A Framework for Implementing Higher-Order Thinking Skills (Problem-Solving, Critical Thinking, Creative Thinking, and Decision-Making) in Engineering Humanities

Learning skill is the ability to acquire basic knowledge and concepts across multiple dimensions (e.g., affective, psychomotor, and cognitive). Thinking is the ability to challenge and eventually develop acquired knowledge to a higher attainment level.The proposed framework models here are intended for developing, stimulating, and engaging students' complex thinking process skills. This is a higher-order thinking level and consists of four subthinking skills, i.e., problem-solving, critical thinking, creative thinking, and decision-making. Common and supporting thinking skills of these four levels are identified and derived from the literature, and additional sublearning skills are defined as general capacities to perform a set of tasks and further development of students' higher-order thinking abilities. Furthermore, questions for focusing thinking or learning activities are developed to transform learned knowledge and skills into practical activities. Hence, course assignments (e.g., homework and quizzes) and learning tools (e.g., mind map, flowchart) were developed to engage students in developing their skills in these four thinking levels. Learning assignments and tasks, as related to complex thinking and related subthinking skills, can be mapped to students' learning outcomes, assessed, and eventually allow evaluating learning skills. Proposed teaching activities' initial assessments show high improvement in student learning and were applied successfully in higher education and partially tested first-grade students. Furthermore, it is implemented using a blended learning approach through providing skills-based assignments (e.g., homework, quizzes), interactive lectures, and using learning tools such as mind maps. Initial assessment of students' outcomes showed an improvement by 20% as compared with course sections with typical course delivery mode.