Creative thinking is classified as one of the higher-order thinking skills. Guilford made a significant contribution to its theoretical foundation through his Structure of Intellect (SOI) Model, in which he conceptualized creative thinking as a cognitive ability from which a set of fundamental skills is derived. So This study aimed to evaluate the exercises of the Miftah al-Arabiyyah series based on Guilford’s model of creativity, in response to the urgent need to develop Arabic language teaching curricula in Iranian universities. Previous studies have indicated that many existing curricula excessively emphasize rote learning and mechanical memorization while neglecting the development of higher-order thinking skills required in real-life contexts, such as critical and creative thinking. The study employed content analysis as its research methodology and examined a selection of diverse exercises and activities in the areas of reading, writing, listening, speaking, vocabulary, and grammar. The research population consisted of all exercises and learning activities included in the Miftah al-Arabiyyah series, while the study sample comprised 949 activities and exercises randomly selected from several units of the series. The findings revealed that creative thinking ranked first among the examined levels of thinking, accounting for 37.40% of the total indicators. Regarding the sub-skills associated with creative thinking, the two skills of fluency and elaboration ranked highest, each representing 30.98% of the indicators. They were followed by flexibility with 20.84% and originality with 17.18%.