In response to rapid technological advances in Higher Education, precise evaluation of Complex and Computational Thinking is essential for equipping students to address multifaceted problems and make data-driven decisions. This systematic mapping synthesized 46 peer-reviewed articles (2014–2024) from Scopus and Web of Science, applying stringent inclusion, exclusion, and quality criteria. Six key insights emerged: a) research is concentrated in the United States, France, Spain, China, and Malaysia, with Latin America, Africa, and Oceania underrepresented; b) empirical studies predominate over theoretical contributions; c) quantitative approaches, particularly ex-post-facto and experimental designs are most frequently employed to assess computational thinking, while integrative frameworks for both constructs are scarce; d) publication rates have climbed steadily since 2014, mirroring the adoption of AI-driven pedagogies and heightened emphasis on higher‐order thinking skills; e) investigations focus mainly on undergraduate cohorts; (f) digital and hybrid environments dominate computational-thinking assessments, whereas complex thinking is examined across a wider array of contexts, including traditional classrooms and clinical laboratories. This review delineates current complex and computational thinking assessment practices and highlights the need for geographically diverse, theoretically balanced, and methodologically integrative research.