City Research Online

Abstract

This review essay explores contemporary challenges in teaching international law as discussed in four recent books on the subject. The books all address various approaches to improving pedagogical strategies within the discipline but vary in their aims and approaches. A key challenge identified is balancing the need for theoretical and critical depth while covering the broad scope of international law’s ‘core’ topics. The books also highlight the tension between presenting international law as a unified system and integrating diverse regional and local approaches. The review argues that international law teaching today requires more than simply introducing students to fundamental concepts; it demands equipping students with the tools to critically engage with the international legal system. As international law increasingly addresses global issues like climate change, migration and international security, effective teaching should cultivate students’ problem solving and critical thinking skills, preparing them to navigate complex problems.

Publication Type:	Article
Additional Information:	© The Author(s), 2025. Published by Oxford University Press on behalf of EJIL Ltd. All rights reserved. This is a pre-copyedited, author-produced PDF of an article accepted for publication in European Journal of International Law following peer review. The version of record Jed Odermatt, Reimagining International Law Teaching, European Journal of International Law, 2025 is available online at: https://doi.org/10.1093/ejil/chaf021
Subjects:	J Political Science > JX International law K Law > K Law (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Departments:	The City Law School The City Law School > Academic Programmes
SWORD Depositor:	Symplectic Administrator

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