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The following is a reflective case study on common approaches to teaching Law in higher education, and how these may be informed by learning theories. The paper looks specifically at Social Learning Theory, Constructivism and Cognitive Load Theory. Following a critique of certain practices, suggestions are made to encourage further evolution of methods relevant to teaching problem-solving skills to Law students at undergraduate level.doi:10.21100/compass.v14i1.1141 fatcat:bbnk2afvrzf4pddsz5bkpl3cum