Journal
EDUCATION SCIENCES
Volume 12, Issue 5, Pages -Publisher
MDPI
DOI: 10.3390/educsci12050289
Keywords
higher education; educational innovation; undergraduate level; complex thinking competency; disciplinary statistical differences
Categories
Funding
- NOVUS 2021 Fund
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“The study found that disciplinary area is not a limiting factor in developing complex thinking competence, which is valuable for educational institutions seeking to develop students' complex thinking.”
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.
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