The main objective of this research was to find out how well cloud computing works for teaching kids in the early grades to think critically. Participants in the study were a group of early childhood students from schools in the Mafraq Governorate. The duration of the trial was set at one month. Sixty students participated in the study; thirty were randomly assigned to the experimental group and thirty to the control group. Following the intervention, the experimental group performed better than the control group on tests measuring reasoning, interpretation, analysis, and assessment skills. Both in the follow-up assessment and in the time immediately after the intervention, the experimental group and the control group did not vary from one another in terms of critical thinking skill scores.

This study explores the intricate relationships among Critical Thinking Skills, IT-Based Learning Innovation, Students' Mastery of Materials, and Academic Achievement in the context of education. The study employed a quantitative research approach to investigate the relationships. The hypotheses examined reveal significant findings. Firstly, IT-Based Learning Innovation positively impacts both Students' Mastery of Materials and Academic Achievement, emphasizing the pivotal role of technology in modern education. Secondly, Critical Thinking Skills influenced Students' Mastery of Materials and Academic Achievement, underscoring the importance of fostering these skills in students. Additionally, Students' Mastery of Materials was identified as a crucial factor positively affecting Academic Achievement. Moreover, the study confirmed that Students' Mastery of Materials mediates the relationship between IT-Based Learning Innovation and Academic Achievement, highlighting the indirect impact of innovative IT-based learning methods on Academic Achievement through enhanced material mastery. However, in contrast, Students' Mastery of Materials was not found to mediate the relationship between Critical Thinking Skills and Academic Achievement, suggesting a potential direct link between these factors. Theoretical implications encompass enriching educational theory by emphasizing the significance of Critical Thinking Skills and the multifaceted nature of academic achievement. Practical implications include curriculum revisions, pedagogical approaches, and assessment strategies that promote critical thinking and effective technology integration. Bridging the digital equity gap is crucial, and future research should explore intervention strategies and international comparisons to inform evidence-based educational practices. Overall, this study contributes to a comprehensive understanding of the complex dynamics in education, offering insights for both researchers and educators.