Education can no longer rely only on memorization or routine task completion in this evolving world. It must empower learners to think critically, address real-life challenges, and develop creative solutions. Dewey (1916) emphasized that while education serves to transmit the accepted norms of a society, it should also encourage learners to critically examine and question those norms. Within this framework, Higher Order Thinking Skills (HOTS) are vital mental capacities that enable individuals to critically examine, assess, and integrate information, fostering innovation and adaptability in a constantly evolving world.
Higher Order Thinking Skills, including critical thinking, problem-solving, and creativity, elevate the learning process by encouraging learners to go beyond surface-level understanding. These skills are essential for tackling complex problems, evaluating diverse perspectives, and developing reasoned conclusions. However, developing HOTS requires more than just exposure to challenging tasks; it necessitates that learners actively engage in their educational journey. This is where Self-Regulated Learning (SRL) plays a crucial role.
It can be proved by SRL that involves the metacognitive, motivational, and behavioral processes through which learners plan, monitor, and evaluate their learning progress (Zimmerman, 2002). In SRL, students set clear goals, choose effective strategies, track their progress, and reflect on the results. For example, applying SMART goals, such as Specific, Measurable, Achievable, Relevant, and Time-bound, helps learners break down complex tasks into smaller, manageable steps. This proactive, self-directed approach empowers learners to engage more deeply with their educational tasks while promoting independence, resilience, and adaptability.
Critical thinking acts as the key link between HOTS and SRL. The Delphi Report (Facione, 1990) defines critical thinking as a process of intentional, self-regulated judgment, which includes skills like analysis, evaluation, inference, and explanation. A key element of critical thinking is self-regulation, the ability to reflect on and improve one's thinking process. Therefore, critical thinking is not only an aspect of HOTS but also a vital tool for fostering SRL, enabling learners to reflect on and assess their cognitive processes as they engage in learning.
Abrami et al. (2015) stress that critical thinking can be developed both as a tool for education and as a reflective practice. It helps challenge biases while reinforcing academic rigor. The Delphi method, a structured process of consensus-building through multiple rounds of feedback, offers a practical framework for cultivating both critical thinking and SRL. In this method, learners cycle through stages of research, discussion, feedback, and revision, which enhances both higher-order cognitive skills and metacognitive awareness.
For instance, imagine a group of students tackling the issue of urban pollution. Initially, each student independently researches and proposes a solution, using cognitive strategies such as synthesizing information and evaluating evidence. In the following rounds, students share their findings, offer feedback, and refine their proposals, applying metacognitive strategies like reflection and considering new perspectives. This iterative process mirrors SRL principles and strengthens critical thinking components. By the end, the students collaboratively agree on a solution, demonstrating not only improved problem-solving abilities but also better collaboration and adaptability.
The integration of SRL and the Delphi method offers several advantages in educational settings. Learners develop greater autonomy, enhance their critical thinking skills, and become better at addressing problems from diverse angles. They also become more engaged in the learning process, gaining insights not only on what to learn but also on how to learn. Additionally, the collaborative nature of these processes fosters essential social-emotional skills like empathy, active listening, and effective communication, which are crucial for success both academically and in life.
Today, information is everywhere but real understanding is often missing, the education needs a new direction. Critical thinking, which lies at the heart of both HOTS and self-regulated learning, gives students the ability to question what they know, look at things from different angles, and reshape their understanding. As LeÅ› and Moroz (2021) point out, thinking critically is not only about analyzing facts, but also recognizing that what we learn is shaped by the world around us: our culture, our society, and even our politics. It helps us ask deeper questions, like why we think a certain way and how we came to believe it (LeÅ›, 2024). For this reason, the learners are better prepared to handle uncertainty and make thoughtful. Therefore, to prepare learners for the challenges ahead, education must be developed not only cognitive depth but also personal agency. Hence, by aligning HOTS with SRL strategies and integrating critical thinking, educators can create learning environments that are not only academically challenging but also transformative. In turn, using methods like the Delphi process further enhances this approach by fostering collaboration, continuous improvement, and thoughtful decision-making. Thus, by integrated pedagogical approach, learners are not merely prepared for the world, but empowered to shape it.
References
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063  Â
