Repenser les compétences à l’ère de l’intelligence numérique
DOI :
https://doi.org/10.1522/radm.no9.2041Mots-clés :
Compétences du 21e siècle, référentiels de compétences, prolifération conceptuelle, cadres normatifs, chevauchement sémantiqueRésumé
À l’ère de l’intelligence numérique, les compétences dites « du 21ᵉ siècle » occupent une place croissante dans les politiques éducatives, les pratiques organisationnelles et les référentiels de formation. Cette montée en importance s’est accompagnée d’une prolifération des cadres conceptuels, nationaux et sectoriels, qui a généré une fragmentation sémantique nuisant à la cohérence, la comparabilité et l’opérationnalisation des compétences sur le marché du travail. Cet article propose une analyse critique de cette dynamique, en examinant l’évolution des définitions de la compétence, la multiplication des cadres et référentiels, ainsi que les conséquences pratiques de cette dispersion. À partir d’une revue de littérature et l’analyse de données issues de différents cadres de compétences, l’article identifie trois phénomènes principaux : la redondance des compétences entre cadres, leur chevauchement sémantique et la diversité des référentiels selon les contextes géographiques et institutionnels. L’article propose trois pistes de solutions : regrouper les compétences en méta-catégories cohérentes, harmoniser les cadres existants par l’élaboration de taxonomies partagées, et standardiser les compétences numériques et en intelligence artificielle à travers des outils adaptatifs intégrant les technologies émergentes. L’objectif est de construire des référentiels plus intégratifs, capables de concilier à la fois la robustesse conceptuelle et la flexibilité contextuelle des compétences, pour mieux répondre aux exigences d’un monde du travail en constante mutation.
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© Gabrielle Teyssier-Roberge, Delphine de Hemptinne, Joël Gagnon, Sébastien Tremblay 2025
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