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Thinking styles of students and higher order thinking skills are important aspects of teaching and learning process. The purpose of this study was to investigate the relationship between thinking styles and higher order thinking skills (HOTS) of secondary school students and also to find the gender-wise difference in the nature of this relationship. The population of this study was male and female chemistry students of grade 9 in Tehsil Rawalpindi. Random sampling technique was used to select the sample. The data were obtained using the Convergent and Divergent Test and Achievement Test of Chemistry; developed in the light of Bloom Taxonomy. A quantitative research method was used for collection, interpretation and analysis of data. According to results, the relationship between convergent thinking style and higher order thinking skills of students was negligible. However, the strength of this correlation between divergent thinking style and higher order thinking skills of students is positive. Therefore, the understanding of student’s thinking styles can serve as initial guide in developing more effective and conductive teaching and learning environment for mastering higher order thinking skills (HOTS).

Teaching and learning at the university level pays special attention to developing higher order thinking skills (HOTS), where portfolio assessment can play an important role. However, research on portfolio assessment mainly focuses on writing skills development. They hardly focus on portfolio assessment for developing higher order thinking skills in writing. Adopting a qualitative case study, this research explores the effectiveness of portfolio assessment in developing HOTS among Bangladeshi undergraduate students in English as a Foreign Language (EFL) writing classes. Data were collected through portfolio folders, classroom observations, and semi-structured interviews of eight first-year undergraduate students who participated in a 3-day-long workshop on argumentative writing at a private university in Bangladesh. The data revealed that portfolio assessment enhanced students’ analysis, synthesis, and evaluation skills as they progressed through successive drafts. These skills were seen to be developed simultaneously in the same draft. Portfolio assessment created a socially rich and cognitively demanding learning environment, where students engaged in continuous feedback, reflection, self-assessment, and negotiation. Thus, by facilitating scaffolded support, encouraging active participation, and promoting self-regulated learning, portfolio assessment brought Vygotsky’s sociocultural theory into practical application in the EFL writing classroom. The study recommends wider adoption of portfolio assessment in EFL writing curricula, alongside targeted teacher training, to promote critical, reflective, and skill-oriented learning in higher education.

Elementary school-age children have started thinking logically and rationally; therefore, they need to be stimulated to think in a higher order. Higher-order thinking skills (HOTS) can help students think critically and creatively, solve problems and find solutions. Therefore, physical education teachers must participate in stimulating students' HOTS. This research aims to determine differences in physical education teachers' attitudes (certified and non-certified) based on gender, age and length of service toward HOTS stimulation in students. The method used in this research is comparative. The research sample consisted of certified and non-certified physical education teachers who taught in elementary schools in West Sumatra province, Indonesia, with 105 people (male = 77 and female = 28) aged 23-59 years. They were selected using accidental sampling. The instrument to measure stimulating higher-order thinking skills uses a Likert scale questionnaire consisting of 16 items. Data analysis was carried out using the Mann-Whitney U Test and Kruskal-Wallis H. The results of the study showed that differences in the attitudes of certified and non-certified teachers obtained a p-value < .05, while comparisons based on gender, age and work experience had a p-value> .05. So it can be concluded that the attitudes of certified and non-certified teachers towards HOTS stimulation are significantly different, while based on gender, age and length of service their attitudes towards HOTS stimulation are not significantly different. Keywords: Stimulating higher-order thinking Skills, HOTS, 21st-century learning, physical education  

One of the priorities in the European Higher Education area is the task of attracting young people wishing to engage in science and development of their creative potential. The aim is to promote the interest of children, young people and the public in researches and their application in business. Essential for young people's success are their critical thinking skills, knowledge application and problem-solving skills, as well as assessment skills. The article proposes a methodology for assessment of higher order thinking skills based on Bloom’s Taxonomy. It provides a mechanism for systematic assessment of diverse skills from different levels of Bloom's cognitive domain. It is suitable for training students who have ambitions to become highly qualified specialists - scholars, medics, pedagogues, economists, legal practitioners, criminologists, etc.

