ (Philenews, 26.10.21)

https://www.philenews.com/oikonomia/kypros/article/1320940/15-ton-dikigron-katachoroyn-ilektronika-taengrafa.
80 Supreme Court Announcement (21.12.21)
http://www.supremecourt.gov.cy/judicial/sc.nsf/All/42C8E4A5B6258385C22587B2004247C4?OpenDocument
The exemption from electronic submissions concerns the International Protection Administrative Court, thecourts exercising criminal jurisdiction, including the Assize Courts, the Military Court and the Supreme Court.
81 CYQAA Announcement (10.03.2020) http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/498-10-03-2020-anavoli-episkepseon-distance-learning.
82 CYQAA Announcement (17.03.2020) http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/501-17-03-2020-ergaleia-tilemathima.
83 CYQAA Announcement (20.03.2020) http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/505-20-03-2020-psifisma-sinodou-pritaneon.
84 CYQAA Announcement (31.03.2020) http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/511-31-03-2020-final-exams-koronoios.
85 CYQAA Announcement (05.11.2020) http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/552-5-11-2020-endiameses-kai-telikes-exetaseis-cheimerinou-examinou-2020-2021-sta-idrymata-anoterisekpaidefsis-kai-asfalistikes-diklides-poiotitas; CYQAA Announcement (27.04.2021)
http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseis-el/582-27-04-2021-endiameses-kai-telikesexetaseis-ypo-synthikes-pandimias.
86 CYQAA Announcement (03/01/2022) https://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/628-03-01-2022-exetaseis-xeimerinou-earinou-examinou-2021-2022-2.
87 CYQAA Announcement (13.05.2020) http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/527-13-05-2020-leitourgia-idrymaton-xeimerino-examino-20-21.
88 CYQAA Announcement (24.08.2021) http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/604-24-08-2021-engrafi-neoeiserchomenon-foititon-gia-to-cheimerino-examino-2021-2022.

11

has also enabled the continuation of blended teaching and learning methods as ancillary means
to facilitate the education process, and assist students who belong to vulnerable groups and forreasons of force majeure. 89
While universities in Cyprus have invested in digital infrastructure and registered students
with access to hardware and software on campus, the pandemic forced some students to relyon their own or their families’ resources, which were not necessarily equipped for educational
purposes. In April 2020, CYQAA obliged universities to ensure all registered students had acomputer appropriate for facilitating education processes. 90 There is no evidence to indicate
whether such an obligation was implemented (or not) in practice.
3. MOVES TOWARDS ONLINE EDUCATION: AN ERA OF CHANGE?
Amid the COVID-19 pandemic, the implementation of emergency remote teaching into thelegal educational system in Cyprus has posed technological, pedagogical, and social
challenges. 91 With the COVID-19 pandemic changing the operational norms of higher
educational institutions, it is more important than ever to ensure the effectiveness and stabilityof legal education in Cyprus through robust practices and innovative teaching and learning
approaches. 92 As Emilianides states, ‘in an era of globalisation, liberalisation andunprecedented technological change, law schools need to be as open-minded and innovative as
possible, in order to effectively address the challenges and opportunities that thesedevelopments present’. 93 Therefore, this portion of the report examines the challenges andopportunities identified both before and after the outbreak of the pandemic, including theimpact of COVID-19 on the legal education in Cyprus and its future.
3.1. Pre-Pandemic Legal Education
3.1.1. Universities
Until recently, the option to study an online LLB degree seemed impossible, as degrees offered
in Cyprus were held exclusively face-to-face, 94 with the only exception of distance learning
offered by the University of London through a locally Recognised Teaching Centre in
Cyprus. 95 A person seeking admission to the CBA as a practicing lawyer must hold arecognised LLB degree either from a university of an EU Member State, or any otheruniversity, whether in the Republic of Cyprus or a third country. 96 Section 4 of the Cyprus
89 CYQAA Announcement (27.07.2021) http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseis-el/598-28-07-2021-programmata-spoudon-kai-poiotiki-leitourgia-tis-anoteris-ekpaidefsis-kata-to-cheimerinoexamino-2021. See also CYQAA Announcement (16.09.2021) http://www.dipae.ac.cy/index.php/el/neaekdiloseis/anakoinoseis-el/617-16-09-2021-programmata-spoudon-kai-poiotiki-leitourgia-tis-anoterisekpaidefsis-kata-to-cheimerino-examino-2021.
90 CYQAA Announcement (07.04.2020) http://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/519-07-04-2020-distance-learning-computer.
91 F. Ferri, P. Grifoni and T. Guzzo, ‘Online Learning and Emergency Remote Teaching: Opportunities andChallenges in Emerging Situations’ (2020) 10(4) Societies 1, 4.
92 L. Pitsillidou, ‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>.
93 A.C. Emilianides, ‘A Post-Pandemic Legal Education’, (Gold: The Business Magazine of Cyprus,
18.07.2021) <https://www.goldnews.com.cy/digitaledition/#/reader/39983/1486800>.
94 Ibid.
95 Cyprus Advocates Law (Cap 2) 83(I) 2020, s 4; See also Cyprus Advocates Law (Cap 2) 124 (I) 2005.
96 Cyprus Advocates Law (Cap 2) 83(I) 2020, s 4(d).

