This systematic literature review explores the implications of artificial intelligence (AI) tools in legal education and services, such as ChatGPT, highlighting its transformative potential and associated challenges. It investigates the integration of ChatGPT within legal pedagogy and practice, emphasizing its capacity to enhance teaching methodologies, streamline legal processes, and democratize access to legal information. Literature was collected from three major databases, Scopus, Science Direct, and Web of Science, through PRISMA guidelines. From a total record of (n=126), n=21 records were finalized for inclusion to proceed with the analysis to seek the answers to the potential research questions. By synthesizing existing scholarly work, the review identifies key trends, consensus, and gaps in the application of AI in legal settings. The findings indicate that ChatGPT reshapes legal education by fostering interactive and personalized learning experiences while raising concerns about over-reliance on AI and the need for pedagogical adjustments. ChatGPT's capabilities in document summarization, drafting, and research demonstrate its utility in legal practice, although ethical considerations such as data privacy and algorithmic bias remain significant. The study emphasizes the importance of integrating AI literacy into legal curricula and implementing robust ethical guidelines to maximize the benefits of ChatGPT while mitigating potential risks. Ultimately, this review provides a comprehensive understanding of ChatGPT's impact on legal education and services, offering valuable insights for educators, practitioners, and policymakers in navigating the evolving technological landscape.