HOTS's potential impact on classroom instruction will be determined in large part by how well-prepared and equipped the teachers are to adopt this new instructional strategy in their classrooms. This report conducts a systematic review of five prior studies on teachers' readiness and needs for HOTS implementation in the classroom. According to the chosen articles, the contents and contexts of the research were analyzed critically. According to the findings of the studies that were selected, the topic of the study that is frequently discussed is the perceptions of teachers regarding the implementation of HOTS in teaching in terms of the cognitive, effective, and behavioral aspects of the teachers. Among the factors that influence the level of readiness of a teacher included knowledge of HOTS, teaching experience, classroom management skills and pedagogy, the background of students in terms of knowledge, motivation, and different learning styles, teacher motivation and perception, technology integration skills as well as school climate influence. All of these aspects have received extensive analysis and discussion in the selected studies. Additionally, there are notable findings such as the study's emphasis and the parallels and variations across the articles chosen. This systematic review paper will help readers identify and understand previous studies on teachers' readiness and the necessities to apply HOTS in the classroom.

High-Order Thinking Skills (HOTS), readiness, need