Abstract

This study examines how gender and institutional context shape the development of scientific thinking among university students in western Mexico. In a world increasingly influenced by technology, fostering scientific competencies is essential not only for academic success but also for professional growth. Drawing on data from 838 students across a public and a private university, the study explores how students perceive their own development in this area, with a particular focus on the intersection of gender and access to technological resources. Using the E-Complexity questionnaire and descriptive statistical analysis, the study found no significant gender differences overall. However, meaningful contrasts emerged between institutions: Students at the private university reported higher levels of perceived scientific thinking than those at the public institution, regardless of gender. Interestingly, while men reported higher scores at the private university, women led men slightly at the public one. These findings suggest that institutional environments, more than gender alone, play a critical role in shaping how students see and develop their scientific competencies. The study highlights the importance of reducing technological and pedagogical gaps between institutions, and calls for more inclusive, equitable strategies to strengthen scientific literacy and prepare students for the challenges of today’s complex, tech-driven world.