Abstract
Complex thinking is a cognitive skill that focuses on the integrated analysis and synthesis of information with a systemic and critical perspective that enables creative decision-making in the face of complex realities or challenges. At the educational level, it is valued as a transdisciplinary competency, meaning it is relevant for individuals regardless of their profession or field of study. This article presents the results of measuring the perceived achievement of complex thinking among 830 graduating students from a technological university in Mexico, aiming to identify possible significant differences based on their discipline or major. Methodologically, a multivariate descriptive statistical analysis was performed using R and RStudio software, including calculation of means and standard deviations, violin plots, boxplot and ANOVA significance analysis, and t-test. The results show that the differences were not statistically significant in all the disciplines, although it is possible to note significant differences, which reveals a differentiated behavior in the process of formation and development of complex thinking according to the discipline of study. In conclusion, the present study shows that the students' areas of training are associated with differences in perception of complex thinking and its associated sub-competencies, thus differentiating this ability in their graduation profile. This article contributes to the existing literature on the formation and development of complex thinking and its sub-competencies as relevant professional skills for lifelong learning.