A preliminary higher order thinking skills (HOTS) framework for interdisciplinary problem solving and scientific research (IDPSSR) in engineering science education

This paper investigates the higher-order thinking skills (HOTS) construct in the under-explored context of interdisciplinary problem solving and scientific research (IDPSSR) in engineering science higher education. We developed a preliminary HOTS framework for IDPSSR by integrating a semi-systematic literature review (1980–2021) with semi-structured interviews. The review focused on studies that address HOTS in interdisciplinary approaches in higher education. Interviews were conducted with experienced scientists and teachers engaged in interdisciplinary engineering and science education, recruited through convenience sampling. Data from both sources were inductively coded using an emergent approach and integrated. The study (i) offers a preliminary IDPSSR-HOTS framework to support teaching and learning, (ii) highlights less explored but critical features of HOTS, such as epistemological awareness, scientific conceptual modelling and integrative thinking and (iii) underscores the need for flexible and context-responsive pedagogical strategies that explicitly engage learners in conceptualising the nature of interdisciplinary research while highlighting areas for further educational research.