The study aimed to examine the feasibility of integrating artificial intelligence into legal education, focusing on technological, educational, and ethical–legal requirements within Iran’s higher education system. This research employed an exploratory sequential mixed-methods design. In the qualitative phase, semi-structured interviews were conducted with 24 law professors and educational technology experts in Tehran, and data were analyzed thematically. Based on these findings, a researcher-made questionnaire was distributed among 250 law professors and students. Quantitative data were analyzed using descriptive statistics, confirmatory factor analysis, and structural equation modeling. Results indicated a high willingness to adopt AI in legal education, though infrastructural readiness remains insufficient. Confirmatory factor analysis validated five core constructs—awareness and attitude, technological requirements, ethical–legal considerations, educational preparedness, and willingness to use—showing good model fit (CFI=0.94, RMSEA=0.056). Educational preparedness and technological awareness were the strongest predictors of willingness to use AI, with ethical–legal factors mediating their relationship. Implementing AI in legal education requires synergy among technology, pedagogy, and ethics. Strengthening digital infrastructure, training faculty in AI literacy, and establishing ethical and legal frameworks are essential for transitioning toward intelligent legal education.