12Advocates Law (Cap 2) provides that any qualifications recognised before the amendment of
Cap 2 in 2020, are still recognised, including the distance learning law degree offered by the
University of London. A distance learning LLB degree has neither been validated nor approvedby the CYQAA or the LC. 97
With the traditional method of teaching being prevalent in law schools, the LLB degree
is predominantly delivered and taught through face-to-face lectures and seminars. However,this teaching method has been criticised for its failure to provide enough opportunities forstudents to participate during classrooms as ‘except for the student who happens to be sitting
on the hot seat, no one else actively participates in the dialogue’. 98 This is compounded as
lectures encourage passive learning through surface, rather than deep, approaches to student
learning. 99 Students are required to listen and take notes for the majority of their classes and,
therefore, no sufficient opportunities arise for student engagement and participation. As Hessargues, ‘students do not learn much just sitting in classes and listening to teachers, memorisingpre-packaged assignments, and spitting out answers. They must talk about what they arelearning, write about it, relate it to past experiences, and apply it to their lives’. 100
However, enrolments in Cyprus Law Schools are very low which eliminates thechallenges of engaging many students during classes. Lectures usually comprise 30-40 students
whereas seminars usually comprise 10-15 students. Due to this small number, students areprovided with opportunities to actively interact in discussions with their teachers and peers,thus helping to enhance their knowledge and understanding on the subject-matter.
The rapid development of technology has revolutionised practices of teaching andlearning in legal education in Cyprus. Law lecturers have re-considered their current teachingpractices by adopting more innovative e-learning approaches to enhance traditional methodsof teaching in law schools. Indeed, Law Schools have witnessed an increasing growth in theuse of technology over the last decade, as lecturers have been given the opportunity to deploy
a wide array of e-learning technologies to enhance student learning and participation. While
the LLB by distance learning is not offered as an option, virtual learning platforms, such as
Blackboard and Moodle, are at the forefront of recent technological advances in legal education
in Cyprus. Virtual learning platforms have been adopted by all universities to provide accessto various online teaching and learning materials, including PowerPoint slides, lecture andseminar handouts, audio and video clips, online quizzes, and online discussion groups.
Nevertheless, although it has been accepted that the adoption of virtual learning
platforms have ‘revolutionised the traditional teaching system’ through acting as an aid topedagogy, 101 it has also been recognised that many of these platforms tend to focus on the

97 CYQAA, ‘Bachelor Degree Accredited Programmes’ (2022).

<https://www.dipae.ac.cy/index.php/en/accreditation-en/accredited-programmes-bachelor-en>; Cyprus Legal
Council, ‘List of Approved Degreed’ (2022) https://www.legalcouncil.org.cy/list-of-approveddegrees/?lang=en>.
98 P.L. Caron and R. Gely, ‘Taking Back the Law School Classroom: Using Technology to Foster Active
Student Learning’ (2004) 54(4) Journal of Legal Education 551, 554.
99 J. Biggs and C. Tang, Teaching for Quality Learning at University (4 th ed, McGraw-Hill Education 2011); Seealso, P. Ramsden, Learning to Teach in Higher Education (2 nd ed, RoutledgeFalmer 2003).
100 G.F. Hess, ‘Heads and Hearts: The Teaching and Learning Environment in Law School’ (2002) 52 Journalof Legal Education 75, 85.
101 J.A. Alokluk, ‘The Effectiveness of Blackboard System, Uses and Limitations in Information Management’(2018) 10 Intelligence Information Management 133, 134.

13

delivery of information rather than the improvement of teaching and learning practices.102
Indeed, prior to COVID-19, virtual learning platforms were primarily used for downloading
and accessing module materials, with few lecturers using them to engage students with elearning activities.
This is mainly due to the unwillingness of lecturers to use e-learning technologies toenhance student learning, primarily due to their preference of using traditional teaching
methods. Although e-learning technologies offer a variety of pedagogical benefits, many are
not convinced their implementation could help improve their teaching delivery and make theirclasses more interactive and engaging. Another reason is the fact that, prior to the pandemic, it
was not necessary to offer trainings on the available e-learning technologies and theirpedagogical benefits. Even if such trainings were offered in the past, they were non-mandatory
and therefore, only those who were interested in learning more about new technologies werewilling to attend such trainings. Indeed, many of the universities in Cyprus are offering nonmandatory trainings, especially to new members of staff as part of their induction training,103
in comparison to UCLan Cyprus in which a mandatory training on teaching and learning isoffered to all members of staff, through obtaining the Fellowship of the UK AdvanceHE.
In addition, implementing e-learning technologies to theoretical-based modules, such as
Jurisprudence, may be seen as counterproductive, as students are mainly required to enter
debates with their teachers and peers on various theoretical aspects, such as justice and fairness.
This makes the use of e-learning technologies challenging and difficult. Finally, they see theimplementation of e-learning technologies as time-consuming, as it requires a great amount oftime to learn and implement new technologies in the curriculum. Although, the number ofstudents in Law Schools is small, the pressure of academia is still present. This is also
evidenced from the fact that the student-teacher ratio in Cyprus is relatively high as comparedto other EU countries, with a ratio of 22.0 students per member of staff. 104
3.1.2. Legal Profession
Even prior to the pandemic, the CBA offered its Bar training online, undertaken to provide
flexibility to trainee lawyers to attend lectures either synchronously or asynchronously without
the need to travel to the capital city, Nicosia, to physically attend lectures. The fact the Bar
training initially occurred in Nicosia made it difficult for those living in long-distance provinces
to attend lectures physically. Offering the Bar training online has given them the flexibility toorganise their time more effectively, as they can access training materials online at any timeand place. In addition, the increase in the numbers of law trainees in the last decade 105 has madeit difficult to host face-to-face lectures as it is impossible to fit everyone within the same class.

