<![CDATA[Higher-Order Thinking Skills (HOTS) have become a central focus in contemporary physics education due to the increasing demand for learners who can analyze, evaluate, and create solutions to complex scientific problems. However, research on HOTS development in physics education remains fragmented across instructional models, physics content areas, assessment approaches, and technological innovations. This study maps global research trends on HOTS in physics education through a systematic synthesis of existing literature. This Systematic Literature Review (SLR) followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework and used Scopus as the primary database. The search process identified relevant journal articles, which we screened against predefined inclusion and exclusion criteria and analyzed through bibliometric and substantive content analysis. The findings show a steady increase in HOTS-related publications in physics education, with Mechanics as the most frequently studied content area and Critical Thinking as a dominant research focus. Pedagogically, Project-Based Learning integrated with STEM (PjBL-STEM) and Problem-Based Learning (PBL) were among the most frequently examined approaches associated with HOTS development. The review also identifies a technological shift from visualization-based tools, such as simulations, toward immersive technologies and artificial intelligence-supported learning environments. This study's novelty lies in integrating publication trends, physics content domains, instructional models, educational levels, assessment strategies, and technology integration into a single evidence map of HOTS research in physics education. The study concludes that future physics learning should emphasize integrating innovative pedagogy, adaptive technology, and meaningful assessment to foster higher-order cognitive development. This review contributes to physics education by providing a comprehensive research landscape that can support curriculum development, instructional innovation, and future research priorities.]]>
