<![CDATA[Global developments characterized by technological advances, social changes, and multidimensional challenges demand a responsive, adaptive, and reflective education system. This article aims to analyze how philosophy of science acts as a catalyst in curriculum change in Indonesia in facing global challenges. This research uses a literature study method by reviewing 22 scientific articles from reputable national and international journals. The results show that philosophy of science plays a strategic role in shaping a transformative curriculum through epistemological, axiological, and ontological approaches. The integration of schools such as pragmatism, progressivism, humanism, and Islamic approaches is proven to strengthen the relevance of the curriculum to the demands of the 21st century. In addition, philosophy of science enables synergy between local values and global competencies, and provides direction for curriculum development that focuses on character, morality and critical skills. Nevertheless, implementation challenges still occur, such as institutional resistance and limited capacity of educators. Therefore, strengthening philosophical literacy, policy reform, and multi-stakeholder collaboration are needed so that curriculum change can take place effectively and sustainably. This article emphasizes that philosophy of science is not only a theoretical framework, but also a driving force for the transformation of national education.]]>
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