The debate surrounding the permissibility of generative artificial intelligence (AI) tools in legal education has garnered widespread attention. However, this discourse has largely oscillated between the advantages and disadvantages of generative AI usage whilst failing to fully consider how the uptake of these tools relates to the fundamental objectives of legal education. This article contributes to the current debate by positing that since the primary aim of legal education is the preparation of legal professionals and the development of legal research, generative AI must be holistically integrated into the dominant approaches to legal teaching. This stems from the fact that the legal profession will increasingly rely on generative AI in its daily work. Therefore, AI literacy will emerge as a critical professional skill in the legal realm. Against this background, this article further argues that the integration of AI into the legal curriculum should be addressed by diversifying assessment strategies, emphasizing the importance of academic integrity and making resources on the ethical use of AI available to both students and academic staff in law schools.