Bloom’s Taxonomy Levels in Technology-Enhanced Flexible Learning During the Pandemic: Evidence from Philippine Higher Education Institutions

Abstract

The COVID-19 pandemic significantly transformed higher education, prompting a rapid shift to technology-enhanced flexible learning in the Philippines. This study examined the levels of thinking skills employed by educators during the pandemic using Bloom’s Digital Taxonomy as an analytical framework. Data were drawn from participants of an open online course on technology-enhanced flexible learning, where teachers reflected on their instructional practices using the SAMR model and identified corresponding taxonomy levels in their course design and activities. Results revealed that the most frequently utilized level was Creating (59%), followed by Applying and Analyzing, while Remembering and Understanding were least represented. Chi-square analysis indicated that institutional region significantly influenced the level of taxonomy implemented (p < .05). Furthermore, competencies related to instructional design, assessment, student interaction management, and data privacy were significantly associated with higher levels of thinking skills. Regression analysis showed that these competencies modestly predicted taxonomy level, with leadership and assessment emerging as significant predictors. The findings suggest that technology-enhanced flexible learning environments during the pandemic facilitated the integration of higher-order thinking skills, particularly at the creative level. However, variations across regional locations and competencies highlight the need for targeted faculty development and equitable access to resources. The study emphasizes the importance of aligning instructional design and assessment practices with higher-order cognitive processes to ensure meaningful learning in flexible and digitally mediated environments.