<![CDATA[Although teacher agency has been extensively studied in the context of policy reform, research linking it to specific pedagogies such as HOTS remains very limited, particularly in Indonesia. This study aimed to fill this gap by exploring the practical-evaluative dimensions of teacher agency in the enactment of HOTS in English language learning. A qualitative approach and a case study research design were used, with three selected high school teachers as participants in Tangerang Regency. The ecological model of teacher agency by Priestley et al (2015) was used as the framework, and Bloom’s Revised Taxonomy as the supporting theory. The instruments used were semi-structured interview questions and observation sheets. The data were analyzed through thematic analysis. Findings showed that the practical-evaluative dimension of teacher agency in the enactment of HOTS was reflected in teachers' strategic decision-making in classroom settings, including the selection of teaching approaches, learning activities, methods, and techniques to facilitate HOTS-oriented learning, as well as the barriers. This study suggests that the success of HOTS-oriented learning depends not only on curriculum policies but also on how EFL teachers exercise their agency in negotiating contextual barriers and aligning them with pedagogical objectives, and it contributes to the theoretical understanding that teacher agency can be negotiated between teachers’ individual capacities and the environment.]]>
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