Abstract

The development of advanced cognitive abilities such as critical thinking, problem-solving, and analytical reasoning plays a vital role in preparing students to meet the demands of the twenty-first-century job market and society. This research investigates how technology can contribute to the improvement of higher-order thinking in higher education settings by analyzing relevant literature. Foundational theoretical frameworks such as constructivism and cognitive load theory serve as the basis for developing technology-enhanced learning environments that promote active knowledge construction and enhance learners’ cognitive processing capabilities. The study explores various technology-integrated teaching methods, including problem-based learning, game-based learning, simulations, and collaborative online learning environments. The findings demonstrate the potential of these methods to actively engage students in real-world problem-solving, immersive activities, and collaborative knowledge-construction processes that enhance advanced cognitive skills. Furthermore, the implementation of technology-enhanced learning environments has shown promising results in fostering student autonomy, metacognitive skills, and self-regulated learning capabilities. These environments provide opportunities for students to engage in authentic tasks, receive immediate feedback, and reflect on their learning processes. The research also highlights the importance of careful instructional design and pedagogical considerations when implementing technology-based interventions to ensure they effectively support the development of advanced cognitive abilities rather than simply serve as digital substitutes for traditional teaching methods.