This research examines the impact of various questioning strategies on student engagement, comprehension, and higher-order thinking skills, focusing on STEM education. Techniques such as the Question Formulation Technique (QFT), structured reflection using the Four-Questions Technique, and targeted questioning in mathematics classrooms demonstrate that effective questioning increases classroom engagement and fosters critical thinking and problem-solving abilities essential for STEM disciplines. By encouraging students to generate their own questions and explore open-ended problems, these strategies promote deeper cognitive engagement, making them a crucial focus for teacher preparation and graduate education programs in STEM. The research emphasizes the importance of moving beyond lower-order recall questions to those that stimulate analysis, synthesis, and evaluation, thereby nurturing a more profound understanding of complex STEM concepts.