PBL is a learning model that focuses on students or student centers Learning development oriented to HOTS is a program developed as an effort of the ministry of education and culture through the directorate general teachers and education staff (DG GTK) in an effort to improve the quality of learning and improve quality, especially in the subjects of moral creed. The design of this study uses the type of research that is included in the field research category. Seen qualitatively from data input, process, output. This research was conducted at MTsN 1 Lima Puluh Kota. from March to June 2020. Data collection methods were obtained by in-depth interviews with 5 informants, and focus group discussions with 30 students. While data validation is done by source triangulation and method triangulation. The results showed that the implementation of HOTS with the PBL learning model especially in the subject of aqeedah morals was still not in accordance with the expectations or provisions provided by the central government. In terms of Inputs (Funds, Human Resources, Facilities) available in MTsN 1 Lima Puluh Kota in general already exist and are available but do not meet the needs in the field, in terms of the implementation process is only based on education unit level curriculum and program implementation manuals, the program budget is still minimal. The implementation of these activities is still constrained by means of funds and time so that the expected optimization of activities according to the instructions given by the government has not reached its objectives. Whereas in the output of learning tools are available and the value of students is mostly above the minimal completeness criteria madrasah. Based on the results of the study, it is suggested that MTsN 1 Lima Puluh Kota be able to facilitate madrasah facilities and infrastructure, conduct socialization about learning models to students. As well as continuous improvement of monitoring and evaluation, so that learning targets can be achieved according to needs.

In the evolving landscape of higher education, challenges such as the COVID-19 pandemic have underscored the necessity for innovative teaching methodologies. These challenges have catalyzed the integration of technology into education, particularly in blended learning environments, to bolster self-regulated learning (SRL) and higher-order thinking skills (HOTS). However, increased autonomy in blended learning can lead to learning disruptions if issues are not promptly addressed. In this context, OpenAI's ChatGPT, known for its extensive knowledge base and immediate feedback capability, emerges as a significant educational resource. Nonetheless, there are concerns that students might become excessively dependent on such tools, potentially hindering their development of HOTS. To address these concerns, this study introduces the Guidance-based ChatGPT-assisted Learning Aid (GCLA). This approach modifies the use of ChatGPT in educational settings by encouraging students to attempt problem-solving independently before seeking ChatGPT assistance. When engaged, the GCLA provides guidance through hints rather than direct answers, fostering an environment conducive to the development of SRL and HOTS. A randomized controlled trial (RCT) was employed to examine the impact of the GCLA compared to traditional ChatGPT use in a foundational chemistry course within a blended learning setting. This study involved 61 undergraduate students from a university in Taiwan. The findings reveal that the GCLA enhances SRL, HOTS, and knowledge construction compared to traditional ChatGPT use. These results directly align with the research objective to improve learning outcomes through providing guidance rather than answers by ChatGPT. In conclusion, the introduction of the GCLA has not only facilitated more effective learning experiences in blended learning environments but also ensured that students engage more actively in their educational journey. The implications of this study highlight the potential of ChatGPT-based tools in enhancing the quality of higher education, particularly in fostering essential skills such as self-regulation and HOTS. Furthermore, this research offers insights regarding the more effective use of ChatGPT in education.

