Exploring Primary School Teachers’ Perceptions of Higher Order Thinking Skills in Sialkot: A Qualitative Case Study

Abstract

Higher Order Thinking Skills (HOTs) play a significant role in developing students' ability to think critically, solve problems, and make the right choice in the 21^st century. Especially at the classroom level, these skills are fundamental for students' development. It is at the primary stage where the foundation of students is laid regarding their thinking abilities, problem-solving, and decision-making in their classrooms. It was a qualitative study with a multiple case study research design. Nine public primary school teachers were selected through purposive sampling. Data were collected through semi-structured interviews. All interviews were audio-recorded with the consent of the participants. Reflexive thematic analysis was used for data analysis. Themes derived from the data were 1) Teachers' conceptions of HOTs, 2) Classroom practices for promoting HOTs, and 3) Barriers and enablers of HOTs implementation. The findings revealed that teachers generally held positive perceptions of HOTs and believed that these skills enhance students' engagement in analytical thinking and learning outcomes. They used different teaching methods for developing HOTs, including open-ended questions, collaborative learning, activity-based and low-cost instructional practices. They also reported different challenges during implementation, including limited professional training, examination-oriented teaching practice, inadequate resources, and lack of institutional support. The study recommends sustained, practice-oriented teacher professional development, assessment reforms aligned with HOTS, improved classroom conditions, institutional support, and stronger school–community partnerships to promote effective HOTS implementation in primary schools.