102 Ibid; See also, A. Heirdsfield, S. Walker, M. Tambyah, D. Beutal, ‘Blackboard as An Online Learning

Environment’: What Do Teacher Education Students and Staff Think? (2011) 36(7) Australian Journal of
Education 16, 1; J. Herrington, T.C. Reeves, R. Oliver ‘Online Learning as Information Delivery: Digital
Myopia’ (2005) 16(4) Journal of Interactive Learning Research 353.
103
See
UniversityofCyprus,‘Workshops
andSeminarsfor
UCY
Instructors’<http://www.ucy.ac.cy/ctl/en/activities/for-instructors/workshops-seminars>; UNIC, ‘Training and Development
for Faculty’ <https://www.unic.ac.cy/psu/training-and-development-for-faculty/>.
104
Eurostat,‘Tertiary
Education
Statistics’<https://ec.europa.eu/eurostat/statisticsexplained/index.php?title=Tertiary_education_statistics&oldid=552003%20%20https://ec.europa.eu/eurostat/sta
tistics-explained/index.php?title=Tertiary_education_statistics&oldid=552003#Teaching_staff_and_studentacademic_staff_ratios>.
105 CBA, <https://www.cyprusbar.org/CypriotAdvocateMembersPage>.

14

On the other hand, the Bar exams have always been conducted with physical presence. The
Cyprus Advocates Law (Cap 2) requires a trainee lawyer to hold a recognised university law
degree to join the CBA and sit the exams of the LC. A trainee lawyer is required to sit ten
modules, eight of them are compulsory and two are optional. The exam covers a range of areasof law such as Constitutional Law, Contract Law, Criminal Law, Company Law, Tort Law,
Law of Evidence, Civil and Criminal Procedure, Property Law, Wills and Succession Law,
Advocates Law and Deontology, and Family Law. 106 In light of the COVID-19 pandemic, nosignificant changes were made to the operation of the exams and the Bar Training remained
unchanged as before the pandemic.
3.2.Post-Pandemic Legal Education: Opportunities and Challenges
Amid the COVID-19 pandemic, the Cyprus legal educational system has witnessed anincreasing growth in the use of e-learning technologies. The announcement made by the MOEC
on 10th March 2020 to suspend face-to-face operations of all universities, spurred an urgent useof e-learning technologies, accelerating the transformation of all Law Schools from inclassroom teaching to emergency remote teaching. 107 The sudden move to emergency remoteteaching has transformed the way teaching occurs in law schools. Although online legal
education previously seemed impossible due to the resistance of law schools, technologicalchanges in the operation of the legal educational system have made this necessary.
However, the transformation to emergency remote teaching has posed significant
challenges to Cypriot Law Schools. As no further research has been conducted regarding thelegal educational challenges due to the pandemic, further examination should be conducted of
the identified challenges to fill the gaps, using the UCLan Cyprus experience as a case study.
Despite emergency remote teaching posing significant challenges to legal education in Cyprus,
the pandemic has offered opportunities to cultivate potential benefits of online education andexplore new means of teaching and learning. Indeed, the ‘emergency remote teaching has given
a significant boost to online teaching, opening up new opportunities and reflections for theeducational system’. 108 As a result, this report aims to explore not only challenges, but also
opportunities that have been presented to reshape legal pedagogy in Cyprus considering the
COVID-19 pandemic.
3.2.1. Technological Challenges and Opportunities
The proliferation of the COVID-19 pandemic has sparked some of the greatest technologicaldevelopments in the 21st century. With e-learning technologies gaining prominence in Law
Schools, many lecturers have re-considered their teaching and learning practices towards
adopting more innovative e-learning approaches. As a response to the inescapable emergence
106 Cyprus Legal Council, ‘Exam Schedule’ (2022) <https://www.legalcouncil.org.cy/exam-schedule/?lang=en>.
107 MOEC, ‘Προληπτικά μέτρα που αφορούν στα Ιδρύματα Ανώτερης Εκπαίδευσης έναντι του νέου κορωνοϊού(COVID – 19)’ (10.03.2020) <https://enimerosi.moec.gov.cy/archeia/1/ypp10528a>; MOEC, ‘Διευκρίνιση γιατα Ιδρύματα Ανώτερης Εκπαίδευσης όσον αφορά στην ανακοίνωση του Υπουργείου Παιδείας, Πολιτισμού,Αθλητισμού και Νεολαίας για τη λήψη μέτρων πρόληψης της εξάπλωσης του ιού COVID-19, ημερομηνίας 11Μαρτίου 2020’ (12.03.2020)<https://enimerosi.moec.gov.cy/archeia/1/ypp10547a>; See also CYQAA, ‘Eξ αποστάσεως συνέχιση τωνμαθημάτων, Επ’ Αόριστον λόγω του COVID–19’ (10.03.2020) <https://www.dipae.ac.cy/index.php/en/newsand-events/announcements/13-dipae-el/dipaeel/anakoinoseis/498-10-03-2020-anavoli-episkepseon-distancelearning>.
108 F. Ferri, P. Grifoni and T. Guzzo, ‘Online Learning and Emergency Remote Teaching: Opportunities andChallenges in Emerging Situations’ (2020) 10(4) Societies 1, 6.

