<![CDATA[This qualitative case study examines how English teachers in Islamic junior secondary schools (Madrasah Tsanawiyah) in South Sulawesi, Indonesia, perceive and design Higher Order Thinking Skills (HOTS)-based English teaching materials integrated with the local Bugis-Makassar values of Sipakatau, Sipakalebbi, and Sipakainge. Data were collected from ten purposively selected English teachers through semi-structured interviews and open-ended questionnaires, and were analyzed using thematic analysis. The findings indicate that teachers generally hold a sound conceptual understanding of HOTS as the ability to analyze, evaluate, and create, although the depth of this understanding varies according to individual teaching experience. Teachers integrate local wisdom into HOTS-based materials both textually, through culturally grounded texts such as local folktales and procedural texts on traditional cuisine, and practically, by modeling respectful and cooperative classroom interaction. However, teachers face considerable challenges, including diverse student abilities, limited instructional time, and a scarcity of English-language resources that incorporate local culture. These findings extend Bronfenbrenner’s socio-ecological perspective and the Revised Bloom’s Taxonomy by illustrating how culturally embedded content can reduce students’ psychological distance from English and support higher-order cognitive engagement. The study offers practical implications for teacher training, curriculum development, and the design of contextually and culturally responsive English teaching materials in Indonesian Islamic secondary education.]]>
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