A comparison of higher-order cognitive skills among Sri Lankan IT undergraduates

Abstract

In the era of digital transformation, Higher Order Cognitive Skills (HOCS) such as Analytical Reasoning (AR), Adaptive Problem Solving (PB), and Critical Thinking (CT) have emerged as essential competencies for Information Technology (IT) professionals. These skills enable professionals not only to navigate complex technical environments but also to adapt, innovate, and lead in dynamic and uncertain contexts. As global industries shift toward automation and innovation-driven practices, the Sri Lankan IT education system faces increasing pressure to equip its undergraduates with such cognitive proficiencies. This study investigates the progression of these skills among IT undergraduates in Sri Lankan universities. Exploring whether formal academic exposure and institutional support contribute to enhancing meaningful cognitive development. The study focused on three core HOCS domains, AR, PB and CT derived from Bloom’s revised taxonomy and aligned with global 21st-century skills frameworks. These dimensions were operationalised, supporting self-report tools and task-based assessments, enabling triangulation between students’ self-perception and demonstrated performance. A quantitative survey with a stratified sampling technique was used to examine HOCS among eighty students taken from government and private universities. Each institution contributed nearly forty students to represent a balance between public and private higher education sectors. HOCS were compared with respect to the gender, academic performance using Grade Point Average (GPA) and program specialization. Overall trends were identified using descriptive statistics, followed by a t-test and one-way ANOVA to determine statistically significant differences in HOCS scores. Correlational analysis was also conducted to explore relationships between HOCS scores. Results indicate a statistically significant positive relationship between AR, PB and CT skills. It was found that the means of AR skills are different with respect to the gender, while AR, PB and CT skills are not different according to the university type. PB and CT skills are different with respect to the academic year, and AR is different with respect to the current GPA. CT skill is different with respect to the learning mode. This study offers practical implications for curriculum developers, educators, and policymakers seeking to embed innovation-centric learning pathways into IT education in Sri Lanka.