Educational Transformation through Artificial Intelligence: A Comparative Analysis of National Strategies and Perspectives for Spain
DOI:
https://doi.org/10.23824/ase.v0i44.1034Downloads
Abstract
This study analyzes educational strategies related to artificial intelligence (AI) contained in 29 official national policy documents, examining how different countries conceptualize the transformation of their educational systems through this emerging technology. The analysis identifies five main approaches to AI in education: transformational-systemic, competence-professional, sectoral-applied, ethical-regulated, and emerging-experimental. The findings show that while some countries, such as Switzerland, adopt revolutionary visions that completely reconceptualize the educational process by enhancing human–AI collaborative thinking, others focus on specific applications or the development of professional skills. Spain emerges with a hybrid approach that has evolved significantly during 2024–2025, combining specialization in generative AI with new comprehensive educational initiatives. The conclusions suggest that Spain should consolidate its emerging leadership by developing an educational framework that integrates AI literacy from primary education, trains teachers in cognitive collaboration skills, and establishes educational infrastructures that foster experimentation and pedagogical innovation with AI.
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artificial intelligence, educational transformation, educational policies, digital literacy, shared thinking, SpainLicense
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