To promote the economic well-being of the present and future, there is a significant demand for science, technology, engineering, and mathematics (STEM) professionals in developed and developing countries. In addition, the STEM field is essential for promoting global competitiveness and innovation capabilities of the country. It is therefore essential to promote primary drivers to enhance STEM-based education in South Africa to assist learners with advanced opportunities to study STEM subjects that can facilitate their entry to STEM-related professions. The significance of STEM education in shaping future careers and fostering critical thinking skills is undeniable, and ensuring access to quality learning experiences for all learners at the basic education level is still a pressing concern in South Africa. Primary and secondary schools in South Africa are currently challenged with poor performance of learners in STEM subjects especially in public schools. Previous research notes the lack of parental involvement in learners’ STEM homework as the contributing factor and attests that learners with illiterate parents often encounter obstacles in navigating STEM homework. Emerging Artificial Intelligence (AI) technologies including Homework Intelligent Tutoring Systems (H-ITS) are likely to disrupt STEM education for the better. This research paper therefore investigated the potential of H-ITS to bridge educational gaps for learners with illiterate parents in the realm of STEM subjects. This paper explored the development, implementation, and impact assessment of H-ITS to enhance STEM academic performance, foster self-efficacy, and empower illiterate parents to actively support their children’s STEM education. The study conducted a comprehensive systematic literature review (SLR) to explore the potential of H-ITS to enhance STEM academic performance in primary and secondary schools in South Africa. Among the 2725 papers retrieved from six digital database libraries; 64 papers indexed SCOPUS, Web of Science, and IEEE Xplore were included after applying inclusion and exclusion criteria. Themes that emerged in research findings include voice-guided instructions, reuse tutor designs, adaptive learning pathways, self-efficacy, user-friendly interfaces, comprehension and confidence in tackling STEM-related tasks independently. The findings of this research will contribute valuable insights into a broader discourse of leveraging technology as an inclusive tool for educational equity, particularly for learners facing poor performance challenges due to parental literacy limitations. Introducing H-ITS to primary and secondary schools has the potential not only to enhance individual academic achievement but also to foster a positive learning environment within households, and thereby contributing to broader educational inclusivity and societal achievement. In conclusion, the H-ITS for STEM subjects serves as a pioneering initiative to address the educational needs of learners with illiterate parents, offering a promising avenue for bridging educational gaps and fostering a more equitable learning experience in complex STEM subjects.