Going beyond teaching knowledge to develop students¿ competencies challenges contemporary universities because acquiring knowledge is insufficient without the capacity to implement it in real environments. Complex thinking is among the most valued competencies. It allows people to reason to solve problems, integrating their scientific, systemic, critical, and innovative skills. However, theoretically, there is a gender gap in the acquisition and development of complex thinking, suggesting inequity within the training processes. This article examines how acquiring and developing complex thinking are configured in a group of Mexican university students. Employing a multivariate descriptive statistical analysis, we intended our study to identify a possible gender gap and particular characteristics in the sample of female students to understand the formation of complex thinking considering the gender variable. Our conclusion found that, although the data suggests no statistically significant gap between the genders, it is still present in the unequal development of procedural knowledge in women, affecting their perception of their ability to implement what they know when solving problems. Practically, this text shows an area of opportunity for institutions that train complex thinking and establish educational policies to promote women¿s leadership.
