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<p>In a rapidly changing and uncertain world, future professionals must develop competencies that enable them to address complex challenges effectively. Complex thinking, encompassing critical, systemic, scientific, and innovative sub-competencies, is fundamental for lifelong learning and professional adaptability. This study examines the perception of the achievement of complex thinking competence among university students in Mexico, Chile and Spain, with the aim of identifying similarities and differences between these contexts. The sample included 504 students (37% male, 63% female; ages 17–28, M = 20.6, SD = 2.30), who responded to the e-complexity instrument. Findings reveal that Mexican students reported higher perceived mastery in the sub-competencies of complex thinking. While no gender-based differences were observed, variance analysis highlighted significant differences in scientific, critical, and innovative thinking across the three groups. These results provide valuable insights into the development of educational strategies to foster essential competencies, addressing the theoretical and practical implications of enhancing complex thinking in higher education.</p>

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Developing future-ready competencies: perceptions of complex thinking among university students in three nations

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月20日

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  • Carolina Alcantar-Nieblas,
  • Leonardo David Glasserman-Morales,
  • Paloma Suárez-Brito,
  • Susana del Rio-Urenda,
  • Claudia Lorena Tramon-Pregnan,
  • José Carlos Vázquez-Parra

摘要

In a rapidly changing and uncertain world, future professionals must develop competencies that enable them to address complex challenges effectively. Complex thinking, encompassing critical, systemic, scientific, and innovative sub-competencies, is fundamental for lifelong learning and professional adaptability. This study examines the perception of the achievement of complex thinking competence among university students in Mexico, Chile and Spain, with the aim of identifying similarities and differences between these contexts. The sample included 504 students (37% male, 63% female; ages 17–28, M = 20.6, SD = 2.30), who responded to the e-complexity instrument. Findings reveal that Mexican students reported higher perceived mastery in the sub-competencies of complex thinking. While no gender-based differences were observed, variance analysis highlighted significant differences in scientific, critical, and innovative thinking across the three groups. These results provide valuable insights into the development of educational strategies to foster essential competencies, addressing the theoretical and practical implications of enhancing complex thinking in higher education.