This study aimed to investigate the impact of employing mobile learning in developing creative thinking skills among sixth-grade students in private schools in Bethlehem. The study followed an experimental approach, with the researchers developing a research tool—a test—for both the control and experimental groups, comprising 33 students in total (17 for the control group and 16 for the experimental group). After collecting the study data, statistical analysis was conducted using the Statistical Package for the Social Sciences (SPSS). The study yielded the following results: Statistically significant differences were found at the level of (α ≥ − 0.05) in the mean scores of geographical creative thinking skills among sixth-grade students in Bethlehem schools based on the teaching method, particularly in favor of creative thinking. However, no statistically significant differences were observed at the level of (α ≥ − 0.05) in the mean scores of the impact of employing mobile learning in developing creative thinking skills among sixth-grade students in private schools in Bethlehem, based on gender (male, female). Similarly, there were no statistically significant differences at the level of (α ≥ − 0.05) in the mean scores of the impact of employing mobile learning in developing creative thinking skills among sixth-grade students in private schools in Bethlehem, attributed to the interaction between teaching method and gender. The study recommends increasing teachers’ awareness of the importance of mobile learning as a significant factor in the success of teaching methods. School management should promote this awareness among teachers by encouraging them to use it effectively. Furthermore, enhancing teachers’ experience with mobile learning through intensive training courses for faculty members on using available programs and providing necessary equipment is suggested.