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Artificial Intelligence in Litigation: A New Era of Evidence or a Threat to Justice

Ukrainian courts began to receive videos from TikTok marked as “generated by AI” as part of the evidence base in cases. In some cases, these are videos that allegedly reproduce events related to conflicts, threats, incidents between participants in the process. In others, there are simulated emotional reactions, replicas or even visualizations of events, which, according to the party, it was not possible to record in reality. Such materials have begun to appear in both criminal and civil proceedings as a way to “show the truth” when an actual record is lacking. However, the question arises: what is evidence from a legal point of view, and what is only a visualization of the version of one of the parties?

Can a neural network product be a source of reliable information in court? To what extent is it possible to use AI activities as evidence in court proceedings? For answers to these questions, IA “FACT” turned to the lawyers of the “Repeshko and Partners” Bar Association.

Artificial intelligence (AI) is increasingly integrated into the lives of ordinary citizens. Everything that science fiction writers wrote about in books fifty or thirty years ago is now our everyday life. AI writes, draws, generates videos, predicts, models. Facing this phenomenon in practice, we can talk about new challenges: ethical, procedural, technological. And while the law does not provide an unequivocal answer, the courts actually find themselves at a crossroads between technical progress and legal certainty.

According to the definition enshrined in the EU AI Law, an artificial intelligence system is a machine with the ability to learn, which is designed to function with different levels of autonomy and can, for explicit or implicit purposes, produce results. In particular, such as predictions, recommendations or decisions affecting the physical or virtual environment.

There are three types of evidence that may be required in a legal proceeding and that can be collected with the help of artificial intelligence systems:

1) evidence from public websites (blog posts and images uploaded to social network websites);

2) material evidence (e-mails or documents in digital format that are not publicly available and are stored on some servers);

3) presumptive data about the user’s identity and metadata used to identify the person by ascertaining the source of the communication, but not the content.

The existing list does not directly contain AI-generated evidence. The latter acts only as a tool for their collection. This is once again confirmed by recent court decisions for 2025. The Kamyanets-Podilskyi City District Court of the Khmelnytsky Region received for review from the patrol police a report on an administrative offense dated January 24, 2025, on bringing a citizen to administrative responsibility for Article 122-5 of the Code of Administrative Offenses. This article provides for a violation of the requirements of the legislation regarding the installation and use of special light or sound signaling devices on a vehicle and entails the imposition of a fine in the amount of five hundred tax-free minimum incomes of citizens with the confiscation of special light or sound signaling devices. Note that a special light signaling device should be understood as a light device that has a variable frequency of light pulses and that is allowed to be installed only on operational or special vehicles.

The court of first instance established that the citizen at 9:30 p.m. On January 24, 2025, on the street Khmelnytskyi highway, 11-B in the city Kamianets-Podilskyi, Khmelnytskyi region, drove a Mercedes-Benz E200 CDI vehicle, in which a light signaling device that changes the frequency of light pulses of blue and red colors and is allowed to be installed only on an operational or special vehicle was installed without permission and agreement with the National Police authorities, thereby violating the requirements of clause 31.3 g, clause 32.1 e Traffic regulations of Ukraine.

Simply put, the situation unfolded as follows – the police saw a video from “TIC-TOK” in which a citizen was driving his own car with a special light device installed. After excluding the “violator”, the police found and stopped the car. At the time of the meeting with the police, no special light device was installed on the car, but something similar to it was found in the car interior near the passenger seat in a non-working condition. Based on these circumstances, the police drew up an administrative protocol, which was sent to the court.

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At the court hearing, the man pleaded not guilty and explained that he did not have the specified device in his car and did not set any beacons. He asked to close the proceedings in the case due to the absence of the prescribed administrative offense in his actions Article 122-5 of the Code of Administrative Offenses. The court, having studied the protocol on the administrative offense, the certificate with attachments regarding the citizen on administrative offenses in the field of traffic safety from January 25, 2025, the video recording and other case materials, decided that it had enough evidence to prove the guilt of the citizen in committing an administrative offense for Article 122-5 of the Code of Administrative Offenses, and therefore imposed on him an administrative penalty in the form of a fine in the amount of 8,500 (eight thousand five hundred) hryvnias, which is five hundred tax-free minimum incomes of citizens with the confiscation of special lighting devices. Disagreeing with the court’s decision, the citizen appealed it to the court of appeal.

