Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines DOI Creative Commons
José Carlos Vázquez Parra, Rasikh Tariq, Isolda Margarita Castillo-Martínez

et al.

Cogent Education, Journal Year: 2024, Volume and Issue: 12(1)

Published: Dec. 25, 2024

This article aims to evaluate university community members' (faculty members and students, in this case) perceptions of their complex thinking competency its sub-competencies – including systemic, scientific, critical, innovative across various disciplines at eight universities Pakistan (Objective). Using a validated eComplexity instrument, descriptive statistical analysis means standard deviations, Kruskal–Wallis test, correlation matrix, coefficient heatmap were applied uncover key patterns disparities (Methodology). The novelty study lies focus on how participants perceive achievement competencies, offering unique insights into the specific challenges faced by different academic (Novelty). Notably, Humanities Education profiles reported considerably low levels (mean 2.39), with statistically significant differences regarding knowledge research report structures (scientific thinking) interdisciplinary problem-solving contextual (innovative (Results). However, study's geographic context reliance self-perceived competencies pose limitations, potentially introducing social desirability bias (Limitations). These findings emphasise need adapt teaching methods bridge gaps promote equitable skill development (Conclusions). Future should extend broader educational contexts explore regional international variations, assess interventions enhance underperforming areas particularly improving discipline performance confidence (Implications).

Language: Английский

Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines DOI Creative Commons
José Carlos Vázquez Parra, Rasikh Tariq, Isolda Margarita Castillo-Martínez

et al.

Cogent Education, Journal Year: 2024, Volume and Issue: 12(1)

Published: Dec. 25, 2024

This article aims to evaluate university community members' (faculty members and students, in this case) perceptions of their complex thinking competency its sub-competencies – including systemic, scientific, critical, innovative across various disciplines at eight universities Pakistan (Objective). Using a validated eComplexity instrument, descriptive statistical analysis means standard deviations, Kruskal–Wallis test, correlation matrix, coefficient heatmap were applied uncover key patterns disparities (Methodology). The novelty study lies focus on how participants perceive achievement competencies, offering unique insights into the specific challenges faced by different academic (Novelty). Notably, Humanities Education profiles reported considerably low levels (mean 2.39), with statistically significant differences regarding knowledge research report structures (scientific thinking) interdisciplinary problem-solving contextual (innovative (Results). However, study's geographic context reliance self-perceived competencies pose limitations, potentially introducing social desirability bias (Limitations). These findings emphasise need adapt teaching methods bridge gaps promote equitable skill development (Conclusions). Future should extend broader educational contexts explore regional international variations, assess interventions enhance underperforming areas particularly improving discipline performance confidence (Implications).

Language: Английский

Citations

0