15

of the pandemic, the need for technology has induced Law Schools to explore different learning
options through video-conferencing applications and platforms, such as Zoom, Microsoft
Teams, Skype, Blackboard, and Moodle. 109 For example, MS Teams has become an integral
e-learning platform at UCLan Cyprus, creating a supportive remote learning environment
which allows law students to connect to online classrooms in real-time and engage withteachers and peers on various e-learning activities.
Although e-learning technologies existed before COVID-19, ‘the unprecedented
situation created by the pandemic provided the impetus for their further development andenhanced use’, as Law Schools have been forced to ‘adopt newer e-learning technologies anduse old modalities in more innovative and inventive ways’. 110 Law Schools have smoothly
adjusted to the technological changes imposed to transform in-classroom teaching toemergency remote teaching. A key reason for the smooth transition is the fact many universities
already had IT infrastructure in place with access to video-conferencing and online platforms.
The transition to emergency remote teaching was successfully achieved due to the collaborative
efforts of all Law Schools to adjust to the rapid changes imposed on legal education in responseto the pandemic, including cooperation made with the CYQAA to ensure implementations wereas smooth as possible. 111
Although the COVID-19 pandemic has given a significant boost to online teaching, it
has also exposed technological challenges in law schools, including the lack of internet
connectivity and access constraints. 112 Although many students have smoothly adjusted toonline teaching, others have struggled due to poor internet connectivity which prevented them
harvesting the fruits of online teaching. Over the last two years, access to a reliable internet
connection has become vital, as students regularly use the Internet to access online classes andteaching materials. The increased use of the Internet during the pandemic has caused significant
disruptions and delays which has impacted the students’ capacity to attend and participate inonline classes. 113
Aside from the lack of internet connectivity, students were prevented from accessing
electronic devices, such as computers, laptops, and tablets which were available via their
university library. The library is an important resource for students as it provides access toelectronic devices and various research and study materials, a resource which was notconsidered available during lockdown restrictions. 114 Due to access constraints, some students,
especially those from disadvantaged backgrounds residing in countries and regions with poorinternet connectivity, were forced to use mobile phones to attend online classes and access

109 CYQAA, ‘Eργαλεία για τηλεμαθήματα’(17.03.2020) <https://www.dipae.ac.cy/index.php/el/neaekdiloseis/anakoinoseis-el/501-17-03-2020-ergaleia-tilemathima>.
110 L. Pitsillidou, ‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>.
111 A.C. Emilianides, ‘A Post-Pandemic Legal Education’, (Gold: The Business Magazine of Cyprus,
18.07.2021) <https://www.goldnews.com.cy/digitaledition/#/reader/39983/1486800>.
112 F. Ferri, P. Grifoni and T. Guzzo, ‘Online Learning and Emergency Remote Teaching: Opportunities andChallenges in Emerging Situations’ (2020) 10(4) Societies 1, 6.
113 M. Smith, ‘Integrating Technology in Contemporary Legal Education’ (2019) 54(2) The Law Teacher 209,
211-212.
114 L. Pitsillidou, ‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>.

