This study aimed to investigate the effectiveness of an artificial intelligence-based science classroom on critical thinking, social development, and creative thinking of fourth-grade elementary school students. The research method was a quasi-experimental design with a pretest and posttest design with a control group. The statistical population included fourth-grade male students in public schools in Azadshahr County, and multi-stage cluster sampling was used. The research tools included the Ricketts Critical Thinking, Wineland Social Development, and Torrence Creative Thinking questionnaires. The experimental group received artificial intelligence-based science education for one semester, while the control group received conventional education. Data analysis using the analysis of covariance test showed that artificial intelligence-based education had a significant effect on all three variables. The results showed that the experimental group had a significant increase in critical thinking scores (F=125.465, P<0.001), social development (F=52.320, P<0.001), and creative thinking (F=48.320, P<0.001) compared to the control group. The collected data were analyzed using SPSS version 27 software. The findings indicate the positive impact of artificial intelligence technologies in improving students' cognitive and social capabilities. The use of this educational method provides interactive and creative learning opportunities and helps teachers improve the quality of education. These results can be used to design new curricula and educational policies.