AccScience Publishing / BIJP / Volume 15 / Issue 3 / DOI: 10.29228/beytulhikme.83791
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RESEARCH ARTICLE

The Impact of AI-Supported Philosophy for Children (P4C) Activities on Primary School Students’ Language and Thinking Skills

FATİH MEHMET CİĞERCİ1 ,  Seval Çiğdemir2
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1 Harran Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü 63510, Şanlıurfa, Türkiye
2 Öğretmen, Millî Eğitim Bakanlığı, Türkiye
BIJP 2025, 15(3), 1267–1301; https://doi.org/10.29228/beytulhikme.83791
Received: 17 July 2025 | Published online: 27 September 2025
© 2025 by the Authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC-by the license) ( https://creativecommons.org/licenses/by-nc/4.0/ )
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Abstract

This study investigates the effects of AI-supported Philosophy for Children (P4C) activities on the language and thinking skills of second-grade primary school students. P4C workshops were designed to integrate artificial intelligence tools in developing listening, speaking, reading, and writing skills, as well as higher-order thinking skills including critical and creative thinking, inquiry, and problem-solving. Using an action research design, the study involved 31 students, with data collected through a rating rubric, student products, teacher diaries, and audio-visual recordings. Over a five-week period, students showed marked improvement in productive language skills (speaking and writing) and measurable gains in reading and listening. The activities also enhanced thinking skills, fostering confidence in idea expression, richer vocabulary use, and greater engagement in philosophical inquiry. Additionally, AI-supported P4C increased students’ attention, motivation, and participation. Future research should explore AI integration’s impact on language and thinking skills across various grade levels.

Keywords
P4C
artificial intelligence
language skills
thinking skills.
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Beytulhikme An International Journal of Philosophy, Print ISSN: 1303-8303, Published by AccScience Publishing
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