On March 26, 2025, in case No. 676/729/25, the Khmelnytskyi Court of Appeals adopted a resolution by which it satisfied the husband’s appeal, annulled the resolution of the district court and adopted a new resolution by which the proceedings in the case of an administrative offense against a citizen were closed on the basis of paragraph 1 Art. 247 of the Labor Code of Ukraine, due to the absence in his actions of the composition of the administrative offense provided for Art. 122-5 of the Labor Code of Ukraine.Initially forms

In cases of administrative offenses, the decision of the court of appeals takes legal effect immediately after its issuance, is final and is not subject to appeal, that is why this act of the court is interesting from a practical point of view.

The appellate court noted that in accordance with the requirements Art. 245 of the Labor Code of Ukraine, the task of proceedings in cases of administrative offenses is: timely, comprehensive, complete and objective clarification of the circumstances of each case, its resolution in exact accordance with the law.

However, finding a citizen guilty of committing an administrative offense provided Art. 122-5 of the Labor Code of Ukraine, the court of first instance contrary to the requirements of Art. Art. 245, 247, 251, 252, 280 of the Labor Code of Ukraine did not properly establish whether an administrative offense was committed, whether this person is guilty of committing it, or whether he is subject to administrative responsibility, which led to the adoption of an illegal decision, given the following.

A person can be held administratively liable only if his actions constitute an administrative offense, which must be established by the court only after a comprehensive and complete assessment of all the evidence in the case. At the same time, the obligation to prove the presence in the actions of a person of the offense provided for by a certain article KUPAP relies on persons who are authorized to draw up protocols on administrative offenses. The objective side of Art. 122-5 of the Code of Criminal Procedure is the installation and use of special light devices on a vehicle with a variable frequency of light pulses and without the appropriate permit.

