Abstract
This article investigates the impact of cognitive strategies application on the Higher-Order Thinking skills development process of the future English language teachers. Higher-order thinking skills (HOTs) are defined as a set of cognitive processes extended beyond facts memorization, and involving more complex mental activities. A quasi-experimental mixed-method approach was chosen for the research to explore various perspectives on this issue. The results indicate that cognitive strategies (Socratic questioning, creative problem-solving, metacognitive learning) have a positive impact on the development of pre-service teachers’ (n=52) HOTs (metacognition, creative problem-solving and critical thinking). Received: 6 June 2024 / Accepted: 17 August 2024 / Published: 05 September 2024