New Inquiry-Based Learning (NIBL) was developed to improve students’ multiple higher-order thinking skills (MHOTS), such as thinking critically, analytically, creatively, and practically (CACP). This study aimed to examine the increase of students’ MHOTS ability, their perceptions of the NIBL model, and the contribution of the NIBL model to the learning outcomes.  A quasi-experiment of the nonequivalent control group design was implemented in this study. Research subjects were university students majoring in chemistry education and enrolling in the Organic Chemistry course. The experiment and the control groups consisted of 34 and 32 students, respectively. The collected data were analyzed by using t-test and ANCOVA procedures. N-Gain scores were calculated to measure the differences in the increase in learning outcomes. Eta square values measured the contribution of NIBL. The results of this study revealed that there were differences in the learning outcomes of the experiment and control group. The CACP thinking skills and the mastery of organic chemistry concepts of the experiment group increased significantly. The N-Gain scores of practical thinking skills aspect were on medium category, and for critical, analytical, and creative thinking, as well as for mastery of organic chemistry concepts were on high categories. For the control group, the N-Gain scores of all categories were on low or medium categories. The NIBL model effectively improved the prospective chemistry teachers’ M-HOTS in terms of CACP thinking skills and contributed significantly to the increase in the students’ mastery of organic chemistry concepts.

This study aims to analyze the effects of working memory capacity and learning styles of prospective mathematics teachers on their ability to solve higher-order thinking problems. In the present study, learning style was considered students' tendency to learn visually or verbally. In addition, the types of higher-order thinking skills (HOTS) problems are complex and non-complex. Multiple regression tests were used to analyze the effects of learning style and working memory capacity. An ANOVA test was also conducted to analyze the ability of each group to solve each HOTS problem. In addition, one hundred twenty-six prospective mathematics teachers voluntarily participated in this study. The study found that learning styles only affected visual problems while working memory capacity (WMC) only affected the ability to solve complex problem-solving skills. Furthermore, WMC affected the ability to solve complex HOTS problems, not non-complex ones. The ability of visual students to solve HOTS problems will greatly increase when the problems are presented in visual form. On the other hand, the obstacle for visual students in solving verbal problems was to present the problem appropriately in visual form. The obstacle for students with low WMC in solving complex HOTS problems was to find a solution that met all the requirements set in the problem.

In an era where diversity and digitalization significantly influence higher education, understanding and adapting to various learning preferences is crucial. This study comprehensively analyzes 394 scholarly articles from 1984 to 2022 using bibliometric methods, providing a dynamic overview of the research patterns in learning styles within higher education. We identified four stages of development during this period: 1984–1995 (Low-interest), 1996–2005 (Early development), 2006–2018 (Development), and 2019–2022 (Intensification). Our analysis highlights that the United States, the United Kingdom, and Australia were the top three leading publishers of research on learning styles in higher education. The results reveal three main topics of publications: educational technology, learning environments, and subject behaviors. This research not only identifies emerging research topics but also underscores the importance of adapting instructional strategies to diverse learning styles to enhance educational outcomes in higher education.