Innovative Education in Action

Science clubs have become relevant educational spaces for promoting students’ engagement with science, technology, engineering, and mathematics (STEM) fields through experiential, collaborative, and challenge-based learning. This study examines university students’ perceived achievement of scientific–technological entrepreneurship and complex thinking competencies after participating in a science club workshop in Mexico. The intervention, titled SciTeL4C, was implemented with 245 Mexican students from engineering and sciences, health sciences, and architecture, art, and design. Participants completed validated instruments measuring scientific–technological entrepreneurship and complex thinking, including its systemic, scientific, critical, and innovative dimensions. Descriptive statistics, one-factor analysis of variance (ANOVA), standard deviation analysis, and correlation analysis were conducted using Minitab 21.4.1. Results show that students reported higher perceived achievement in scientific–technological entrepreneurship than in complex thinking, with lower dispersion in entrepreneurship-related competencies. No statistically significant differences were found across disciplinary areas. Correlation analysis suggests a stronger association between scientific entrepreneurship and complex thinking than between technological entrepreneurship and complex thinking. These findings highlight the potential of science clubs as scalable educational spaces that may support students’ perceived development of STEM-related competencies while emphasizing the need for more sustained pedagogical strategies to strengthen complex thinking development.