Iberoamerican perspectives on complex thinking: assessing higher education students' perceived maturity level

Abstract

Exploring the maturity of complex thinking among higher education students presents a critical insight into modern educational outcomes. This study aims to assess the perceived maturity levels of complex thinking in university students in Iberoamerica. Utilizing the eComplexity questionnaire, this research analyzes data from almost 3,000 cases through stages of pilot testing, validation, and implementation activities. The methodology involved a quantitative approach, incorporating statistical analysis of questionnaire responses. The population includes a diverse sample of students from various cultural and educational backgrounds. Key findings include: (a) no significant variations in complex thinking maturity levels based on gender, (b) the correlation between complex thinking maturity and academic disciplines, (d) significant different on complex thinking competence considering their components (knowledge, skills, and attitudes or values) by academic disciplines. This study provides valuable insights for educational communities, society at large, and policymakers, emphasizing the need for targeted strategies to foster complex thinking competence in higher education.