The study synthesises global literature to explore how knowledge sharing (KL) drives professional learning (PL) among law students in higher education, using Social Learning Theory (SLT) and the Technology Acceptance Model (TAM) as its theoretical frameworks. SLT’s core elements—attention, retention, reproduction, and motivation—are examined as enablers of peer-based knowledge-sharing behaviours. The study adopts a narrative literature review methodology, allowing for interpretive synthesis of diverse empirical and conceptual works related to student learning, collaborative tools, and AI-enhanced education. Literature was selected based on relevance to higher education, legal learning contexts, and integration of SLT or TAM, with analysis focusing on recurring themes and theoretical linkages. The findings indicate that student interaction, peer modelling, and classroom climate significantly influence professional learning outcomes, especially when supported by digital tools such as intelligent tutoring systems and collaborative platforms. The integration of SLT and TAM highlights how both social and technological factors shape learning behaviour. This study contributes to educational theory by bridging behavioural and technological perspectives and offering practical recommendations for enhancing collaborative, AI-supported learning in legal education. Future research should apply mixed-methods approaches to validate the proposed framework and expand insights across disciplines and cultural contexts.