In today’s rapidly evolving digital society, the ability to think critically has become more essential than ever. Higher Order Thinking Skills (HOTS), including analyzing, evaluating, and creating, are increasingly recognized as vital for equipping learners to meet the demands of English language education in the 21st century. As students face complex information environments and rapidly changing communication landscapes, the development of these advanced cognitive skills becomes indispensable. Cultivating HOTS not only enhances academic achievement, but also empowers learners to navigate real-world challenges with discernment, adaptability, and creativity. Without adequate thinking skills, the abundance of accessible information can easily lead to misinformation or misinterpretation (Angelelli et al., 2023). For that reason, these skills are not merely supplementary, but are widely recognized by scholars as fundamental for survival (Facione & Facione, 1996; Moon, 2008; Ghanizadeh, 2020; Waliyuddin & Sulisworo, 2022). In the realm of education, these strong thinking skills are regarded as essential for all students, even from younger ages, enabling them to retain and manage the vast amount of knowledge and information they encounter, both in academic settings and real-world contexts (Qasrawi & Beniabdelrahman, 2020). This necessity is encapsulated in the concept of Higher Order Thinking Skills (HOTS), which go beyond basic memorization and recall. HOTS offer a robust framework for developing the ability to be involved in deeper cognitive processes such as analysis, evaluation, and creation, enabling individuals to synthesize information, solve problems, and adapt to new challenges and situations (Ghazinadeh et al., 2020). HOTS encompass analyzing, evaluating, and creating, based on Bloom's Revised Taxonomy, skills that require learners to apply knowledge in novel contexts (Anderson & Krathwohl, 2001).
Unlike Lower Order Thinking Skills (LOTS), which concentrate on recalling facts and understanding concepts (Qasrawi & Beniabdelrahman, 2020), HOTS stimulate individuals to engage in innovation and independent thought. In connection with that, Ku (2009) argued that developing HOTS is a key objective of modern education, as it empowers students with the ability to think critically and make reasoned judgments about social issues in an ever-evolving world. Furthermore, these skills are essential for the 21st century, emphasizing the development of advanced cognitive abilities to achieve higher-order thinking outcomes (Asari et al., 2019).
The first of these skills, analyzing, refers to breaking down information into its constituent parts to understand how they are related and how they contribute to the overall structure or meaning. As described in Ghanizadeh et al. (2020), analyzing involves distinguishing between facts and inferences, examining organizational patterns, and identifying relationships between ideas. In the context of language education, this might mean dissecting a text to uncover underlying themes, examining tone or perspective, or comparing linguistic features across genres. Analyzing helps learners become more aware of how meaning is constructed and allows them to interpret texts more critically.
The second skill, evaluating, focuses on making judgments based on criteria and evidence. According to the authors, evaluating requires learners to assess the credibility and value of arguments, ideas, or sources, often in light of specific goals or standards. In a tech-driven world flooded with conflicting information, this skill is crucial for determining what is trustworthy, relevant, or logically sound. In the classroom, students might evaluate the strength of an argument in a persuasive essay or critique the bias in media texts, cultivating discernment and reasoning through guided questioning and discussion.
The highest-level skill, creating, encompasses generating new ideas, designs, or products by reorganizing or integrating elements in novel ways. As outlined by Anderson and Krathwohl’s revised taxonomy (2001), creating is more than just innovation, it is about constructing meaning and bringing something new into existence. This might involve composing an original narrative, developing a multimedia project, or designing a solution to a real-world problem using English as a communicative tool. The emphasis on creation encourages learners to synthesize knowledge from various domains, apply it in meaningful contexts, and express their own perspectives creatively.
In addition, HOTS are based on five dimensions namely Critical Thinking, Reasoning, Creating, Problem Solving, and Decision-Making. Critical Thinking is considered one of the foundational dimensions of HOTS and is often described as a life skill necessary for personal, academic, and societal success. Dewey (1933) defined critical thinking as the “active, persistent, and careful consideration of a belief or supposed form of knowledge in the light of the grounds which support it” and emphasized its role in nurturing habits of questioning, analysis, and reflective judgment. In educational settings, it involves not just the passive reception of information, but also evaluating evidence, making reasoned inferences, and reaching sound conclusions. Critical thinking encourages learners to challenge assumptions, detect biases, and engage in thoughtful discussions, which are vital in the age of digital misinformation.
Reasoning is integral to HOTS because it enables individuals to connect prior knowledge with new information in a structured way to form conclusions. It can be deductive or inductive and is central to logical thinking and analysis. Perkins (1990) distinguishes between "makes sense" reasoning, used in routine decisions, and "critical" reasoning, used in unfamiliar or complex situations. Effective reasoning allows learners to elaborate on hypotheses, connect ideas, and navigate ambiguity with intellectual clarity, particularly in argumentation or academic discussions.
Furthermore, Creating lies at the peak of Bloom’s Revised Taxonomy and represents the ability to generate new ideas or products by integrating information in innovative ways. Creating is not merely producing something new but involves synthesizing existing knowledge, adapting it, and applying it to different contexts. In the classroom, students can engage in creating by writing alternative story endings, composing original arguments, or designing multimedia projects. According to Anderson and Krathwohl (2001), creative tasks encourage students to reassemble information meaningfully, promoting deeper engagement and ownership of learning.
Problem Solving is another central HOTS dimension that overlaps significantly with critical thinking. It involves identifying complex problems and applying knowledge creatively and logically to arrive at solutions. According to Dewey (1933), the problem-solving process begins with a state of doubt or perplexity, followed by suggestion, intellectualization, reasoning, and hypothesis testing. In language education, this might mean addressing real-world communication issues, working through project challenges, or developing strategies for understanding unfamiliar texts. Problem solving develops learners’ capacity to handle unpredictability and transfer skills to novel contexts.
Decision Making, additionally, is closely tied to reasoning and critical thinking, requiring learners to evaluate alternatives, anticipate outcomes, and choose actions based on informed judgment. Decision making in HOTS involves moving beyond gut reactions or heuristics and instead weighing evidence, considering consequences, and reflecting on values and goals. In language learning, this might involve choosing the most credible source in a research task or determining the best strategy to express a complex idea.
