Exploring institutional and cognitive barriers to higher-order thinking skills in graduate employability: a qualitative study

This study aims to identify institutional and cognitive barriers to the development of Higher Order Thinking Skills (HOTS) among students in public higher education institutions in Malaysia. Using a qualitative approach based on phenomenology, data were obtained from nine informants: lecturers and students from three major public universities. Findings indicate that factors such as power distance between educators and students, traditional teaching methods, passive and unmotivated student attitudes, and overly restrictive university policies are significant barriers to the development of HOTS. The study also emphasizes the need for improvements in teaching approaches, professional training for educators, and implementing more flexible and student-friendly policies. The implications of this study are essential in bridging the gap between higher education and the needs of the current job market.