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teaching and library materials. 115 This had a detrimental effect on their performance as many
students struggled to properly conduct their research to complete assignments on time. As aresult, law schools witnessed an increased number of applications for extensions and mitigating
circumstances, as students were unable to cope with their studies due to the uneven access tonecessary technologies, such as fast internet connection and computer devices. 116
The technological challenges have unmasked digital inequalities among students from
more socially deprived and economically challenged backgrounds. Digital poverty has becomea major issue in legal education, as the transition to emergency remote teaching has ‘exposed
technology’s weakness to support students from disadvantaged backgrounds, including thosewith disabilities. Indeed, the inequality gaps between students in legal education have been
exposed during the pandemic because of the uneven access to technology’. 117
Another technological challenge is the lack of adequate training on the use of videoconferencing applications and online platforms. 118 Due to the well-known resistance of Law
Schools to online teaching, 119 it was not previously essential to provide training on available
e-learning technologies. It was not until the outbreak of COVID-19 which has posed the urgent
need to put in place trainings and technical support to enhance the digital skills of both lecturers
and the students. However, although guidance has been provided to the students on e-learningtechnologies, such as MS Teams, it was identified that many students have found it difficult toadjust to the rapid technological changes. By contrast, students who were ‘born into a worldthat has embraced technology’ and had been using the Internet since childhood, have smoothly
adjusted to those changes. 120
3.2.2. Pedagogical Challenges and Opportunities
Aside from the technological challenges, COVID-19 has also induced the implementation of
innovative methods of teaching, helping in the development of new pedagogical approaches.121
As a result of the paradigm shift to online teaching, an opportunity was provided for all
lecturers to reconsider current methods of teaching by exploring innovative e-learningtechnologies to enhance student learning. As Pistone argued, ‘technological innovations are
not only changing the ways that students learn, communicate, and interact, but they are also
allowing educators to do things that were not possible without technology’. 122 According to
Shavers, there are several reasons why lecturers should consider using e-learning technologies,
including ‘the recognition of different learning styles (for example, the use of classroom
115 F. Ferri, P. Grifoni and T. Guzzo, ‘Online Learning and Emergency Remote Teaching: Opportunities andChallenges in Emerging Situations’ (2020) 10(4) Societies 1, 7.
116 Ibid, 6.
117 L. Pitsillidou, ‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>.
118 See A.M. Johnson et al, ‘Challenges and Solutions when Using Technologies in the Classroom’ in S.A.
Crossley and D.S. McNamara (eds), Adapting Educational Technologies for Literacy Instruction (Routledge2016).
119 C. Easton, ‘An Examination of Clicker Technology Use in Legal Education’ (2009) 3 Journal of
Information, Law, and Technology <https://warwick.ac.uk/fac/soc/law/elj/jilt/2009_3/easton/>.
120 M. Pistone, ‘Law Schools and Technology: Where We Are and Where We Are Heading’ (2015) 64(4)Journal of Legal Education 586, 586.
121 A.W. Shavers, ‘The Impact of Technology on Legal Education’ (2001) 51(3) Journal of Legal Education
407, 409-410.
122 M. Pistone, ‘Law Schools and Technology: Where We Are and Where We Are Heading’ (2015) 64(4)Journal of Legal Education 586, 589.

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computer projections may help the student who learns best through visual cues), theincorporation of new learning experiences, accommodation of disabled students, the ability toaccess information not readily available at the researcher’s location, the possibility ofmultiparty discussions with colleagues around the world, communication with students outsideof the classroom, and the provision of courses to students in distant location’. 123
Since the onset of COVID-19, the implementation of innovative e-learning activities inlaw curriculum has become vital, as they could transform the law classroom into a supportive
active-learning environment for all students to engage and participate in discussions withteachers and peers. 124 For example, at UCLan Cyprus, e-learning activities, such as online
multiple-choice questions, mini quizzes, online discussions, blogs, and virtual field trips havebeen used to tackle the challenges of the pandemic. Implementing these e-learning activities
have helped students receive adequate formative feedback on their modules, allowing them toidentify gaps or misconceptions that could be improved before taking their summative
assessments, such as written assignments and exams. With the help of digital technology, lawlecturers provided prompt formative feedback to their students, helping them ‘to take control
over their own learning by obtaining necessary remediation for identified deficiencies in theirunderstanding, and to adjust their approaches to future learning tasks’. 125 E-learning activities
present a unique opportunity to transform law students from passive to active learners, as thelearning process did not only involve the ‘usual suspects’ but also students who are usually
reluctant to participate during classrooms. 126
Recent technological developments have also induced the use and implementation of recorded
lectures in Law Schools. In comparison to other countries, such as the UK where recorded
lectures are a common phenomenon in legal education, 127 the Law Schools in Cyprus
implemented recorded lectures for the first time after the outbreak of the pandemic. Following
the announcement made by the CYQAA in March 2020, 128 all universities were required to
implement recorded lectures in their curriculum in compliance with the EU Regulation
2016/679 129 and the provisions of the Cypriot Law for the Protection of Natural Persons about
the Processing of Personal Data and for the Free Movement of such Data of 2018 (Law
125(I)/2018).
123 A.W. Shavers, ‘The Impact of Technology on Legal Education’ (2001) 51(3) Journal of Legal Education

407, 409-410.

124 L. Pitsillidou,‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>.
125 R.A. Lasso, ‘Is Our Students Learning? Using Assessments to Measure and Improve Law School Learning
Environment’ (2010) 15(1) Barry Law Review 73, 75.
126 L. Pitsillidou, ‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>.
127 M. Smith, ‘Integrating Technology in Contemporary Legal Education’ (2019) 54(2) The Law Teacher 209,
212.; See also, M.J. Draper, S. Gibbon, J. Thomas, ‘Lecture Recording: A New Norm’ (2018) 52(3) The Law
Teacher 316.
128 CYQAA, ‘Διαδικτυακή διδασκαλία/εξέταση και προσωπικά δεδομένα’ (10.04.2020)<https://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseis-el/516-10-04-2020-distance-learning>; Seealso CYQAA, ‘Διαδικτυακή διδασκαλία/εξέταση και προσωπικά δεδομένα (Aρ. 2)’ (30.09.2020)<https://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseis-el/546-30-09-2020-diadiktyaki-didaskaliaexetasi-kai-prosopika-dedomena-2>.
129 Regulation (EU) 2016/679 of 27 April 2016 on the protection of natural persons regarding the processing of
personal data and on the free movement of such data, and repealing Directive 95/46/EC (General Data
Protection Regulation) [2016] OJ L119/1.

