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Higher-order thinking skills; Systematic review; Visualization; Space software; Intellectual structure; Landscape; Citation analysis

Introduction

Higher-order thinking skills (HOTS) encompass a set of cognitive abilities that extend beyond basic comprehension and memorization. These skills involve critical analysis, creative problem-solving, synthesis of information, and evaluation of complex concepts. HOTS have garnered substantial attention in the fields of education, psychology, and cognitive science due to their significance in nurturing individuals' intellectual capabilities. As the educational landscape transforms to emphasize skills relevant to the 21st century, the role of HOTS in fostering adaptable and reflective thinkers has gained prominence. The body of research on HOTS has grown significantly in recent decades, reflecting the increasing recognition of their importance in both academic and real-world contexts. However, the vastness of this research landscape presents challenges in comprehending its structural composition, identifying influential works, and tracing the evolution of themes over time. To address these challenges, advanced bibliometric analysis tools such as HistCite and Cite Space offer a powerful approach to visualize and analyze the scholarly network of HOTS research. This systematic review aims to provide a comprehensive overview of the HOTS research landscape by utilizing the HistCite and Cite Space software. The primary objective is to identify the intellectual structure of HOTS research through the analysis of citation patterns, co-citation networks, and collaboration trends among researchers [1- 4]. By examining the relationships between seminal works, prominent authors, and emerging concepts, this review seeks to uncover the underlying themes that have shaped the evolution of HOTS research.

Through this analysis, we anticipate shedding light on key trends, gaps, and interconnections within the HOTS literature. By mapping the conceptual landscape of HOTS research, this review will contribute to a deeper understanding of the field's development, highlight areas of on-going inquiry, and provide valuable insights for educators, researchers, and policymakers. Moreover, the results of this review will inform discussions on curriculum design, pedagogical strategies, and educational interventions aimed at cultivating higher-order thinking skills among learners of all ages [5].

Discussion

The systematic review of the higher-order thinking skills (HOTS) research landscape, visualized using HistCite and Cite Space software has provided valuable insights into the evolution, trends, and potential future directions of this critical field. The analysis of citation networks, co-citation patterns, and collaboration trends has illuminated the complex interplay of ideas, theories, and research contributions within the realm of HOTS. In this discussion, we delve into the implications of our findings, highlight key themes, and suggest implications for educational practice and further research. Our analysis revealed several recurring themes that have shaped the discourse surrounding HOTS research. One prominent theme is the integration of technology in fostering higher-order thinking [6]. As digital tools become increasingly prevalent in education, research in this area has explored how technology can be harnessed to facilitate analytical reasoning, problem-solving, and creative thinking. This trend suggests a need for continued exploration of innovative ways to leverage technology while critically evaluating its impact on HOTS development. Another significant theme is the role of interdisciplinary approaches in HOTS education. Collaborations between educators, psychologists, neuroscientists, and experts from various fields have led to a richer understanding of the cognitive processes involved in higher-order thinking. This underscores the importance of fostering cross-disciplinary dialogue and collaboration to advance HOTS research and implementation. While the HOTS research landscape is expansive, certain gaps have become evident through our analysis. One area deserving further attention is the assessment and measurement of higher-order thinking skills. As HOTS are inherently complex and context-dependent, the development of robust assessment tools and methodologies remains a challenge [7].

Future research could focus on refining and validating assessment strategies that capture the multifaceted nature of these skills. Additionally, there is a need for more in-depth investigations into the application of HOTS across diverse educational contexts. Our review indicates a predominance of research within traditional classroom settings, leaving a gap in understanding how HOTS are cultivated in non-formal learning environments, online platforms, and professional development settings. Exploring these contexts could provide valuable insights into the adaptability and transferability of HOTS skills. The insights gained from this systematic review have significant implications for educational practice. Educators can use the identified themes and trends to inform instructional strategies that promote higher-order thinking. By incorporating interdisciplinary perspectives and leveraging technology in pedagogical approaches, educators can enhance students' cognitive skills and critical thinking abilities [8-10].

Furthermore, curriculum developers can use the findings to design learning experiences that scaffold the development of HOTS across various disciplines. Integrating problem-based learning, case studies, and collaborative projects can offer opportunities for students to engage in complex thinking tasks and cultivate their analytical and evaluative capacities. Building upon the identified gaps and opportunities, future research in the field of HOTS could explore various avenues. Investigating the transferability of higher-order thinking skills beyond academic contexts and into real-world decision-making scenarios could provide insights into the practical utility of these skills. Furthermore, longitudinal studies tracking the development of HOTS from early childhood through adulthood could shed light on the trajectory of skill acquisition and potential sensitive periods for intervention. Such research could inform the design of targeted interventions that maximize the development of HOTS during critical developmental stages.

Conclusion

In conclusion, the systematic review and visualization of the higher-order thinking skills research landscape through HistCite and Cite Space software have yielded a comprehensive understanding of the field's evolution and current state. The analysis of citation networks, emerging themes, and collaboration patterns has highlighted the intricate web of ideas and contributions that contribute to our understanding of HOTS. These insights provide a foundation for educators, researchers, and policymakers to foster the development of higher-order thinking skills, thereby equipping individuals with the cognitive tools necessary for success in an ever-evolving world.

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