<![CDATA[Strengthening Higher-Order Thinking Skills (HOTS) in elementary school students requires instruction that facilitates analysis, evaluation, problem-solving, and idea generation. This study aims to analyze the characteristics of the included studies, the direction and strength of empirical evidence, as well as the factors supporting and hindering the implementation of Read, Answer, Discuss, Explain, and Create (RADEC) in the development of HOTS. The study employed a Systematic Literature Review (SLR) based on PRISMA 2020. Articles published between 2021 and 2025 were retrieved through Google Scholar and Scopus with the assistance of Publish or Perish. Inclusion criteria included primary empirical studies on elementary school students that addressed RADEC and HOTS or their indicators, were published in journals indexed by Scopus and/or accredited at SINTA levels 1-4, were written in Indonesian or English, and were available in full text; articles that did not meet these criteria were excluded. Of the 437 documents, 24 articles met the criteria and were analyzed using descriptive coding, narrative synthesis, and thematic synthesis. All studies originated from the Indonesian educational context; 87.5% were published between 2023 and 2025, and 87.5% focused on grades IV-V. The evidence points to a positive trend, but the inferential strength varied across studies. Comparative evidence more consistently favored RADEC over conventional instruction, whereas comparisons with PBL yielded mixed findings. The implementation of RADEC depends on the readiness of the Read-Answer phase, the quality of the Discuss-Explain phase, as well as the time allocated and scaffolding provided during the Create phase. RADEC shows potential in supporting the development of HOTS; however, current evidence does not support claims of universal superiority or generalization. Keywords: RADEC; HOTS; elementary school; Systematic Literature Review; PRISMA]]>
