The integration of Large Language Models (LLMs) into cybersecurity education for criminal justice professionals is currently hindered by the "statelessness" of reactive chatbots and the risk of hallucinations in high-stakes legal contexts. To address these limitations, we propose the CyberJustice Tutor, an educational dialogue system powered by an Agentic AI framework. Unlike reactive chatbots, our system employs a "Think-Plan-Act" cognitive cycle, enabling autonomous goal decomposition, longitudinal planning, and dynamic context maintenance. We integrate a Pedagogical Scaffolding Layer grounded in Vygotsky's Zone of Proximal Development (ZPD), which dynamically adapts instructional support based on the learner's real-time progress. Furthermore, an Adaptive Retrieval Augmented Generation (RAG) core anchors the agent's reasoning in verified curriculum materials to ensure legal and technical accuracy. A comprehensive user study with 123 participants, including students, educators, and active law enforcement officers, validated the system's efficacy. Quantitative results demonstrate high user acceptance for Response Speed (4.7/5), Ease of Use (4.4/5), and Accuracy (4.3/5). Qualitative feedback indicates that the agentic architecture is perceived as highly effective in guiding learners through personalized paths, demonstrating the feasibility and usability of agentic AI for specialized professional education.

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