This study examines the impact of Constructivist Smart Learning Environments and cognitive strategies on the development of Higher-Order Thinking Skills. While vital in higher education, the precise role of cognitive strategies within these modern learning settings remains unclear. Using a quantitative cross-sectional survey, data were collected from 686 female pre-service teachers at four universities in China’s Shanxi Province. Analysis through Structural Equation Modeling revealed significant positive relationships between eight sub-constructs of the learning environment and Higher-Order Thinking Skills. Specifically, inquiry learning, reflective thinking, and perceived usefulness had substantial direct positive impacts. Cognitive strategies fully mediated the effects of both inquiry learning and reflective thinking on Higher-Order Thinking Skills, and partially mediated the effect of perceived usefulness. The findings of this study underscore the importance of promoting high-level cognitive strategies through complex learning activities in maximizing the development of Higher-Order Thinking Skills within Constructivist Smart Learning Environments, offering crucial insights for pre-service teacher education.