The complexity of legal language, digitalisation, and the rise of artificial intelligence (AI) present challenges for law students in critically evaluating and applying legal information. This study, grounded in the concept of cognitive authority, explored how students assess the credibility of legal sources in digital and AI-driven contexts. Conducted at the Faculty of Law in Rijeka using in-depth interviews and the think-aloud method, the research revealed that students used various information sources but remained cautious toward AI tools. While AI supports idea development, students did not view it as authoritative. Instead, they relied on legal databases for credible information. The findings contribute to understanding students’ information behaviour and support the enhancement of legal information literacy (IL) education.