See also  The Ministry of Education and Science of Ukraine has again taken up the task of updating the regulations on the certification of pedagogical workers, justifying this step by the need to improve the mechanisms of teacher evaluation. However, despite the promises to improve the educational process, the innovation raises doubts and concerns among many teachers. The impression is that instead of real support and development of the teaching staff, the new certification may become an additional tool of pressure on teachers. Are teachers ready for the new conditions? Will the new rules really contribute to improving the quality of education, or is this another bureaucratic requirement that focuses on formalities, ignoring the essence of pedagogical work? What's new in the regulation on certification of teachers The Ministry of Education and Science of Ukraine has updated the Regulation on Attestation of Pedagogical Employees (Order of the Ministry of Education and Science of Ukraine from 09.09.2022 No. 805, as amended by the Order from 10.09.2024 No. 1277) in order, according to the officials themselves, to improve the mechanism of teacher evaluation. According to the new order, the following changes were made to the regulation: regulated the issue of awarding pedagogical titles and qualification categories to teachers who do not have higher education; It has been determined that teachers who transfer to other educational institutions to work in the same positions or interrupt their work shall retain their pedagogical titles and qualification categories until the next attestation’. The procedure for the establishment of attestation commissions has been improved and the list of entities that may establish them has been defined. In particular, the possibility of establishing attestation commissions by private educational institutions and/or their founders has been envisaged; The awarding of the pedagogical titles ‘senior teacher’, ‘senior teacher’ and ‘senior educator’ has been regulated. They are awarded to teachers who, based on the results of previous attestation, have been assigned (confirmed) a qualification category not lower than ‘second category specialist’ (or the corresponding tariff category has been established) and whose work experience is more than 3 years; the assignment of such pedagogical titles is standardised: ‘teacher-methodist’, ‘teacher-methodist’, ‘educator-methodist’, ‘teacher-organiser-methodist’, ‘practical psychologist-methodist’, ‘circle leader-methodist’, ‘senior counselor-methodist’. They are assigned to teachers who work in the relevant positions and who, according to the results of previous attestation, have a qualification category not lower than ‘specialist of the highest category’ (or the corresponding tariff category is set), higher education and more than 5 years of work experience; It has been determined that level I attestation commissions may be established in educational institutions and separate structural subdivisions with at least 15 pedagogical staff; The issue of attestation of pedagogical workers who have a workload in several academic subjects has been regulated. In addition, not only taking professional development courses, but also receiving education in an institution of higher, professional pre-university education for the next 5 years will be counted as professional development. Also from now on, in case of teaching several subjects, teachers independently choose the sequence of professional development within the total volume of professional development (150 hours or 30 ECTS credits). Also according to the new order, after the certification sheet on the decision of the commission is issued, the head of the educational institution must issue a corresponding order, which is a document confirming the assignment of a qualification category or pedagogical title to a teacher. According to the Ministry of Education and Science, more detailed requirements for teachers' professional activities have now been established, which allows for an objective assessment of their work. teachers are obliged to take regular professional development courses and participate in professional seminars, which contributes to their professional development. the success of students has become an important indicator of the effectiveness of a teacher's work, encouraging teachers to improve teaching methods. more autonomy has also been granted to local attestation commissions, which allows them to take into account the region of the country. What teachers think about the renewal of attestation In turn, teachers themselves note the growth of bureaucratic procedures and the need to spend more time on preparation for such attestation. Indeed, the updated requirements for teachers are becoming more and more stringent every year. Teachers are forced to fulfil a lot of new criteria, submit a lot of documents and undergo complicated inspection procedures. But are these requirements justified? In most cases, they turn into additional bureaucracy that has nothing to do with improving the quality of teaching. On the contrary, teachers spend more and more time on reports rather than on the real development of their students. Here are a few comments indicative of the general mood of educators. "The problem is that the heads of the MES have no profile pedagogical education and none of them has worked in a regular school. That is, the object of management for them is terra incognito. So what adequate management decisions do you want from them?’, - Ihor Likarchuk, former head of the Ukrainian Centre for Education Quality Assessment, commented on the situation. Victoria Kudinova, teacher, Facebook user: ‘And maybe teachers should test the MES, we will also prepare a programme, and a quest 24/7 arrange, and lastly we will certify...’ Yarema Romaniuk, teacher, Facebook user: "Every year they change something. Apparently, the clerks from the Ministry have to show their ‘vigorous’ activity?" Teacher, Facebook user: "Thank you very much. The peddlers of the director and pedagogical councils recognise the courses or not. And people pay money and pass. This is really done for people!" Larisa Kotlyarenko, Facebook user: ‘The only + that can become and - it is the awarding of the highest category and titles in their own collective.’ However, the most painful remains another thing - despite the new requirements, the attitude to the teacher as a key figure of society has not changed. The teaching profession, which should be one of the most prestigious in the country, is still undervalued. Teachers, who are expected to deliver high results and innovative approaches to their work, continue to receive meagre salaries, often lacking even the basic resources for quality teaching. With conditions like these, it is not surprising that more and more teachers are leaving the profession. Miserable salaries, constant demands, and lack of support from the authorities - all of this makes even the most dedicated teachers consider changing careers. When the state does not value its teachers, it loses not only its personnel but also its future. After all, without competent and motivated teachers, Ukrainian education is sinking into the abyss. The paradox is that the Ministry of Education and Science constantly puts forward new requirements for the certification of teachers, but who protests the very officials who come up with ridiculous reforms? Have any of them worked in a school under real conditions? Do they realise what they demand from a teacher who, apart from the educational process, still has to solve a bunch of social problems of his students and work without proper support? The main question is: to what extent are the new certification rules really necessary? The MES does not offer concrete solutions on how to improve the working conditions of teachers or increase their motivation. Instead, attestation becomes a kind of test that a teacher has to pass every five years. But instead of supporting and developing specialists, certification turns into an additional stress factor. The new criteria do not take into account the real problems of the educational process: the decreasing number of students in classes, insufficient funding for schools, outdated teaching materials. What will happen to education in such conditions in a few years? If the trend with the outflow of teachers continues, Ukrainian schools will simply have no one to teach our children. Ukrainian education is on the threshold of dangerous changes. If the Ministry of Education and Science does not change its attitude to teachers, and the state does not recognise the importance of decent pay and working conditions for teachers, we risk losing a whole generation of quality specialists. After all, when teachers leave, it is not only empty seats in schools. The future of the country is left without support. It is time to recognise that reforms in education should start not with new requirements, but with care for those who work for children every day. Teachers deserve decent salaries, respect and real support, not another bureaucratic burden. Otherwise, attestation, which is supposed to assess professionalism, will turn into another tool of pressure that will get to those who have not yet broken down. How the process of attestation of pedagogical workers has changed Attestation of teaching staff in Ukraine has a long history, which changed in accordance with the social, political and economic conditions of the country. Over time, the process has been transformed, but its main shortcomings have remained unchanged: increasing demands on teachers without appropriate support and incentives. Let's take a look at how attestation was carried out in the past, what has changed now and how it has affected teachers. In Soviet times, attestation of teaching staff in Ukraine was a formal procedure that was aimed at