The research aimed to measure the effectiveness of teaching philosophy using challenge-based learning in developing flexible thinking and emotional creativity among first-year secondary school students. The research used a descriptive and quasi-experimental approach. The research sample consisted of (60 female students) who were divided into two groups: an experimental group of (30 students) and a control group of (30 students) from the first secondary grade. The research materials and tools included: (a list of flexible thinking skills, a list of dimensions of emotional creativity that can be developed in the research sample, an activity booklet, a teacher's guide, a flexible thinking test, and a measure of emotional creativity). The research results showed a statistically significant difference at a significance level of (0.01) between the mean scores of the students in the experimental and control groups in the post-application of the flexible thinking test in favor of the experimental group and in favor of the post-application. The research also found a statistically significant difference at a significance level of