The philosophy of science (POS) has gained recognition for its contributions to science education, particularly in integrating the history and philosophy of science (HPS). However, the existing literature lacks a comprehensive review that systematically investigates the implications and limitations of POS in science education research. This study conducted a systematic literature review of 54 studies published in internationally reputed journals between 2000 and 2021. The aim is to understand the implications and limitations of integrating POS into science education. The findings revealed that POS has a significant positive impact on science education, specifically in enhancing conceptual understanding and knowledge of the nature of science (NOS). It went beyond singular epistemological influences and changed teachers' beliefs about teaching methods. However, implementing POS in science education faced challenges such as unclear teaching objectives, a lack of POS perspective in textbooks, curriculum constraints, and insufficient specialized training for teachers. The study offers a comprehensive review of the contributions of POS to science education, filling a gap in the existing literature. It highlights the positive impacts and critically examines the limitations and challenges, providing a balanced view for future research and practice.