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The shift to recorded lectures benefited students vastly as they were given theopportunity to revert to the recordings and rewatch the lectures at any time and place, allowing
them to make their own notes and pay closer attention to taught material. Embedding therecorded lectures into the law curriculum could also support an inclusive education withflexibility for all learners to access the materials taught. 130 Informal discussions with students
at UCLan Cyprus have shown great satisfaction with the implementation of this new feature,with students advising they would like to see recorded lectures permanently added and usedthroughout their LLB studies. However, the introduction of the recorded lectures has caused
much controversy and debate, with some lecturers expressing their concerns over the impact
on teaching. 131 Concerns were mainly based on the negative impact of recorded lectures on thestudents’ performance, as students tend to considerably rely on recordings, thus preventing
them from paying attention during the lectures with some students very often missing theirclasses.
The pandemic also induced the development and promotion of open access to various
online courses and webinars, providing the opportunity to all learners to attend previously
unavailable and non-accessible online courses, such as trainings and summer schools. Due tothe lockdown measures which prevented students accessing hard copy research materials, theuse of online resources thrived significantly, as students were able to access a variety of online
research materials, such as e-books and journals, which were made available online to tackle
the challenges of the pandemic and its impact on Higher Education, ‘thus heading towards amore inclusive learning environment’. 132
Furthermore, open access helped facilitate research and knowledge transfer, as
academics around the world were able to attend and participate in online conferences, researchseminars, workshops, and trainings. Open access has provided an opportunity for academics toactively contribute to the dissemination of new knowledge and research across the world. This
‘provides significant pedagogical benefits to the students, as by being actively involved inresearch, educators could support their teaching by keeping students up to date with the newlegal developments’. 133 As Smith argues, open access could ‘provide the opportunity toincrease the efficiency of legal education and offer greater access to knowledge of the law’.134
Although the pandemic has induced the development of new pedagogical approaches,it also highlighted various pedagogical challenges. One of the key challenges is student
engagement, as the shift to online teaching has made it difficult to engage students inclassrooms. This is because, by having the sessions fully online, students often find themselves
easily distracted, preventing them from engaging in discussions with teachers and peers. It is
130 J.R.D. MacKay, ‘First Year Undergraduates Make Use of Recordings to Overcome Barriers in Higher

Education: Evidence from a Survey’ (2020) 28 Research in Learning Technology 1, 2-3.
131 J.R.D. MacKay, E. Nordmann, L. Murray, A. Browitt, M. Anderson, J. Hutchison, ‘The Cost of Asking: ‘Say
that Again?’: A Social Capital Theory View into How Lecture Recording Supports Widening Participation’(Front. Educ, 14.10.2021) <https://www.frontiersin.org/articles/10.3389/feduc.2021.734755/full>; N. Skead, L.
Elphick, F. McGaughey, M. Weson, K. Offer, M. Montalto, ‘If You Record, They Will Not Come – But Does it
Really Matter? Student Attendance and Lecture Recording at an Australian Law School’ (2020) 54 The Law
Teacher 349; M.J. Draper, S. Gibbon, J. Thomas ‘Lecture Recording: A New Norm’ (2018) 52(3) The Law
Teacher 316.
132 L. Pitsillidou, ‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>.
133 Ibid.
134 M. Smith, ‘Integrating Technology in Contemporary Legal Education’ (2019) 54(2) The Law Teacher 209,
213.

