“Identifying Challenges in HOTS Implementation among Novice Vocational Lecturers: A Fuzzy Delphi Perspective”

In the context of Education 4.0, the integration of Higher-Order Thinking Skills (HOTS) is essential for preparing vocational students to meet complex workplace demands. However, novice lecturers often struggle to implement HOTS-based instruction effectively due to limited pedagogical expertise, time constraints, and underdeveloped assessment literacy. This study investigates these challenges using Shulman’s Pedagogical Content Knowledge (PCK) framework and the Fuzzy Delphi Method (FDM), a structured technique enhanced by fuzzy set theory for achieving expert consensus. Data were collected from 25 novice lecturers at vocational colleges in Johor, Malaysia. Nine major challenges were validated, with the most critical being student engagement with HOTS learning and lecturers’ limited ability to apply rubric-based assessments. Contrary to prior research, constructing HOTS instruments was not viewed as a major issue, indicating a shift in current support systems. These findings suggest that professional development should prioritize rubric training, differentiated instruction, and efficient planning strategies. The study contributes methodologically through the application of FDM in an educational context and practically by proposing a mentorship-based framework to enhance HOTS implementation in vocational education.