The purpose of this study is to reveal the effect of writing scenarios for solved mathematical operations on students' higher-order thinking skills in mathematics lessons. Explanatory mixed-methods design was employed throughout the research process, collecting first the quantitative data and then the qualitative data set. The study group consisted of 90 third-grade students and 9 teachers teaching at the third grade of the research context. In the study, the teachers and 18 students who took part in the activity expressed their opinions regarding the activity itself. According to the quantitative results, it was found that students' script writing had an effect on their high-level skills. According to the opinions of both teachers and students, the activity influenced the students' higher-order thinking skills in a positive way. In addition, it was observed that the study contributed to students' love of mathematics, writing skills, and higher-order thinking skills. The purpose of this study is to reveal the effect of writing scenarios for solved mathematical operations on students' higher-order thinking skills in mathematics lessons. Explanatory mixed-methods design was employed throughout the research process, collecting first the quantitative data and then the qualitative data set. The study group consisted of 90 third-grade students and 9 teachers teaching at the third grade of the research context. In the study, the teachers and 18 students who took part in the activity expressed their opinions regarding the activity itself. According to the quantitative results, it was found that students' script writing had an effect on their high-level skills. According to the opinions of both teachers and students, the activity influenced the students' higher-order thinking skills in a positive way. In addition, it was observed that the study contributed to students' love of mathematics, writing skills, and higher-order thinking skills.

To understand the development of students’ higher-order thinking skills (HOTS) in the smart classroom environment, a structural equation modeling analysis was used to examine the relationships between key factors that influence students’ learning and their HOTS within a smart classroom environment. A sample of 217 first-year Chinese college students, who studied in a smart classroom environment for one semester, completed a survey that measures their smart classroom preferences, learning motivation, learning strategy, peer interaction, and HOTS. The results indicated that peer interaction and learning motivation had a direct impact on students’ HOTS. Furthermore, indirect effects were found between students’ learning strategy and HOTS through the mediator peer interaction, and between smart classroom preferences and HOTS through the following: learning motivation, the combination of learning strategy and peer interaction, and the combination of learning motivation, learning strategy and peer interaction. Based on these findings, this study recommends that instructors teaching in a smart learning environment should focus on improving peer interaction and learning motivation, as well as smart classroom preferences and learning strategy, to hone students’ HOTS.

In this study, a one-year program was conducted to investigate the relationships between students' perceptions of mobile learning and their tendencies of peer interaction and higher-order thinking in issue-based mobile learning activities. To achieve the research objective, a survey consisting of eight scales, namely, usability, continuity, adaptive content, collaboration, communication, problem-solving, critical thinking and creativity, was developed. A total of 658 students from 38 high schools in Taiwan filled in the questionnaire after experiencing issue-based mobile learning activities. From the exploratory and confirmatory factor analyses, it was found that the questionnaire had high reliability and validity. The structural equation model further revealed that the provision of adaptive content in the mobile learning had positive impacts on the students' tendency to interact with peers (i.e., collaboration and communication), which further affected their tendency to engage in higher-order thinking (i.e., problem-solving, critical thinking, and creativity). The findings of this study provide a good reference for researchers and school teachers who intend to promote mobile learning in school settings.

Collaborative inquiry-based learning (CIBL) is a notable instructional method used to nurture students’ higher order thinking skills. Few studies, however, have examined the mediating effect of learning approach (i.e., deep approach and surface approach) as an essential component in collaborative inquiry-based learning and the association between learning factors and higher order thinking skills. The present study conducted a semester-long survey of 80 college students who had studied using the collaborative inquiry-based learning approach. The mediating effects of learning approach on the association between four learning factors (i.e., intrinsic motivation, extrinsic motivation, collaboration, and communication) and higher order thinking skills were examined using Partial least square (PLS) analyses. The results showed that deep approach served as a significant mediating variable in the relationship between the four learning factors and higher order thinking skills, while the surface approach did not. This study also found that collaboration was the only learning factor that had both indirect (via deep approach) and direct effects on higher order thinking skills. The fact that the relationship was examined in the collaborative inquiry-based learning context may explain the reasons for this. The findings of the study have practical implications for educators, indicating that guiding students to use the deep approach as often as possible may prove beneficial. Instructors can help students who use surface approach to gradually adjust to deep approach with careful instructional scaffoldings. Educators should also provide students with more opportunities to collaborate during inquiry-based learning activities.