<![CDATA[This study examines critical thinking skills and digital literacy in two Indonesian EFL textbooks: English for Nusantara and Bright an English. Using a qualitative descriptive content analysis framed by the SOLO Taxonomy and Pegrum et al.’s digital literacy domains, the research evaluates cognitive levels and pedagogical implications for critical reading. Findings indicate that English for Nusantara heavily concentrates Higher-Order Thinking Skills (HOTS) in productive skills (writing ≈93%, speaking ≈83%) while maintaining Lower-Order Thinking Skills (LOTS) in receptive tasks. It demonstrates a strong, explicit approach to multimodal and critical/extended abstract literacy. Similarly, Bright an English favors HOTS in productive skills but remains dominated by LOTS in listening (≈9% HOTS). While both books support digital literacy, English for Nusantara shows greater alignment with extended abstract levels. The study recommends a pedagogical shift toward "text-to-context" bridging and increased HOTS integration in receptive skills to ensure balanced cognitive development in EFL classrooms.]]>
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