How Technology-Suppoted Problem-Based Learning Promotes Higher-Order Thinking Skills In Higher Education: A Systematic Review

Abstract

This study investigates how technology-supported Problem-Based Learning (PBL) promotes higher-order thinking skills (HOTS) in higher education. The growing demand for graduates with advanced cognitive abilities has encouraged universities to integrate innovative pedagogical approaches with digital technologies. However, empirical findings on the effectiveness of technology-supported PBL remain dispersed and conceptually fragmented. This study employs a systematic review approach to synthesize recent empirical evidence published between 2019 and 2024. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 32 peer-reviewed journal articles indexed in Scopus, Web of Science, and ERIC were selected for analysis. Qualitative content analysis was used to examine learning design characteristics, types of technology utilized, assessment strategies, and reported outcomes related to higher-order thinking skills, including critical thinking, analysis, evaluation, and problem solving. The findings reveal that technology-supported PBL consistently enhances higher-order thinking when digital tools are pedagogically aligned with authentic problem contexts, collaborative learning, and reflective activities. Learning management systems, simulations, collaborative platforms, and virtual laboratories were found to be particularly effective in facilitating deep cognitive engagement. Nevertheless, the success of technology-supported PBL depends on instructional scaffolding, lecturer competence, and assessment alignment. This review provides an integrative framework explaining the pedagogical mechanisms through which technology-supported PBL fosters higher-order thinking skills in higher education.