Higher-Order Thinking Skills (HOTS) are increasingly recognized as essential competencies in technical education, particularly in preparing learners for complex problem-solving and innovation-driven environments. Despite extensive emphasis on HOTS integration in curricula, disparities in skill acquisition across demographic groups remain insufficiently explored. This study proposes a multidimensional analytical framework to evaluate HOTS among technical education learners while examining the influence of demographic variables such as gender, academic level, and socio-educational background. Drawing on established theoretical foundations, including Marzano’s Dimensions of Learning and contemporary pedagogical frameworks, the study integrates cognitive, instructional, and demographic constructs into a unified analytical model. A mixed-methods approach is conceptualized, incorporating quantitative assessments and structured evaluation instruments. Findings indicate significant variation in HOTS proficiency linked to instructional exposure, teacher competency, and demographic factors. The framework demonstrates applicability for institutional assessment, curriculum design, and targeted intervention strategies. The study contributes to bridging the gap between theoretical HOTS frameworks and practical evaluation mechanisms within technical education systems.