ensuring that teachers met the requirements of the state education system. Attestation was based on clearly defined standards that had little to do with the actual skills and abilities of teachers. Evaluation was done more to maintain the image of the system than to improve the quality of education. The certification process was fully controlled by the state authorities. Teachers had to undergo compulsory certification at certain intervals. Attestation took place once every five years and teachers received qualification categories that affected their salaries and status in the education system. Although a system of professional development existed, it was more nominal. Most teachers took professional development courses only to fulfil formal requirements. After independence, Ukraine retained many features of the Soviet attestation system but tried to introduce certain changes over time. Until the latest changes, the attestation system remained bureaucratic. As before, attestation was carried out every five years. The main purpose was to confirm teachers' qualification categories. Teachers were evaluated by a special attestation commission, which consisted of school administration, trade union representatives and local education authorities. The assessment was based on teacher's work reports, analyses of lessons attended and documents confirming participation in seminars and professional development courses. Attestation was related to the assignment of qualification categories (specialist, specialist of the second, first and highest categories). A teacher's salary depended on the category. The process remained formal and often did not correspond to the real quality of teachers' work. Bureaucratisation and lack of funding prevented the creation of a real motivation system for teachers. Teachers were often required to report and participate in seminars without real changes in the teaching process. In 2023, the Ministry of Education and Science of Ukraine announced new changes to the Regulation on Attestation of Pedagogical Employees. The changes are aimed at improving the quality of education and simplifying the attestation process, but for many teachers they have become an additional burden. The new requirements have added even more burden to the routine work of teachers. Teachers now have to fulfil a greater number of criteria concerning both professional achievements and the use of modern technologies in teaching. An important component of the new system has been the assessment of pupils' progress. This has caused much discussion, as success depends on many factors that the teacher cannot always influence (social status of the family, material and technical support of the school, etc.). Teachers are now required to take regular refresher courses and participate in professional seminars. While this could be a positive aspect, many teachers note that they are forced to take these courses formally, with no real opportunity to put the knowledge into practice. Attestation commissions now have more autonomy, but this has also led to differences in approaches to attestation in different regions. With the increase in the number of criteria for certification, teachers are under more pressure. Many teachers complain that they have to spend more time preparing for certification than actually teaching. The constant pressure to meet new requirements and ensure high student results leads to stress and emotional burnout. Teachers note that the bureaucratic approach to assessing their work creates additional difficulties instead of support. Despite the new requirements, the financial situation for most teachers has not improved. Salaries remain low and additional responsibilities and requirements are not accompanied by appropriate financial incentives. Due to the increasing workload and lack of adequate conditions, many teachers are leaving the profession. This process only exacerbates the shortage of qualified teachers in Ukrainian schools. It is obvious that despite attempts to update the system of certification of teaching staff in Ukraine, most of the changes do not address the main problems, such as low salaries, insufficient support from the state and excessive bureaucratisation. The state should realise that in order to improve the situation it is necessary not only to introduce new criteria, but also to provide real support for teachers, in particular financial support, and to create conditions for their professional development that would meet modern requirements. Attestation of teaching staff abroad Attestation of teaching staff in foreign countries differs significantly from the Ukrainian system and can serve as an example for the introduction of more effective approaches to the assessment of teachers' professional performance. For example, in Finland, which is known for its high-quality education system, teacher certification is practically absent in the usual sense. In Finland, the emphasis is on teacher training and professional autonomy. Teachers receive a high level of academic training while they are still in higher education, as a master's degree is compulsory. However, teachers regularly participate in continuing education and professional development. At the same time, there is no formal appraisal system, but rather student learning outcomes are assessed. In turn, continuous professional development is voluntary and at the same time strongly encouraged by the state. In the US, teacher certification is regulated at the state level, so systems may vary. In general, however, the process involves: Regular reviews and evaluations. Administrators or head teachers observe lessons and evaluate teaching skills and ability to work with students. Professional development. teachers have the opportunity to take professional development courses. Many states require teachers to obtain certificates or licences to prove their knowledge and skills. Evaluation based on student performance. in some states, student performance on standardised tests is an important part of certification. This is controversial because student performance depends on many factors. Canada uses teacher evaluation systems similar to those in the United States, but with certain features. In some provinces, teachers must undergo regular observations and evaluations at different stages of their careers. For example, novice teachers undergo frequent examinations and supervision to test their ability to handle the classroom. Teachers must also undergo periodic professional development courses. As in the US, student results also affect teacher appraisals. In the UK, teacher certification is done through a system known as OFSTED (Office for Standards in Education), the national regulator of educational quality. Appraisal takes place through supervision and inspections, during which lessons are examined. Supervisors can come to lessons unannounced to assess a teacher's professionalism. Great emphasis is placed on pupils' results, progress and level of knowledge. Teachers are required to participate in professional development programmes and this is also taken into account in the appraisal process. Singapore, one of the countries with the most successful education systems, has introduced a comprehensive system of teacher appraisal and professional development. All teachers are required to undergo stages of regular performance evaluation based on the following criteria: performance evaluation - includes lesson observation, teacher self-assessment and student surveys; learning outcomes - student progress plays an important role; professional development - teachers should participate in continuous professional learning programmes, which are also taken into account in the evaluation. As we can see, foreign teacher appraisal systems show that the effectiveness of appraisal often depends on teachers' professional development, autonomy and support system. In many countries, teachers do not experience excessive pressure of bureaucracy, and the process of evaluation of their work is more aimed at helping them develop professional skills rather than punishing them. So, Ukrainian education is on the edge of the abyss, and the next innovations of the Ministry of Education and Science are only bringing it closer to disaster. The new certification requirements have become an additional burden on teachers who are exhausted by bureaucracy, low salaries and lack of real support. Instead of improving the working conditions of teachers, we see a mass exodus of professionals from a system that exhausts them. The question is, who will stand in front of the classroom tomorrow when today's teachers leave the profession? Unless we stop this process and offer real changes - higher salaries, less bureaucracy, support for professional development - Ukrainian education risks being left without those who create it. Famous personalities have long spoken about what a society without education is like, so it would be useful for officials from the MES to listen to them: "Without education, nations quickly turn into obedient slaves ’ - Jean-Jacques Rousseau. "A society that does not invest in education prepares the ground for its own decline ’ - Heinrich Heine. ‘Without education, society is a mob, easier to manipulate than to develop’- William Dubois. "A people deprived of education is like a man without eyes ’ - Konstantin Ushinsky. "Education is the most powerful weapon that can be used to change the world. Without it, the world will remain in the chains of ignorance.’ - Nelson Mandela. "The darkness of ignorance feeds all forms of evil, and lack of education feeds the darkness ’ - Thomas Jefferson. ‘Without education, society lives for today without building a future for itself ’ - John Dewey. "Education is the guardian of liberty. Without it, society will be confined to a framework of blind obedience ‘ - George Washington.

