This article presents a study that examines the impact of a Philosophy for Children (P4C) program on teachers in Hong Kong, specifically focusing on its effectiveness in fostering dialogic and inquiry-based teaching approaches. While dialogic teaching has been acknowledged as beneficial for cultivating vital competencies such as creativity, critical thinking, and communication skills, existing literature reveals a prevalent tendency towards monologic teacher-student interactions across various subjects, grades, and countries. By providing training and support to teachers, enabling them to implement P4C in Integrated Humanities and English lessons, this study aimed to evaluate the program’s effectiveness in enhancing teachers’ classroom practices. The results indicated that P4C significantly contributed to improving teachers’ ability to engage in dialogic and inquiry-based teaching, thereby enhancing their overall effectiveness in the classroom. These findings highlight the significant role of P4C in promoting teachers’ professional development and its relevance to innovative teaching pedagogies in higher education. Copyright © 2024 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.