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    <abstract>Critical thinking is a fundamental skill that helps learners move beyond simple memorization. One way to develop this skill is through high-order questioning. However, crafting such questions remains a challenge for educators, and classroom practices tend to rely on low-order questions. Large Language Models have demonstrated strong capabilities in generating high-order questions, especially when guided by prompts based on Bloom’s Taxonomy. Yet, existing research has largely centered on this framework and focused only on English. This study addresses these gaps by introducing prompts grounded in two alternative frameworks: Claim-Evidence-Reasoning and Divergent Questioning within a multilingual context using Basque, Spanish, and English. Results indicate that while both an open-source and a proprietary model rather effectively generate questions in all three languages, only about half of the answerable questions are recognized by teachers as high-order. A positive finding is that the alternative frameworks produce structurally and conceptually varied questions, suggesting they could complement each other and provide viable alternatives to Bloom’s Taxonomy.</abstract>
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%0 Conference Proceedings
%T High-Order Question Generation in a Multilingual Educational Context
%A Uçar, Suna Seyma
%A Aldabe, Itziar
%A Aranberri, Nora
%A De Clercq, Orphee
%Y Piperidis, Stelios
%Y Bel, Núria
%Y van den Heuvel, Henk
%Y Ide, Nancy
%Y Krek, Simon
%Y Toral, Antonio
%S Proceedings of the Fifteenth Language Resources and Evaluation Conference
%D 2026
%8 May
%I ELRA Language Resource Association
%C Palma de Mallorca, Spain
%F ucar-etal-2026-high
%X Critical thinking is a fundamental skill that helps learners move beyond simple memorization. One way to develop this skill is through high-order questioning. However, crafting such questions remains a challenge for educators, and classroom practices tend to rely on low-order questions. Large Language Models have demonstrated strong capabilities in generating high-order questions, especially when guided by prompts based on Bloom’s Taxonomy. Yet, existing research has largely centered on this framework and focused only on English. This study addresses these gaps by introducing prompts grounded in two alternative frameworks: Claim-Evidence-Reasoning and Divergent Questioning within a multilingual context using Basque, Spanish, and English. Results indicate that while both an open-source and a proprietary model rather effectively generate questions in all three languages, only about half of the answerable questions are recognized by teachers as high-order. A positive finding is that the alternative frameworks produce structurally and conceptually varied questions, suggesting they could complement each other and provide viable alternatives to Bloom’s Taxonomy.
%R 10.63317/56rihjwb6jq7
%U https://aclanthology.org/2026.lrec-1.56/
%U https://doi.org/10.63317/56rihjwb6jq7
%P 760-769

Markdown (Informal)

[High-Order Question Generation in a Multilingual Educational Context](https://aclanthology.org/2026.lrec-1.56/) (Uçar et al., LREC 2026)

• High-Order Question Generation in a Multilingual Educational Context (Uçar et al., LREC 2026)

ACL

• Suna Seyma Uçar, Itziar Aldabe, Nora Aranberri, and Orphee De Clercq. 2026. High-Order Question Generation in a Multilingual Educational Context. In Proceedings of the Fifteenth Language Resources and Evaluation Conference, pages 760–769, Palma de Mallorca, Spain. ELRA Language Resource Association.