{"id":3200,"date":"2026-09-11T11:04:50","date_gmt":"2026-09-11T11:04:50","guid":{"rendered":"https:\/\/swissdaily.ch\/pisa-ia-competences-cognitives\/"},"modified":"2026-09-11T11:04:50","modified_gmt":"2026-09-11T11:04:50","slug":"pisa-ia-competences-cognitives","status":"publish","type":"post","link":"https:\/\/swissdaily.ch\/de\/pisa-ia-competences-cognitives\/","title":{"rendered":"PISA \u00e0 l’\u00e8re de l’IA : quand la technologie \u00e9rode les comp\u00e9tences cognitives des jeunes Europ\u00e9ens"},"content":{"rendered":"

La th\u00e8se est simple, mais ses implications sont profondes : l’intelligence artificielle, utilis\u00e9e passivement, appauvrit pr\u00e9cis\u00e9ment les facult\u00e9s cognitives que l’\u00e9conomie num\u00e9rique exige. C’est le constat qu’Andreas Schleicher, cr\u00e9ateur des tests PISA<\/strong> au sein de l’Organisation de coop\u00e9ration et de d\u00e9veloppement \u00e9conomiques (OCDE)<\/strong>, a livr\u00e9 \u00e0 Euronews \u00e0 l’occasion de la publication des r\u00e9sultats 2025 de l’\u00e9valuation internationale, pass\u00e9e par des adolescents de 15 ans dans 91 pays. Les scores en lecture et en math\u00e9matiques ont atteint des niveaux historiquement bas dans l’ensemble des pays membres de l’OCDE \u2014 un signal d’alarme qui d\u00e9passe le seul cadre p\u00e9dagogique pour interroger la comp\u00e9titivit\u00e9 \u00e9conomique des soci\u00e9t\u00e9s europ\u00e9ennes.<\/p>\n<\/p>\n

Schleicher ne se contente pas de d\u00e9plorer une baisse de niveau : il identifie une d\u00e9gradation qualitative sp\u00e9cifique. Ce ne sont pas uniquement les scores bruts qui reculent, mais la capacit\u00e9 des \u00e9l\u00e8ves \u00e0 recouper des informations, \u00e0 exercer un regard critique sur des sources contradictoires et \u00e0 s’engager avec des textes complexes. Or ces aptitudes constituent pr\u00e9cis\u00e9ment le socle de ce que l’on pourrait appeler la litt\u00e9ratie cognitive \u00e0 l’\u00e8re de l’IA<\/strong> \u2014 la facult\u00e9 de ne pas prendre pour argent comptant les sorties d’un syst\u00e8me probabiliste qui, par construction, n’est pas con\u00e7u pour garantir la v\u00e9rit\u00e9. L’IA, rappelle Schleicher, \u00ab n’est pas n\u00e9cessairement fiable \u00bb ; l’instinct de v\u00e9rification devrait donc \u00eatre renforc\u00e9, non atrophi\u00e9. Les donn\u00e9es PISA confirment cette corr\u00e9lation de mani\u00e8re frappante : les \u00e9l\u00e8ves qui n’utilisent pas l’IA obtiennent, en moyenne, de meilleurs r\u00e9sultats que ceux qui en font un usage r\u00e9gulier et non encadr\u00e9.<\/p>\n<\/p>\n

La m\u00e9taphore que Schleicher emploie m\u00e9rite d’\u00eatre prise au s\u00e9rieux dans toute sa rigueur analytique : \u00ab On ne devient pas en forme en regardant du sport. \u00bb L’apprentissage est un processus actif qui requiert une forme de friction cognitive \u2014 l’effort de comparer, de confronter, de se tromper et de corriger. L’IA, lorsqu’elle court-circuite cette friction en fournissant des r\u00e9ponses imm\u00e9diates et apparemment compl\u00e8tes, ne supprime pas seulement l’effort ; elle supprime l’occasion m\u00eame de d\u00e9velopper la comp\u00e9tence. Ce m\u00e9canisme constitue un cercle vicieux document\u00e9 : moins l’\u00e9l\u00e8ve s’exerce \u00e0 penser par lui-m\u00eame, moins il en est capable, et plus il d\u00e9l\u00e8gue \u00e0 l’outil. La vitesse \u00e0 laquelle ces technologies se sont diffus\u00e9es dans les syst\u00e8mes \u00e9ducatifs europ\u00e9ens a largement d\u00e9pass\u00e9 la capacit\u00e9 institutionnelle \u00e0 encadrer leur usage, ce que Schleicher r\u00e9sume avec une lucidit\u00e9 d\u00e9sabus\u00e9e : \u00ab Les humains ont toujours \u00e9t\u00e9 meilleurs pour inventer de nouvelles choses que pour les utiliser de mani\u00e8re judicieuse. \u00bb<\/p>\n<\/p>\n

