In recent decades, the "Philosophy for Children" (P4C) program, as an inquiry-based and dialogic approach, has significantly enhanced elementary students' critical, creative, collaborative, and reasoning thinking skills. Accordingly, the present study was conducted with the aim of enriching the Philosophy for Children program through artificial intelligence (AI) technology and examining its impact on the cognitive and reasoning skills of elementary school students. The research employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of sixth-grade elementary students in Tehran during the 2025–2026 academic year, from which 34 students were selected via convenience sampling and randomly assigned to either an experimental group (n = 17) or a control group (n = 17). The experimental group received eight sessions of AI-enhanced Philosophy for Children instruction, while the control group followed the conventional curriculum. Data were collected using Thomson’s Reasoning Scale (2005) and Najati’s Standard Cognitive Skills Questionnaire (2013). Data analysis was performed using multivariate analysis of covariance (MANCOVA). Findings revealed a statistically significant difference between the two groups’ posttest mean scores in cognitive and reasoning skills (p < 0.05). Therefore, implementing an AI-enhanced Philosophy for Children program can significantly improve students’ cognitive and reasoning abilities.