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continuous efforts need to be carried out especially in teacher education to upskill teachers’
pedagogical knowledge, soft skills and teaching styles (Shawer, 2017). Only then, any planned
curriculum can materialise as intended. Besides the above, although the teachers in this study
perceived that they are able to implement HOTS in their teaching and learning sessions in the
classrooms, a recent research based on a good number of previous studies in recent years on
classroom observations and interviews have highlighted various crucial concerns on the
implementation of HOTS for teaching and learning. These can be the grounds for further
research and recommendations on how these concerns on the implementation of HOTS can be
resolved (Arumugam M. Pillay et al., 2018).

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