ABSTRACT
Educational applications are increasingly used in primary education,
yet their pedagogical value depends on how teachers select, integrate,
and guide their use. This study examined teachers’ perceptions of the
relationship between educational applications and the development of
critical and creative skills among children in Grades I–III. A quantitative
correlational design was applied with a sample of 100 lower primary
school teachers from different school contexts, including urban and
rural environments. Data were collected through a structured teacher
questionnaire and analyzed using descriptive statistics and Pearson’s
correlation coefficient. The findings show statistically significant positive
associations between teachers’ reported use of educational applications
and their perceptions of students’ critical thinking (r = .475, p < .001),
creativity (r = .738, p < .001), classroom engagement (r = .626, p <
.001), and performance in tasks requiring critical and creative thinking
(r = .514, p < .001). Teacher professional preparation and institutional
support were also positively associated with perceived effectiveness of
application use (r = .562, p < .001), while teaching experience showed a
moderate positive relationship with strategic integration of applications
(r = .461, p < .001). The study concludes that educational applications
are perceived by teachers as supportive tools for higher-order thinking
when used intentionally; however, the findings should be interpreted
as perceived associations rather than direct evidence of impact. Recommendations
include continuous teacher training, careful selection of
applications aligned with learning objectives, and stronger institutional
support for meaningful digital learning.
Keywords: Educational applications, critical thinking, creativity, teachers,
primary education
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