Abstract
This study aimed to explore the lived experiences of elementary teachers in applying Higher-Order Thinking Skills (HOTS) questioning techniques in selected public elementary schools in the Monkayo District, Philippines. Employing a qualitative research design and a phenomenological approach, the study investigated how eight elementary teachers implemented HOTS questioning strategies, the challenges they encountered, the coping mechanisms they employed, and the insights they gained throughout the process. Through in-depth interviews, the research captured lived experiences that revealed initial difficulties such as student confusion, limited foundational knowledge, and resistance to analytical thinking. Despite these challenges, teachers employed adaptive strategies including scaffolding, rephrasing, storytelling, and contextualizing questions to learners' levels. The findings highlighted that effective HOTS questioning was nurtured through patience, planning, and inclusive practices. Teachers evolved from traditional instructors to facilitators of critical thinking, emphasizing the importance of student-centered learning, real-life connections, and collaborative support. Their insights underscored the transformative impact of HOTS questioning on both teaching practices and student engagement, advocating for continuous professional development and reflective pedagogy. The study concludes that fostering higher-order thinking in classrooms requires intentional instructional design, supportive environments, and a commitment to learner-centered education.
