The post-COVID world of work and learning has seen increased amount of automation aimed at improving efficiency. At the core of this development is the transformative power of artificial intelligence (AI) technologies. Intelligent tutoring systems (ITS) are one of the AI-education (AIEd) tools which rely on machine learning (ML) and computational intelligence coupled with data mining techniques to amplify the wherewithal of e-Iearning systems. The resultant application of these tools include intelligent behaviour evident through AI-enhanced education characterised by personalised learning to motivate students, improve their learning experience, process, and outcomes and efficient assessment and feedback provision. Cognitive aspects of learning are intertwined with what students know and learn; hence the need to embrace and understand precursors to internal and external motivating factors affecting learning. Underpinned by the responsible stewardship of AI technologies, this chapter delves into the concept of cognitive justice from AIEd and AI ethics perspective. The chapter explores the role of ITS in fostering cognitive justice by discussing the potential of ITS in personalising learning experiences and accommodating individual differences, while also addressing the ethical horizons and challenges associated with AI technologies in education. Guided by PRISMA guidelines for conducting systematic review of the literature, categorical and thematic content analysis were employed as a methodological approaches. From the analysis, two categories (inhibitors and enablers) and five thematic areas of ITS have been found to play a role in the promotion of cognitive justice. By examining the intersection of cognitive justice and ethics, the chapter recommends strategies to maintain balanced and ethical integration of AIEd tools and systems such as ITS in the promotion of cognitive justice in learning. The implications of cognitive justice on educational equity and inclusivity are also explored, along with future trends and directions for research.