@article{ucar-etal-2026-high,
    title = "High-Order Question Generation in a Multilingual Educational Context",
    author = "U{\c{c}}ar, Suna {\c{S}}eyma  and
      Aldabe, Itziar  and
      Aranberri, Nora  and
      De Clercq, Orphee",
    editor = "Piperidis, Stelios  and
      Bel, N{\'u}ria  and
      van den Heuvel, Henk  and
      Ide, Nancy  and
      Krek, Simon  and
      Toral, Antonio",
    journal = "International Conference on Language Resources and Evaluation",
    volume = "main",
    month = may,
    year = "2026",
    address = "Palma de Mallorca, Spain",
    publisher = "ELRA Language Resource Association",
    url = "https://preview.aclanthology.org/ingest-lrec/2026.lrec-main.56/",
    pages = "760--769",
    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."
}