Abstrakti
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.
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