الكفاءات المهنية في التعليم التقني والتدريب المهني لمواكبة التطور التقني وتحقيق التنمية المستدامة في ليبيا
https://doi.org/10.56989/benkj.v6i5.1916
الكلمات المفتاحية:
الكفاءات المهنية الرقمية ، التنمية المستدامة ، التحول الرقمي ، التقنية الحيوية ، التعليم التقني ، سوق العمل ، العالم العربيأهداف التنمية المستدامة (SDGs)
الملخص
يشهد سوق العمل في القطاعات التقنية والحيوية تحولات بنيوية سريعة نتيجة التداخل بين الذكاء الاصطناعي والأتمتة والتقنيات الحيوية، مما يفرض إعادة هيكلة جوهرية لنماذج إعداد الكفاءات المهنية. تهدف هذه الدراسة إلى تحليل طبيعة الفجوة المعرفية والمهارية بين مخرجات التعليم التقني الحالي ومتطلبات سوق العمل المستدام، واستخلاص أطر الكفاءات الرقمية المهنية القادرة على دعم أهداف التنمية المستدامة في السياق العربي. اعتمدت الدراسة منهج المراجعة السردية التحليلية (Narrative Analytical Review)، مع تطبيق بروتوكول فرز منهجي شمل قواعد بيانات عالمية محكمة، وأسفر عن عينة تحليلية نهائية مكونة من (34) دراسة محكمة منشورة خلال الفترة (2018–2026). كُشفت النتائج عبر التحليل الموضوعي عن أربعة محاور تحليلية رئيسية: (1) التحول من الكفاءة التقنية المنعزلة إلى التكامل الرقمي البشري، (2) وجود فجوة هيكلية مستمرة بين المناهج الأكاديمية والتطبيق المهني المستدام، (3) بروز كفاءات القيادة الرقمية الخضراء كمتطلب إداري جديد، و(4) الدور الحاسم للتقنية الحيوية والمعلوماتية الحيوية في هندسة حلول الاستدامة. تُوصي الدراسة بإعادة هيكلة برامج التعليم والتدريب التقني وفق نموذج كفاءات قائم على التكامل بين التخصصات والبيانات والممارسات المستدامة، مع تعزيز الشراكات المؤسسية لقياس الأثر التنموي بدقة.
The labor market in technical and vital sectors is witnessing rapid structural transformations as a result of the intersection of artificial intelligence, automation, and biotechnology, which imposes a fundamental restructuring of professional competency development models. This study aims to analyze the nature of the knowledge and skills gap between current technical education outcomes and sustainable labor market requirements, and to extract frameworks for digital-professional competencies capable of supporting sustainable development goals in the Arab context. The study adopted the Narrative Analytical Review methodology, applying a systematic screening protocol that included peer-reviewed global databases, resulting in a final analytical sample of (34) peer-reviewed studies published during the period (2018–2026). The results, revealed through thematic analysis, identified four main analytical axes: (1) the shift from isolated technical competence to digital-human integration, (2) the existence of a persistent structural gap between academic curricula and sustainable professional application, (3) the emergence of green digital leadership competencies as a new administrative requirement, and (4) the crucial role of biotechnology and bioinformatics in engineering sustainability solutions. The study recommends restructuring technical education and training programs according to a competency model based on integration across disciplines, data, and sustainable practices, while strengthening institutional partnerships to accurately measure developmental impact.
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الحقوق الفكرية (c) 2026 مجلة ابن خلدون للدراسات والأبحاث
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