Strategies and Challenges in Teaching and Learning Higher Order Thinking Skills (HOTS) in Kolehiyo Ng Subic

The main objective of this proposed study was to investigate and determine the strategies and challenges in teaching and learning Higher Order Thinking Skills (HOTS) in Kolehiyo Ng Subic during SY 2024-2025. This study had employed the descriptive research method with the survey questionnaire as the main tool of gathering data and information from teachers-respondents. The statistical treatment of this study utilized tools such as frequency, mean, and ANOVA. Based on the summary of the investigations, the researcher concluded that the respondent is a typical female; respondents are from mid-career professionals showed based on their age; majority were specialized in Business Education subjects and entrepreneurship; BS degree with masteral units and large proportion are positioned as part-time instructors and had been in teaching for almost a decade. The teacher respondents assessed “Very Highly Utilized” strategies in teaching and learning HOTS. While on the challenges in teaching and learning HOTS, teacher respondents assessed “Very Highly Challenging”. There is no significant difference in the utilization of strategies for teaching higher-order thinking skills (HOTS) when grouped according to age, sex, field of specialization, academic position, or highest educational attainment. More so, there were no significant differences in the perceived challenges of teaching and learning higher-order thinking skills (HOTS) when grouped according to teacher profile variables. The researcher consistently suggests a shared institutional commitment to promoting critical thinking skills through standardized pedagogical approaches; and that institutional culture and policy play a central role in fostering uniformity in instructional practices across faculty members; such uniform application underscores the effectiveness of institutional frameworks and professional development efforts in ensuring the broad adoption of HOTS-focused teaching methodologies in which implication is to significantly address the challenges in HOTS; that implementation should focus on systemic solutions rather than demographic-targeted interventions; and finally, to conduct a similar or parallel study with wider in scope so as to validate and confirm the findings obtained in the study.