Problem: the assumption that the students who completed the curriculum in the first and second cohorts of the Doctorate in Educational Research at the Centro Universitario de Oriente of the University of San Carlos of Guatemala hardly develop complex thinking skills. Objective: to determine the level of development of complex thinking skills in students. Method: it is a quantitative descriptive cross-sectional study. The application of the COMPLEX 21 scale is carried out in a sample of 25 students. Results: complex thinking skills were high in problem solving (96%), metacognition (100%), creativity (93%), systemic thinking (94%) and critical thinking (95%); critical thinking motivation (91%) with a total average of 94%. A high level of development of complex thinking skills is presented in doctoral students who are totally satisfied (36%) and very satisfied (60%), coming to positively recommend the doctorate (92%). The improvement comment with the most mention is “better formalize and organize seminars and processes”. Conclusion: there is high satisfaction with the doctorate, so it should continue to promote the development of skills focused on complex thinking, the transdisciplinary and transmethodical method.