The present study aimed to investigate the application of science teachers’ creative thinking skills in teaching students and its relationship with their brain dominance in the Sultanate of Oman. Additionally, it sought to explore the impact of gender and years of teaching experience on the degree of skill application. The study sample consisted of 438 science teachers, who were assessed using two instruments: a 40-item questionnaire distributed across four creative thinking skills, and a 21-item brain dominance scale. The reliability coefficients for the two instruments were 0.49 and 0.70, respectively. The key findings revealed that the application of creative thinking skills by science teachers ranged between moderate and high levels. No statistically significant differences were found between male and female teachers in the application of flexibility, fluency, and originality skills. However, statistically significant differences were observed in the application of the problem sensitivity skill, favoring female teachers. Furthermore, the results indicated no statistically significant differences in the application of creative thinking skills based on years of teaching experience. The findings also revealed that the integrated brain dominance style was the most prevalent among the sample, with a percentage of 66.7%. A statistically significant relationship was found between the application of creative thinking skills in teaching and the integrated brain dominance style. Based on these findings, the study recommended providing pre-service and in-service training for teachers to enhance their practice of creative thinking skills in teaching. Additionally, it emphasized the importance of administering the brain dominance scale to both teachers and students to identify their dominant styles. The study further recommended fostering creative thinking and innovative outcomes among teachers and students at the school and governorate levels.
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