Wisdom as a higher-order psychosocial competency in STEM higher education: evidence from Chile in the Global South

Purpose This study examines associations between psychological well-being, social well-being, self-efficacy, and wisdom, conceptualised as a higher-order psychosocial competency, among undergraduate STEM students in Chile. Design/methodology/approach A cross-sectional quantitative design was employed using validated self-report scales administered to a sample of undergraduate STEM students in Chile. Path analysis was conducted to examine direct and indirect relationships among the constructs. Findings Social well-being was positively associated with wisdom (߈ = 0.148), whereas psychological well-being was negatively associated with wisdom (߈ = −0.131). Self-efficacy was not directly associated with wisdom, but it was positively related to psychological well-being (߈ = 0.127). Social well-being strongly predicted psychological well-being (߈ = 1.047), suggesting an interconnected psychosocial structure. Originality/value By framing wisdom as a higher-order psychosocial competency, this study extends STEM higher education research beyond performance-centred outcomes and highlights the relational foundations of non-cognitive development in demanding learning environments.