<![CDATA[The purpose of this study is to examine the relationship between students' HOTS and Deep Learning-Oriented Teaching, both directly and through the mediating function of learning engagement at the senior high school level. A sample of 163 students was chosen via proportional stratified random sampling for this exploratory quantitative investigation. An online survey was used to collect the data, which were then subjected to PLS-SEM analysis using Warp-PLS 8.0 software. The findings show that Deep Learning-Oriented Teaching has a positive and significant relationship with Learning Engagement, while its direct effect on HOTS is not significant. Learning Engagement is proven to have a positive and significant relationship with HOTS and fully mediates the relationship between DLOT and HOTS. It emphasizes how crucial learning engagement is as a psychopedagogical strategy that helps students internalize economic learning objectives. In order to make deep learning effective, schools and economics teachers are crucial in assessing and conducting economics lessons with activities rich in epistemic inquiry and evidence-based decision-making. The degree of learning engagement must also be taken into account when assessing the effectiveness of deep learning in the curriculum.]]>
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