Development of the Perception of Achievement of Complex Thinking: A Disciplinary Approach in a Latin American Student Population

Abstract

This paper aims to identify whether there are statistically significant differences in the level of perceived achievement of complex thinking competence in a population of Latin American students from different disciplines. The intention is to corroborate or question the academic literature that categorizes certain types of thinking (systemic, scientific, and critical) as characteristic elements of some disciplines. Methodologically, the validated eComplexity instrument was applied to a sample of 370 undergraduate students from a Mexican university. The results showed that the highest means for systems thinking can be found in the disciplines of Engineering, Business, and Humanities, while the highest means for critical thinking can be found among architecture students. However, statistically, the results showed no significant differences upon an overall comparison of all disciplines. In conclusion, the findings of this study prove to be valuable for educational institutions seeking to develop complex thinking in their students, demonstrating that the disciplinary area is not a limiting factor in developing a perception of achievement in a particular competence and its sub-competences.