Examining Higher-Order Thinking Skills among Art Students: A Demographic Perspective

Abstract

This study examines the level of higher-order thinking skills (HOTS) among art students in higher education. HOTS, including analyzing, evaluating, and creating, are essential for fostering creativity and critical thinking in art education. However, limited empirical research has explored HOTS development among art students. This study investigates the level of HOTS among art students and examines differences based on gender, socioeconomic status (SES), and year of study. A quantitative research design was employed, involving 325 undergraduate art students from Dali University and Yunnan Arts University in China. A HOTS test adapted from the Synthesis Evaluation Analysis (SEA) test was used to measure analyzing (C4), evaluating (C5), and creating (C6). The findings indicate that the overall level of HOTS among art students remains relatively low, with no significant difference based on gender and SES. However, significant difference was found based on the year of study. These findings provide insights into students’ cognitive development and highlight the need for instructional strategies that promote HOTS in art education.