The report on the administrative offense submitted to the court does not contain information about the technical characteristics of the device found in the Mercedes-Benz E200 CDI car, and the case file does not contain evidence that the device was installed on the vehicle (the device was discovered in the interior of the car, namely: it was lying on the foot mat on the passenger side), there is also no evidence that the device is a special signal with a variable frequency of light pulses, is in working order and is suitable before use. Moreover, the detected device was connected to the power system in the vehicle at the policeman’s direction, but the device did not work. A non-working device negates the possibility of using it at the specified time.

Also, a video from the policeman’s body camera was added to the case file, from which it is not clear that the device found in the car near the passenger seat was installed and used on the vehicle and has a variable frequency of light pulses. The specified device did not work when turned on by the policeman.

The court found the TIK-TOK video, which was added to the case file, to be improper and inadmissible evidence, since it was not mentioned in the protocol and it is impossible to establish the time, date, place, state license plate of the vehicle, and the driver from it. In addition, and most importantly, the video itself contains a note that the video was generated by AI “artificial intelligence”.

Note that pTattya 122-5 of the Code of Administrative Offenses, provides responsibility for the installation and use of special devices. Therefore, the case materials had to prove “beyond a reasonable doubt”:

  1. The fact of installing special light signaling devices.
  2. The fact of using special light signaling devices on the vehicle.
  3. The fact that the devices that were installed on the vehicle and used by the person are in fact special light signaling devices and not ordinary decorative or auxiliary elements of the car interior.

Accordingly, each of these components is an integral part of the composition of an administrative offense. There is no data in the case file, however, that the man drove a car with installed special light devices and used them. In addition, the protocol does not indicate that the man used such special devices, where such an action as “use” is an integral part of the composition of the administrative offense under Article 122-5 of the Code of Administrative Offenses.

We remind you that in accordance with Part 2, 3 Article 62 of the Constitution of Ukraine no one is obliged to prove his innocence in committing a crime (as well as a misdemeanor). The accusation cannot be based on evidence obtained illegally, as well as on assumptions. All doubts regarding the proven guilt of a person are interpreted in his favor.

Thus, on the basis of a comprehensive, complete and objective study of the evidence available in the case file, taking into account that due to the principle of the presumption of innocence, all doubts about the guilt of the person being prosecuted are interpreted in his favor, the appellate court came to the conclusion that the person is guilty of committing the offense provided for Art. 122-5 of the Labor Code of Ukraine not proven by admissible and reliable evidence.

Therefore, AI-generated materials are not proper evidence in court. However, we do not rule out that in the future AI-generated predictions and behavior models will become the basis for detention and sentencing, similar to the movie “Special Opinion” with Tom Cruise. Although, as we can see, even now experts cannot always distinguish a real video from one generated by AI, which is the basis for the birth of various gossip and fakes.

 

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