<![CDATA[Science education requires learning environments that engage students in constructing knowledge through inquiry, experience, interaction, and reasoning. This literature review examines research trends on artificial intelligence, embodied cognition, and inquiry-based learning in science education, their contributions to science learning, opportunities for integration, and challenges, research gaps, and design principles. A narrative literature review was conducted using Springer and ScienceDirect with the keywords artificial intelligence, embodied cognition, and inquiry. The findings indicate that artificial intelligence contributes through scaffolding, adaptive feedback, personalization, and support during inquiry processes. Embodied cognition supports conceptual understanding through physical action, sensorimotor perception, and interaction with the environment. Inquiry-based learning provides a pedagogical structure for question formulation, investigation, data collection and analysis, and reflection, supporting higher-order thinking. The literature suggests that these approaches can be integrated by positioning inquiry-based learning as the pedagogical framework, embodied cognition as the basis for learning through action and interaction, and artificial intelligence as an adaptive support mechanism. However, empirical evidence on their integration remains limited, with challenges involving teacher artificial intelligence literacy, over-reliance, cognitive load, task design, technology access, and learning orchestration.]]>
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