Abstract
Artificial intelligence (AI) is transforming science education and creating new opportunities to advance education for sustainable development. This systematic literature review followed the preferred reporting items for systematic review 2020 guidelines to examine 43 empirical studies published in prominent journals between January 2020 and July 2026. Studies were synthesized using descriptive and thematic analyses. Publications increased markedly, with 76.7% appearing during 2024-2025. Quantitative approaches predominated (51.2%), followed by mixed methods (23.3%), qualitative (18.6%), and research and development (7.0%). AI interventions included generative AI, AI-augmented instructional design, AI-supported assessment, immersive environments, adaptive learning systems, and AIoT, supporting critical thinking, scientific reasoning, systems thinking, collaboration, AI literacy, and sustainability awareness. Despite challenges related to equitable access, teacher readiness, and ethical implementation, AI demonstrates strong potential to enhance sustainability-oriented science education. These findings highlight current research trends, methodological gaps, and future directions for AI-enabled science education aligned with sustainable development goal 4.