This study explores the use of Artificial Intelligence (AI) in science education through qualitative simulation models as teaching materials. The aim was to identify publications in Lusophone literature between 2000 and 2024 that use Qualitative Reasoning (QR), an AI approach focused on developing symbolic reasoning to understand complex, interdisciplinary systems. To achieve this, a review was conducted using Google Scholar with Boolean operators (“simulation models” OR “qualitative models” OR “qualitative reasoning”). The analysis resulted in 19 studies, categorized as follows: eight on science education in middle school, four on Chemistry education, four addressing QR for deaf students, one on Physics education, one on Biology, and one on inclusive education for both deaf and hearing students. The findings suggest that the application of QR in education is still in its early stages in Lusophone countries, possibly due to its recent introduction. However, the studies highlight QR’s potential to enhance hypothetical-deductive reasoning development, particularly through visual simulations. This review contributes to the advancement of Artificial Intelligence in Education (AIED) by increasing the visibility of research in Lusophone countries, promoting a more equitable and inclusive development of AI in teaching. Furthermore, it underscores the importance of democratizing AI-based tools, especially in schools and communities with limited resources, and highlights QR’s role in educational accessibility. Thus, this study integrates into the global AIED discussion, emphasizing the need for a more diverse research agenda that considers the socioeconomic realities of different educational contexts.