Recent advances in artificial intelligence applications – especially the general public availability of tools produced by Open AI, Google, Anthropic and Meta – have sparked widespread interest and controversy in both academic and popular discourse. Opinion is divided between optimists and pessimists – boomers and doomers – on the potential benefits and harms of the new technology, but there is general agreement that AI tools will have a substantial impact on work, education, science, medicine, entertainment, and general society and culture. In relation to the climate crisis and the need for responses in terms of sustainability changes, AI clearly has the potential to revolutionize efforts in this field, enhancing efficiency and optimizing resource use. However, on the debit side, the huge energy demand of AI development may exacerbate the current state of affairs and result in a disastrous downward spiral of energy overload and environmental degradation. Given these potential dangers, there is a need to locate AI developments within a framework of measures informed by de-growth philosophy which posits that sustainable futures require a re-evaluation of growth metrics, advocating for systems that support ecological balance and social equity. Education at all levels can play a crucial role in integrating AI with a robust and viable sustainability agenda through the fostering of critical thinking and awareness of the sustainability challenges. This article will explore the threats and promises of the new AI developments against the background of sustainability requirements and informed by de-growth strategies before examining ways in which teaching, learning and curriculum may support efforts in this domain.