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even challenging to identify whether students are attending online sessions, as most of them
have their cameras off. This is because during the academic year 2020/21, it was not mandatory
for students to turn their cameras on. Although with the new academic year 2021/22 thisbecame mandatory, most of the students are still unwilling to turn their cameras on, preventing
them from being fully engaged.
The lack of human interaction which exists in traditional face-to-face teaching makes
it difficult to assess student performance and identify any misconceptions or gaps in theirlearning. In an era of change, increasing student motivation to engage throughout their LLB
studies was found to be challenging. Indeed, ‘making students engage in their learning during
such an increasingly complex world that places high demands on students, is one of the biggest
struggles that educators have been asked to deal with during the pandemic’. 135 Further, as manylaw students are used to the traditional method of teaching, many perceive online teaching as
burdensome.
The pedagogical challenges of online learning were also exposed when the universities
were asked to shift their attention to hybrid approaches to teaching (also known as ‘blended
learning approach’) in September 2020, 136 requiring lecturers to simultaneously deliver classes
in-person and online at the same time. The main reason behind the implementation of the hybrid
approach to teaching is to provide flexibility to a diverse range of students, as most of thestudents coming from abroad are facing difficulties in traveling to Cyprus due to COVID-19
reasons and visa restrictions, thus preventing them from attending their classes physically.
Although the hybrid approach to teaching enhances inclusivity in Law Schools, 137 it
also poses significant challenges. Although many students at UCLan Cyprus have shown theirsatisfaction of implementing a hybrid approach to teaching, others have expressed concerns of
not receiving the same quality of teaching compared to on-campus students. Many students
have felt left out from various teaching and learning opportunities, as more focus was given to
on-campus students. This is because law lecturers struggled to deliver a hybrid mode ofteaching to simultaneously engage on-campus and online students, especially in circumstanceswhere online students demonstrated little or no interest in participating in discussions withteachers and peers. The hybrid approach to teaching also had a negative impact on the physicalattendance of students as many preferred to continue attending classes remotely. Due to thesmall number of law students, this makes the use of hybrid approach to teaching challenging.
Irrespective, it seems that hybrid approaches to teaching are here to stay, as they offer theflexibility to deliver the LLB in a more innovative and flexible way.
Following the announcement made by the CYQAA on 31st March 2020, all universities
were instructed to use alternative assessment methods to eliminate challenges posed by social

135 L. Pitsillidou,‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>.
136 CYQAA, ‘Λειτουργία Ιδρυμάτων Ανώτερης Εκπαίδευσης κατά το Χειμερινό Εξάμηνο 2020-21’(13.05.2020) <https://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseis-el/527-13-05-2020-leitourgiaidrymaton-xeimerino-examino-20-21>; CYQAA, ‘Λειτουργία Ιδρυμάτων Ανώτερης Εκπαίδευσης κατά τοακαδημαϊκό έτος 2020-2021’ (07.09.2020) <https://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseisel/540-07-09-2020-leitourgia-idrimaton-2020-2021>.
137 M. Castan and R. Hyams, ‘Blended Learning in the Law Classroom: Design, Implementation and Evaluationof an Intervention in the First Year Law Curriculum Design’ (2017) 27(1) Legal Education Review 1, 2.

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distancing restrictions. 138 Although the shift to alternative assessment methods has not caused
any significant issues to traditional written courseworks, it affected the operation of the final
written exams as universities were instructed to carry out exams remotely. Using an alternative
assessment exam was challenging, as the traditional on-campus exam was swapped with a 24hour online exam. Although many students at UCLan Cyprus have found that shift beneficial,
instances of malpractices, such as plagiarism and collusion, have been identified. Due todifficulties in invigilating a 24-hour seen exam, it was impossible to identify whether the exam
paper was wholly written by the student or by a third party.
3.2.3. Social Challenges
The biggest challenge of the emergency remote teaching was not physical but psychological.
Students were prevented from physically communicating with teachers and peers during the
pandemic, and thus, mental health issues such as anxiety and depression, surfaced among
students. The lack of social and cognitive presence has affected the motivation of students toparticipate and engage during their studies, with many performing lower in their courseworkand final exams. Further, not all students have ‘a reliable working environment…with some
finding themselves working in bedrooms they share with their siblings or in busy communal
areas.’ 139 Indeed, ‘working in such an environment makes it difficult for students toconcentrate, with many struggling to cope… [T]he shift to online teaching has forced manylaw students to be working from home where there are enormous distractions and otherdomestic issues’. 140 Therefore, most students find it challenging to maintain focus during
online teaching.
Despite this, the hybrid approach has helped eliminate some social challenges. It has offeredan opportunity for all learners to collaborate and communicate with teachers and peers via
electronic means, which can reinforce the feeling of community belonging. 141
3.3. CONCLUSION
The outbreak of the COVID-19 pandemic has served as a catalyst in reshaping the operationof contemporary legal education and legal professions in Cyprus. With regards to legal
education, the immediate transition from in-classroom to emergency remote teaching has posed
significant technological, pedagogical, and social challenges. This has led universities toreconsider various aspects of legal pedagogy, such as accessibility, equality, and inclusivity.
The lack of internet connectivity and access constraints have unmasked digital inequalities
between students in accessing the materials taught to harvest the fruits of online teaching, with
138 CYQAA, ‘CYQAAStatement on Covid-19 Pandemic’ (2020)<https://www.dipae.ac.cy/archeia/anakoinoseis/CYQAA%20STATEMENT%20ON%20COVID.pdf>;
CYQAA, ‘Τελικές εξετάσεις σε καταστάσεις έκτακτης ανάγκης λόγω κορονοϊού: Πρότυπα Ποιότητας καιΚατευθυντήριες Γραμμές για Εναλλακτικές Μορφές Αξιολόγησης’ (31.03.2020)<https://www.dipae.ac.cy/index.php/el/nea-ekdiloseis/anakoinoseis-el/511-31-03-2020-final-exams-koronoios>.
139 L. Pitsillidou, ‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>; F. Ferri, P. Grifoni and T. Guzzo, ‘Online Learning and Emergency
Remote Teaching: Opportunities and Challenges in Emerging Situations’ (2020) 10(4) Societies 1, 10.
140 L. Pitsillidou, ‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>; F. Ferri, P. Grifoni and T. Guzzo, ‘Online Learning and Emergency
Remote Teaching: Opportunities and Challenges in Emerging Situations’ (2020) 10(4) Societies 1, 10.
141 F. Ferri, P. Grifoni and T. Guzzo, ‘Online Learning and Emergency Remote Teaching: Opportunities andChallenges in Emerging Situations’ (2020) 10(4) Societies 1, 10.

