abstract
- This study explores gender and institutional differences in perceived complex thinking competency among students in the final third of their professional training at two technological universities in western Mexico. Using a quantitative, cross-sectional design with standardized surveys, it identifies three key findings: (1) students in private universities report higher competency achievement; (2) men in private universities outperform women, while women in public universities surpass men; and (3) greater competency dispersion among public university students, especially women. The study underscores institutional influences on competency development, advocating for equity-focused reforms to foster inclusive, competency-based education in higher education. © 2025 Taylor & Francis Group, LLC.