<![CDATA[The rapid development of Artificial Intelligence (AI) has transformed education, from adaptive learning systems and AI-based tutoring assistants to automated assessment. While AI offers unprecedented efficiency and personalization, it simultaneously raises fundamental questions about the nature of knowledge, the role of teachers, and the values embedded in the educational process. This article examines the urgency of philosophy of science as a critical-reflective framework for addressing AI development in education, using a library research approach that reviews relevant academic literature. The findings show that the three main branches of philosophy of science, namely ontology, epistemology, and axiology, can serve as analytical instruments to understand the nature of AI, how AI generates knowledge, and the ethical implications of its use in education. Philosophy of science plays an important role in preventing the reduction of learning into a merely mechanical process while ensuring that technology remains framed by human values. The article concludes that integrating philosophy of science into AI-based education discourse is not merely a theoretical complement but an urgent necessity to keep education humanistic amid technological disruption.]]>
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