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many struggling to cope with their studies due to their incapacity to attend and participate inonline classes. One of the problematic areas highlighted by the pandemic is the inequality gap
and digital poverty, as ‘socio-economic inequalities are still a current problem in legal
education nowadays.’ 142 The COVID-19 pandemic has therefore highlighted the need tosupport students ‘in their learning activities by mitigating the risks of inequality and unevenaccess to education through embedding activities that support wider participation andinclusivity.’ 143
Re-considering current pedagogical approaches and practices to assess student
performance and enhance student learning could support in the transformation of acontemporary legal education in Cyprus, which embraces digital technology and supports
innovative practices to enhance participation and inclusivity. Although the use of online legal
education was nearly absent before the pandemic, COVID-19 has led Law Schools in Cyprus
to experiment with online teaching, leading towards the implementation of digital technology
in law curriculum.
Therefore, the recent technological developments are not a ‘panacea’ to legal
education, 144 but rather, an opportunity to explore a wide array of new innovative methods ofteaching. Indeed, the implementation of innovative e-learning technologies has become anecessity, as they could transform the law classroom into a supportive and inclusive
environment for all students to participate and engage. The rapid technological developments
have induced the need to implement recorded lectures in Law Schools in Cyprus for the firsttime, leading towards a supportive and inclusive legal education with flexibility for all learners
to access the materials taught as well as participate in law classrooms. The development ofopen access to various online materials and courses has also played a catalyst role in supporting
all learners during their learning journey, helping to mitigate the challenges students have beenasked to tackle with, to cope with their studies.
Aside from legal education, the COVID-19 pandemic has also posed unprecedented
challenges to the legal profession in Cyprus, as legal professionals and the courts have beenasked to deal with operational changes during challenging times. In an era of change, a shift toonline continuing professional development was seen to be essential, as it has provided
opportunities to legal professionals to access CPD workshops and seminars remotely. Thischange has embraced a new format of professional development to legal professionals in
Cyprus. In an ever increasing globalised and competitive society, the shift to online CPD
cannot be overstated as it has improved access to professional development in a more flexible
way. With the demands of legal profession rapidly evolving, online CPD becomes a hallmark
for legal professionals in Cyprus, as it helps them maintain and improve their legal knowledge
and skills, ensuring that high standards are maintained in legal professionals’ practice.
The legal profession in Cyprus has also seen the establishment of the first Judicial
college in 2020, which aims to provide a lifelong training of judges in Cyprus. Although thiscan be seen as a significant development to legal profession aiming to improve the efficiencyof the Cypriot justice system, further improvements are needed to strengthen the resources for
142 L. Pitsillidou,‘Legal Education in An Era of Change: The Impact of Covid-19’ (Rule of Law Monitoring
Mechanism Blog, 12.08.2021) <https://ruleoflawmonitoringmechanism.eu/posts/legal-education-in-an-era-ofchange-impact-covid19-lida-pitsillidou>.
143 Ibid.
144 F. Ferri, P. Grifoni and T. Guzzo, ‘Online Learning and Emergency Remote Teaching: Opportunities andChallenges in Emerging Situations’ (2020) 10(4) Societies 1, 6.

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continuing education of judges, especially with regards to the digitalisation of justice and theshift from face-to-face to online proceedings, leading towards an alignment with other EU
members states.
It was not until the implementation of the iJustice system in Cyprus which has
revolutionised the traditional court system and the way legal professionals have been working
for decades. Although iJustice was an initiative since 2017, COVID-19 has urged the need for
its official implementation in 2021 to address the difficulties posed in the operation andfunction of the courts during the pandemic. COVID-19 has exposed the low digitalisation of
the Cypriot courts as well as the limitations that exist on the administration of justice due toenormous delays and disruptions to obtain justice in Cyprus. The introduction of iJusticesystem aimed to usher the Cypriot legal system into a new age of speedy and effective justicethat embraces the use of digital technology in legal profession. As iJustice is still at its earlystages, more is to be seen in the future as to what gaps are needed to be filled in to improve theCypriot justice system.
As a result of the pandemic, the recent technological developments have therefore
transformed the legal profession and legal education in Cyprus and will likely continue to do
so in the coming years. COVID-19 has highlighted the importance and power of online
education to help students acquire the knowledge, skills, values, and attitudes they need tocontribute constructively to society as well as create a stable and effective legal profession
through enhancing the digitalisation of the Cypriot court system, the lifelong training of judges
and the continuing professional development of legal professionals in Cyprus.

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