IJEP International Journal of Education and Philology IJEP 2671-3535 2671-3543 Balkan University Press 10.69648/JGXO3318 499 Article Teachers’ Perceptions of Educational Applications in the Development of Critical and Creative Skills of Children in Primary Education (Grades I–III) Iljazi Agron Husejini Verona Rexhepi Iljazi Jehona University of Tetova, Faculty of Pedagogy, Tetovo, North Macedonia University of Tetova, Tetova, North Macedonia University of Tetova, Faculty of Philology, Tetovo, North Macedonia 01 07 2026 7 1 1 14 CC BY-NC-ND 4.0

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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