Bridging the digital skills gap in ICT labour markets: A socio-technical framework for hybrid ICT competencies via market intelligence

The rapid evolution of digital technologies has widened the gap between higher education curricula and labour market demands. This study reframes the digital skills gap from a quantitative deficit of workers to a qualitative mismatch in competencies, proposing a socio-technical framework for hybrid competence. The primary aim of this study is to identify the skill demands embedded in online ICT job postings and to propose an evidence-based hybrid competence framework for curriculum redesign. Using a data-driven approach, 46,514 job postings were analyzed from Dice.com alongside O*NET occupational classifications, sourced from the United States ICT labour market, extracting 371,038 skill mentions to identify 9077 unique competencies. The findings reveal a dual-demand structure: while technical proficiencies in Python, SQL, and AI remain foundational, they are increasingly inseparable from transversal competencies such as collaboration, management, and strategic communication. Notably, Collaboration emerged as the most frequently requested skill (7047 mentions), substantially exceeding the demand for Computer Science (3333 mentions). This underscores a shift toward the T-shaped professional, where technical ability in isolation is insufficient. These findings are exploratory in nature and should be interpreted within the context of the data source limitations. The paper concludes by presenting an Integrated Hybrid Skills Framework and providing actionable strategies for curriculum redesign through labour market intelligence.