Artificial intelligence in science education for SDG 4: A systematic review of AI interventions for ESD and 21st-century competencies
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1 Graduate Institute of Science Education, National Taiwan Normal University, Taipei, TAIWAN2 Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, INDONESIA3 Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan* Corresponding Author
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.
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Article Type: Literature Review
EURASIA J Math Sci Tech Ed, Volume 22, Issue 9, September 2026, Article No: em2914
https://doi.org/10.29333/ejmste/19279
Publication date: 18 Sep 2026
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Article Downloads: 5
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How to cite this article
APA
Sihombing, R. A., Liu, S.-Y., Kusmahardhika, N., & Chang, C.-Y. (2026). Artificial intelligence in science education for SDG 4: A systematic review of AI interventions for ESD and 21st-century competencies. Eurasia Journal of Mathematics, Science and Technology Education, 22(9), em2914. https://doi.org/10.29333/ejmste/19279
Vancouver
Sihombing RA, Liu SY, Kusmahardhika N, Chang CY. Artificial intelligence in science education for SDG 4: A systematic review of AI interventions for ESD and 21st-century competencies. EURASIA J Math Sci Tech Ed. 2026;22(9):em2914. https://doi.org/10.29333/ejmste/19279
AMA
Sihombing RA, Liu SY, Kusmahardhika N, Chang CY. Artificial intelligence in science education for SDG 4: A systematic review of AI interventions for ESD and 21st-century competencies. EURASIA J Math Sci Tech Ed. 2026;22(9), em2914. https://doi.org/10.29333/ejmste/19279
Chicago
Sihombing, Rizky Agassy, Shiang-Yao Liu, Noviansyah Kusmahardhika, and Chun-Yen Chang. "Artificial intelligence in science education for SDG 4: A systematic review of AI interventions for ESD and 21st-century competencies". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 9 (2026): em2914. https://doi.org/10.29333/ejmste/19279
Harvard
Sihombing, R. A., Liu, S.-Y., Kusmahardhika, N., and Chang, C.-Y. (2026). Artificial intelligence in science education for SDG 4: A systematic review of AI interventions for ESD and 21st-century competencies. Eurasia Journal of Mathematics, Science and Technology Education, 22(9), em2914. https://doi.org/10.29333/ejmste/19279
MLA
Sihombing, Rizky Agassy et al. "Artificial intelligence in science education for SDG 4: A systematic review of AI interventions for ESD and 21st-century competencies". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 9, 2026, em2914. https://doi.org/10.29333/ejmste/19279