Les petites \u00e9conomies dynamiques comme \u00e9talon de mesure<\/h2>\n<\/p>\n

La g\u00e9ographie des r\u00e9sultats PISA 2025 r\u00e9v\u00e8le une fracture significative au sein m\u00eame de l’Union europ\u00e9enne. Sept \u00c9tats membres affichent des scores nettement sup\u00e9rieurs \u00e0 la moyenne OCDE, tandis que treize se situent nettement en dessous. Les baisses les plus marqu\u00e9es concernent les grandes \u00e9conomies \u2014 France, Allemagne, Espagne \u2014, ce qui n’est pas sans cons\u00e9quences pour la trajectoire de productivit\u00e9 \u00e0 moyen terme de la zone euro. \u00c0 l’inverse, ce sont les petites \u00e9conomies dynamiques qui tirent leur \u00e9pingle du jeu. L’Estonie<\/strong> se classe premi\u00e8re en Europe et dans le top dix mondial dans les trois domaines \u00e9valu\u00e9s \u2014 lecture, math\u00e9matiques et sciences \u2014, un r\u00e9sultat que Schleicher attribue \u00e0 une approche du num\u00e9rique \u00e0 la fois prudente, r\u00e9fl\u00e9chie et productive, plut\u00f4t qu’\u00e0 une adoption enthousiaste mais non structur\u00e9e des outils technologiques.<\/p>\n<\/p>\n

Cette observation rejoint un constat plus large sur l’efficacit\u00e9 des syst\u00e8mes \u00e9ducatifs : la d\u00e9pense par \u00e9l\u00e8ve ou le nombre d’ann\u00e9es de scolarit\u00e9, indicateurs dominants avant la cr\u00e9ation de PISA dans les ann\u00e9es 1990, ne pr\u00e9disent que faiblement les comp\u00e9tences effectivement acquises. Ce que mesurent les \u00e9valuations PISA \u2014 la capacit\u00e9 \u00e0 mobiliser des savoirs pour r\u00e9soudre des probl\u00e8mes concrets \u2014 est structurellement diff\u00e9rent de la simple accumulation de dipl\u00f4mes. Pour les \u00e9conomies europ\u00e9ennes confront\u00e9es \u00e0 des d\u00e9fis de transformation industrielle et \u00e0 une concurrence accrue dans les secteurs \u00e0 haute valeur ajout\u00e9e, cet \u00e9cart entre capital humain certifi\u00e9 et capital humain op\u00e9rationnel repr\u00e9sente un risque syst\u00e9mique sous-estim\u00e9.<\/p>\n<\/p>\n

Schleicher formule \u00e9galement des recommandations concr\u00e8tes \u00e0 destination des familles et des corps enseignants, deux leviers que les donn\u00e9es PISA identifient comme d\u00e9terminants. Du c\u00f4t\u00e9 des parents, le recul de l’implication dans la scolarit\u00e9 des enfants en Europe constitue l’une de ses pr\u00e9occupations majeures. Il ne s’agit pas d’imposer trois heures de devoirs quotidiens, mais de signifier \u00e0 l’enfant que ce qu’il apprend a de la valeur aux yeux de ses parents \u2014 un geste aussi simple que de lui demander comment s’est pass\u00e9e sa journ\u00e9e. Les donn\u00e9es sont \u00e9loquentes : les \u00e9l\u00e8ves dont les parents manifestent cet int\u00e9r\u00eat accumulent l’\u00e9quivalent de deux ann\u00e9es scolaires d’avance dans les tests. Du c\u00f4t\u00e9 des enseignants, le r\u00f4le attendu \u00e9volue vers celui de coach, de mentor et de facilitateur \u2014 une transformation qui suppose des ressources et du temps que de nombreux syst\u00e8mes \u00e9ducatifs europ\u00e9ens, confront\u00e9s \u00e0 des p\u00e9nuries structurelles de personnel, peinent \u00e0 d\u00e9gager. La conclusion s’impose d’elle-m\u00eame : sans investissement d\u00e9lib\u00e9r\u00e9 dans la qualit\u00e9 de l’enseignement et dans l’encadrement critique des usages num\u00e9riques, les syst\u00e8mes \u00e9ducatifs europ\u00e9ens risquent de former une g\u00e9n\u00e9ration technologiquement \u00e9quip\u00e9e mais cognitivement d\u00e9pendante \u2014 pr\u00e9cis\u00e9ment l’inverse de ce que l’\u00e9conomie de la connaissance requiert.<\/p>","protected":false},"excerpt":{"rendered":"

La th\u00e8se est simple, mais ses implications sont profondes : l’intelligence artificielle, utilis\u00e9e passivement, appauvrit pr\u00e9cis\u00e9ment les facult\u00e9s cognitives que l’\u00e9conomie num\u00e9rique exige. C’est le constat qu’Andreas Schleicher, cr\u00e9ateur des tests PISA au sein de l’Organisation de coop\u00e9ration et de d\u00e9veloppement \u00e9conomiques (OCDE), a livr\u00e9 \u00e0 Euronews \u00e0 l’occasion de la publication des r\u00e9sultats 2025 […]<\/p>\n","protected":false},"author":4,"featured_media":3199,"comment_status":"open","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,7],"tags":[],"class_list":["post-3200","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-actualites","category-culture"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":8}},"yoast_head":"\nPISA 2025 : l'IA \u00e9rode les comp\u00e9tences des jeunes Europ\u00e9ens<\/title>\n<meta name=\"description\" content=\"Les r\u00e9sultats PISA 2025 r\u00e9v\u00e8lent une baisse historique en lecture et math\u00e9matiques. 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