The continuous iteration and popularization of artificial intelligence technology have triggered comprehensive changes in the operational system of modern legal education, breaking the traditional two-way interactive mode dominated by teachers and students, and forming a novel three-party collaborative teaching model involving teachers, learners, and intelligent machines. Such technological innovation injects new vitality into case teaching, enabling schools to deliver more immersive learning experiences, customized teaching guidance, and high-level professional skill training, while expanding the coverage of legal teaching content to the emerging field of digital jurisprudence. Nevertheless, the technological empowerment of legal education also brings unprecedented practical dilemmas. The over-reliance of students on intelligent tools tends to weaken their independent critical thinking ability. Meanwhile, algorithmic biases and false information generated by intelligent systems may induce teaching deviations, followed by prominent academic integrity risks and uneven distribution of intelligent educational resources. To tackle the above challenges, the reform of modern legal education should take constructivism and situational cognition theories as the fundamental guidance, adhere to student-oriented and learning-oriented educational principles. It is essential to update traditional educational concepts, optimize teaching modes and curriculum design, improve academic evaluation mechanisms, and strengthen professional ethics training for law students. The ultimate goal of the reform is to foster interdisciplinary legal talents who possess solid professional legal knowledge, proficient digital literacy, independent critical thinking, and noble professional ethics to adapt to the development demands of the “AI + Law” era.