Content Analysis of Higher Order Thinking Skills in an English Textbook based On Bloom’s Taxonomy

Abstract

This qualitative content analysis examines higher-order thinking skills (HOTS) in a Grade 8 English textbook within the Single National Curriculum (SNC), the product of which is a taxonomy of 135 student learning outcomes (SLOs) in 9 chapters of a textbook with topics such as peaceful coexistence, environment, and gender equity. Findings show a strong prevalence of lower-order thinking skills (LOTS) at 78%, including knowledge (1.8%), comprehension (27%), and application (49%) in comparison to HOTS, at 29% with the most common, analysis (2%), evaluation (5%), and synthesis (13%). This imbalance reflects the patterns of Pakistani EFL resources, where rote-learning cultures and test stresses put less importance on the critical analysis and problem-solving that are key to the 21s-century competences, especially in places such as Gilgit-Baltistan. The results indicate that the aspirations of SNC do not match the actual textbook use, suggesting the redesign of the curriculum to align cognitive needs (at least 40% HOTS) with the instructional goals, professional development of educators in the inquiry-based extensions, and the policy-based implementation of the evaluative assessments to foster inequity and innovation in English instruction.