<![CDATA[The growing use of Artificial Intelligence (AI) in higher education has sparked debate about its educational potential and ethical risks. The literature remains fragmented: many studies concentrate on ethical concerns or on the technology itself rather than on structured AI governance, particularly in legal education in developing countries. This study examines how AI may affect academic integrity in legal education and proposes an AI governance framework that considers ethical standards, pedagogical needs, and regulatory responsibilities. It takes a qualitative legal approach combining a normative analysis of laws and institutional policies, a conceptual analysis of AI and professional ethics in legal education, and a comparison between the United States, a mature system with well-established and varied AI governance, and Indonesia, an emerging system with limited regulatory development. The study rests on a systematic review of secondary sources: academic literature, policy documents, and institutional guidelines. The results suggest that AI can make legal education more efficient, support personalized learning, and build students’ professional readiness. Used without clear limits, however, it can undermine academic integrity by enabling academic dishonesty, encouraging overreliance on tools, and weakening students’ ethical judgment. The paper therefore proposes a multi-layered governance framework of institutional academic policies, AI literacy training, adaptive teaching approaches, and AI detection tools where appropriate, all set within national regulatory frameworks. Its key contribution is to connect institutional and national governance. It argues that Indonesia needs a clear, enforceable AI governance framework so that AI adoption strengthens rather than compromises academic integrity in legal education.]]>
