The development of Higher-Order Thinking Skills (HOTS) is an important agenda for 21st-century education, but pedagogical mechanisms explaining how HOTS develops in junior high school classroom practices, particularly in mathematics learning, are still limited. This qualitative study explores the role of transformative learning in mediating students' HOTS development through critical reflection, epistemic dialogue in the classroom, and the meaning of learning experiences. The study used an interpretative-constructivist paradigm with an instrumental qualitative case study design. Data were collected through learning observations of 77 students (grades VII = 27; VIII = 25; IX = 25), in-depth interviews with three teachers (G1-G3), semi-structured interviews with 15 students, and analysis of learning documents. Thematic-reflective analysis resulted in four themes: (1) the gradual and contextual development of HOTS across levels, (2) critical reflection as the main trigger for analysis and evaluation, (3) epistemic dialogue as a space for testing and assessing arguments, and (4) the transformation of learning orientation from a focus on answers to the quality of thinking processes and justification. The findings suggest that HOTS develops through a spiral trajectory influenced by the intensity of reflective scaffolding, norms of classroom dialogue, and a classroom culture that is safe for experimenting and revising reasoning. This study contributes by mapping the mechanisms of how and why transformative learning facilitates HOTS in a junior high school context while also offering practical implications for the design of sustainable reflective and dialogic learning.
This qualitative inquiry explored the lived experiences of Grade VI public elementary school teachers in addressing academic difficulties among learners. Anchored in a phenomenological approach, the study aimed to uncover how teachers guide and support struggling students amid the growing demands of the 21st-century classroom. Data were gathered through In-Depth Interviews (IDI) and Focus Group Discussions (FGD) with ten purposively selected participants from the Langilan District, Division of Davao del Norte, each having at least five years of teaching experience. Through Thematic Analysis, three major themes emerged: building meaningful teacher-student relationships, implementing differentiated instruction, and displaying patience, emotional regulation, and encouragement. Coping mechanisms included fostering collaborative reflection, setting realistic expectations, and seeking administrative and institutional support. Teachers also demonstrated strategic leadership, integrated technology-supported engagement, and exhibited adaptive patience in guiding learners. The findings offer practical implications for improving instructional practices, teacher support systems, and educational leadership, particularly in addressing the needs of academically challenged learners in public elementary education. To broaden its impact and contribute to educational practice and policy, the publication of this study in a reputable academic journal is strongly recommended.