Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines
This article aims to evaluate university community members’ (faculty members and students, in this case) perceptions of their complex thinking competency and its sub-competencies – including systemic, scientific, critical, and innovative thinking – across various disciplines at eight universities in...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2445366 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850105425774510080 |
|---|---|
| author | José Carlos Vázquez-Parra Rasikh Tariq Isolda Margarita Castillo-Martínez Fawad Naseer |
| author_facet | José Carlos Vázquez-Parra Rasikh Tariq Isolda Margarita Castillo-Martínez Fawad Naseer |
| author_sort | José Carlos Vázquez-Parra |
| collection | DOAJ |
| description | This article aims to evaluate university community members’ (faculty members and students, in this case) perceptions of their complex thinking competency and its sub-competencies – including systemic, scientific, critical, and innovative thinking – across various disciplines at eight universities in Pakistan (Objective). Using a validated eComplexity instrument, descriptive statistical analysis of means and standard deviations, a Kruskal–Wallis test, a correlation matrix, and a correlation coefficient heatmap of complex thinking were applied to uncover key patterns and disparities (Methodology). The novelty of this study lies in its focus on how participants perceive their achievement of complex thinking competencies, offering unique insights into the specific challenges faced by different academic disciplines (Novelty). Notably, Humanities and Education profiles reported considerably low levels of competency (mean of 2.39), with statistically significant differences regarding knowledge of research report structures (scientific thinking) and interdisciplinary problem-solving and contextual analysis (innovative thinking) (Results). However, the study’s geographic context and reliance on self-perceived competencies pose limitations, potentially introducing social desirability bias (Limitations). These findings emphasise the need to adapt teaching methods to bridge competency gaps and promote equitable skill development (Conclusions). Future research should extend the study to broader educational contexts to explore regional and international variations, and assess interventions to enhance competencies in underperforming areas – particularly Humanities and Education – improving discipline performance and confidence in complex thinking (Implications). |
| format | Article |
| id | doaj-art-e4a5da994b214ff590d0b08506e0baab |
| institution | OA Journals |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-e4a5da994b214ff590d0b08506e0baab2025-08-20T02:39:07ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2024.2445366Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplinesJosé Carlos Vázquez-Parra0Rasikh Tariq1Isolda Margarita Castillo-Martínez2Fawad Naseer3Institute for the Future of Education, Tecnologico de Monterrey, Monterrey, MexicoInstitute for the Future of Education, Tecnologico de Monterrey, Monterrey, MexicoSchool of Humanities and Education, Tecnologico de Monterrey, Monterrey, MexicoComputer Science & Software Engineering School, Beaconhouse International College, Faisalabad, PakistanThis article aims to evaluate university community members’ (faculty members and students, in this case) perceptions of their complex thinking competency and its sub-competencies – including systemic, scientific, critical, and innovative thinking – across various disciplines at eight universities in Pakistan (Objective). Using a validated eComplexity instrument, descriptive statistical analysis of means and standard deviations, a Kruskal–Wallis test, a correlation matrix, and a correlation coefficient heatmap of complex thinking were applied to uncover key patterns and disparities (Methodology). The novelty of this study lies in its focus on how participants perceive their achievement of complex thinking competencies, offering unique insights into the specific challenges faced by different academic disciplines (Novelty). Notably, Humanities and Education profiles reported considerably low levels of competency (mean of 2.39), with statistically significant differences regarding knowledge of research report structures (scientific thinking) and interdisciplinary problem-solving and contextual analysis (innovative thinking) (Results). However, the study’s geographic context and reliance on self-perceived competencies pose limitations, potentially introducing social desirability bias (Limitations). These findings emphasise the need to adapt teaching methods to bridge competency gaps and promote equitable skill development (Conclusions). Future research should extend the study to broader educational contexts to explore regional and international variations, and assess interventions to enhance competencies in underperforming areas – particularly Humanities and Education – improving discipline performance and confidence in complex thinking (Implications).https://www.tandfonline.com/doi/10.1080/2331186X.2024.2445366Professional Educationeducational innovationcomplex thinkingAsian studiesContinuing professional developmenthigher education |
| spellingShingle | José Carlos Vázquez-Parra Rasikh Tariq Isolda Margarita Castillo-Martínez Fawad Naseer Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines Cogent Education Professional Education educational innovation complex thinking Asian studies Continuing professional development higher education |
| title | Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines |
| title_full | Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines |
| title_fullStr | Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines |
| title_full_unstemmed | Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines |
| title_short | Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines |
| title_sort | perceived competency in complex thinking skills among university community members in pakistan insights across disciplines |
| topic | Professional Education educational innovation complex thinking Asian studies Continuing professional development higher education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2445366 |
| work_keys_str_mv | AT josecarlosvazquezparra perceivedcompetencyincomplexthinkingskillsamonguniversitycommunitymembersinpakistaninsightsacrossdisciplines AT rasikhtariq perceivedcompetencyincomplexthinkingskillsamonguniversitycommunitymembersinpakistaninsightsacrossdisciplines AT isoldamargaritacastillomartinez perceivedcompetencyincomplexthinkingskillsamonguniversitycommunitymembersinpakistaninsightsacrossdisciplines AT fawadnaseer perceivedcompetencyincomplexthinkingskillsamonguniversitycommunitymembersinpakistaninsightsacrossdisciplines |