The United Nations 2030 Agenda for Sustainable Development and the Inner Development Goals argue that addressing the world's challenges in the 21st century requires people to develop diverse skills. On the one hand, anyone, regardless of age and educational level, can develop multifaceted, transdisciplinary, and integrated competencies to address these challenges. On the other hand, people must work on skills and qualities relevant to inner growth to contribute to a more sustainable global society. Latin America is one of the regions in the world with the lowest skills indexes. Developing complex thinking competency allows individuals to increase their ability to address problems and challenges in their environment, a necessary skill for any professional. However, little progress has been made in documenting pedagogical implementations that develop disciplinary and transversal competencies, such as complex thinking competency, and students' results in mastering this competency. The present contribution identifies the units of analysis for an educational ethnography focused on recording the complex dynamics of educational systems and the implications of a competency-based educational model and presents students' perceived achievement of complex thinking competency as measured by a validated instrument. [For the full proceedings, see ED654100.]