<![CDATA[The increasingly complex environmental and social crises demand a renewed educational paradigm that integrates technology, pedagogy, and epistemological reflection. This study aims to map and analyze literature related to the integration of AI-based progressive practices, philosophy of science perspectives, and Education for Sustainable Development (ESD). The method used is a literature study employing a narrative literature review approach, drawing from journal articles, research reports, and recent academic publications. The findings indicate that the implementation of AI in progressive practices can enhance learning experiences through personalization, scientific exploration, and realistic simulations of environmental problems. Perspectives from the philosophy of science provide epistemological and axiological frameworks for understanding the concept of “sustainable knowledge,” particularly concerning information validity, scientific rationality, and ethical considerations in the use of technology. The literature mapping identifies three main themes: (1) the use of AI to strengthen student agency and problem-based learning; (2) the contribution of the philosophy of science in shaping how students construct knowledge about sustainability; and (3) implementation challenges related to technological bias, ethics, and digital access gaps. This review affirms that the integration of AI-supported progressive practices grounded in the philosophy of science has the potential to serve as a conceptual model for advancing sustainable education in Indonesia]]>
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