The digital era created disruptive technologies of which artificial intelligence (AI) constitutes part of that ubiquitous, and transformative system. The emergence of AI systems across various socioeconomic sectors has upended traditional orthodoxies and regimes concerning creativity, learning, personhood, and intellectual property. The Gulf states have invested humongous financial and human resources to accelerate the development of AI systems in their various countries. This paper explores how the Gulf states, particularly, the Kingdom of Saudi Arabia, Qatar, and the United Arab Emirates, could reconceptualize the colleges of law curriculum and pedagogical methods as an agency to achieving a sustainable development in legal education in the AI era. The AI systems with its generative capacities creates divergences within intellectual property jurisprudence and policies. An academic or law student who uses, for example, ChatGPT or Grammarly to write their academic work may infringe the plagiarism ethics, which is a long-standing feature of academic ordering and copyright laws. The traditional academic integrity ethical norms now fundamentally intersect with creative positive laws. The paper concludes with recommendations laying out a framework for a sustained policy and jurisprudential digital legal literacy for the region.