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33 Int'l J. Clinical Legal Educ. 1 (2026)

handle is hein.journals/clled33 and id is 1 raw text is: International Journal of Clinical Legal Education (IJCLE) ISSN: 2056-3930 Volume 33 Issue 1 (2026) C e Bengtsson - 1896 Published date: 08 July 2026 Editorial Lyndsey Bengtsson Northumbria University, UK Welcome to this edition of the International Journal of Clinical Legal Education. Before turning to the contents of the journal, I want to take a moment to reflect on what was a genuinely memorable couple of days in Edinburgh last month. The IJCLE/ENCLE Conference took place on 15 and 16 June 2026 at Edinburgh Law School, a spectacular venue that provided a fitting backdrop for what turned out to be a rich and stimulating gathering. With over 200 attendees from across the world, the energy in the room was palpable from the outset, and it was wonderful to welcome colleagues- familiar faces and new ones alike from so many different jurisdictions and institutional contexts. The conference theme, Invading the Curriculum: Clinical and Experiential Legal Education in an Era of Sustainability and Impact, set an ambitious agenda, and delegates rose to it. Over the two days, presentations, panels and discussions examined how clinical approaches can transform mainstream legal teaching, enrich student learning and generate meaningful educational and societal impact. At a time when law schools face increasing pressures around relevance, sustainability, and accountability, the conversations felt timely and necessary. Practice-based pedagogy, collaborative partnerships, reflective methods, digital innovation and sustainable models of delivery were all examined, and it was clear that the field continues to evolve in ways that are both principled and practically grounded. I left Edinburgh with my notebook full and my thinking genuinely challenged which, for a two-day conference, is exactly what you hope for. My thanks go to the University of Edinburgh Law School for hosting with such warmth and organisation, to ENCLE who are always a pleasure to collaborate with and to all who attended, presented and contributed. Turning to this edition of the journal, we open with a reviewed article from Ngozi Maduafor of Nile University of Nigeria, 'The Legal Frameworks for Clinical Legal Education in Nigeria,' which offers a comparative analysis of the legal and institutional frameworks governing CLE in Nigeria and the United States, and makes a compelling case for legislative reform. The author maps the existing Nigerian framework, drawing on constitutional provisions, the Legal Aid Act 2011, the Administration of Criminal Justice Act 2015, the Child Rights Act, and the Rules of Professional Conduct, before demonstrating that none of these instruments provides a dedicated or enforceable framework for the operation, oversight, and sustainability of law clinics. The contrast with the US position, where all states have student practice rules governing clinical participation and establishes clear standards for law clinics. The article concludes with detailed proposals for amending both the Legal Practitioners Act and the Rules of Professional Conduct to create a dedicated regulatory framework for CLE in Nigeria, including provisions on the establishment of law clinics, student rights of appearance, supervision requirements, and licensing. It is a timely and practically grounded contribution to an area where the gap between aspiration and institutional reality remains significant. 1