Abstract

This study employs Bloom’s revised taxonomy (BRT) as a framework to examine the extent to which three English textbook series used in Grade 7 classes in Saudi intermediate schools—Lift Off, Full Blast, and Super Goal—encourage critical thinking by requiring students to use higher-order thinking skills (HOTS). Two of the series, Lift Off and Full Blast, have been discontinued, whereas Super Goal is currently the officially adopted series and a central element of educational reform under Vision 2030. The Grade 7 textbooks were analyzed through content analysis, with all tasks classified as requiring either lower-order thinking skills (LOTS) or HOTS. The findings indicate that LOTS predominate across all three series, though to varying degrees. The greatest imbalance was found in Full Blast, in which only 26.6% of tasks involved HOTS; Lift Off followed at 35.5%. The most balanced design was evident in Super Goal, where HOTS were required for 38% of tasks, suggesting a purposeful integration of creative and critical thinking skills. However, evaluation tasks—crucial for cultivating critical judgment—remain underrepresented even in this series.

These findings suggest that although progress has been made in Saudi textbook reform, further efforts are needed to ensure that instructional materials fully support the development of 21st-century competencies. The results have direct implications for curriculum developers, educators, and policymakers, underscoring the need for continuous teacher training, systematic textbook evaluation, and assessment reform to ensure that classroom practices align with the goals of Vision 2030.

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