• V.Meenakshi
• Dr.Jahita Begum

Abstract Higher-order thinking skills (HOTS)—including analysis, evaluation, and creation—are important skills necessary for preparing learners to address the challenges of the 21st century. Teachers, as the next generation of learning facilitators, have to be educated to understand, utilize, and assess HOTS. This paper provides a narrative review of 25 studies published between 2009 and 2022 in conditions from Asia, Africa, and North America. The review thematically synthesizes findings in five key areas, including teachers’ understanding of HOTS, teaching strategies to stimulate HOTS, assessment approaches, Reflective and innovative teaching practices, and contextual barriers. Evidence demonstrates that although teachers and teacher candidates recognize the value of HOTS, it is frequently not put into practice in classrooms. Strategies with promise are project-based learning, inquiry-based approaches, simulations, peer-assessment, and multimedia-enhanced innovations. However, there are still challenges with examination-focused curricula, inadequate resources, and insufficient teacher preparation. The paper ends with implications for teacher education, such as the need to systematically integrate HOTS into preservice training, as well as for further research into scalable teaching models

Keywords: higher-order thinking skills, preservice teachers, pedagogy, assessment, narrative review, teacher education

"A Narrative Review on Pedagogical Practices for Developing Prospective Teachers’ Higher-Order Thinking Skills (HOTS)", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 9, page no.e740-e744, September-2025, Available :http://www.jetir.org/papers/JETIR2509489.pdf

"A Narrative Review on Pedagogical Practices for Developing Prospective Teachers’ Higher-Order Thinking Skills (HOTS)", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 9, page no. ppe740-e744, September-2025, Available at : http://www.jetir.org/papers/JETIR2509489.pdf