LA CERTIFICATION DES COMPÉTENCES NUMÉRIQUES DANS LES UNIVERSITÉS FRANÇAISES : DU C2I À PIX

Many issues underpin the development of digital practices in higher education, whether it be new forms of appropriation of knowledge, the attractiveness of universities or even questions of lifelong learning. The digital policy of the French Ministry of Higher Education and Research has thus aimed, for more than 30 years, to transform these practices, or even to bring about a real digital "revolution" in universities. In order to grasp this movement, this article questions more precisely the role of two key digital technology training devices: C2i and PIX . To do so, we rely on a series of previous works on these devices (Devauchelle et al., 2009 ; Mell et al., 2015 ; Moatti, 2010 ; Tessier, 2019) as well as on an analysis based in particular on the principles of the sociology of curriculum (Forquin, 2008 ; Bernstein, 2007 ; Barrier, Quéré, Vanneuville, 2019). The analysis of these devices allows us to highlight the principles and transformations of digital education in France. From this point of view, this comparison makes it possible to identify a paradigm shift apparently underway: through the abandonment of C2i in favour of PIX, it is more generally the TICE paradigm that is currently being abandoned in favour of the Edtech paradigm, even if, in the end, this shift concerns more the organisational aspects of certification than the definition of digital skills themselves.