This chapter examines the role of artificial intelligence (AI) in developing pre-service science teachers’ competencies for inquiry-based teaching. Through a systematic review of empirical studies published between 2010 and 2025, it identifies the types of AI tools used, the inquiry competencies targeted, the outcomes achieved, and the challenges in the use of AI for developing pre-service teachers’ inquiry-based competencies. Findings reveal that AI applications, ranging from intelligent tutoring systems and generative AI chatbots to virtual simulations and analytics platforms enhance students’ abilities in questioning, hypothesis generation, data interpretation, and reflective reasoning. However, challenges such as limited AI literacy, infrastructural disparities, pedagogical misalignment, and ethical concerns constrain effective integration. The chapter argues for theoretically grounded, contextually responsive approaches that position AI as a cognitive partner. Recommendations for future research are also made.