This paper examines the integration of Artificial Intelligence (AI) tools such as “ChatGPT”, “MidJourney”, and Stable Diffusion into architectural and design education, with a particular emphasis on their potential application in Libya. The rapid development of generative AI has transformed higher education globally, shifting it from a teacher-centered paradigm toward more flexible, data-driven, and student-centered models. While international experiences have demonstrated significant benefits such as enhanced design exploration, improved critical thinking, and more adaptive assessment methods the Libyan context presents both unique opportunities and challenges that require careful consideration. The study adopts a critical inductive methodology, combining an in-depth literature review with an analysis of international case studies from institutions such as MIT, ETH Zurich, TU Delft, and Harvard GSD. Building on these insights, it proposes a three-phase framework for AI integration in architectural education: [1] a Preparatory Phase focusing on awareness and experimentation, [2] an Integrative Phase involving gradual curricular embedding and revised assessment practices, and [3] an Institutional Phase aimed at mainstreaming AI through policy reform, infrastructure development, and research capacity building. Findings indicate that successful integration requires more than access to technology; it depends on achieving a balance between pedagogical approaches, institutional policies, and infrastructural readiness. Within the Libyan context, gradual implementation tailored to local constraints and opportunities emerges as both feasible and necessary. The paper concludes with practical recommendations addressing capacity building for faculty and students, curriculum reform, policy development, enhancement of digital infrastructure, and the establishment of international collaborations. By following this roadmap, Libyan universities can adopt AI in a sustainable manner that strengthens educational quality while preserving academic authenticity.