Analysis of the Impact of Generative Artificial Intelligence on the Actions of Educational Inspection in Spain
DOI:
https://doi.org/10.23824/ase.v0i44.1025Downloads
Abstract
This study provides an overview and analysis of the actions carried out by educational inspection services in the main autonomous communities of Spain, focusing on the potential application of generative artificial intelligence in each type of intervention. It first examines current incursions of artificial intelligence within analogous educational inspection bodies, both inside and outside Spain, to understand the possibilities this technology may offer in relation to the functions and responsibilities of this professional body. Subsequently, through a comparative analysis of representative action plans from inspection services in regions such as Madrid, Andalusia, the Basque Country, Catalonia, and the Valencian Community, twelve main categories of interventions were identified and evaluated according to five automation criteria. The results reveal an average potential time saving of up to 51.8%, along with a strategic redistribution of human resources and functions toward higher value-added tasks in the current and near-future technological context. The study proposes a model of “augmented inspection” that preserves and emphasizes irreplaceable human competencies while optimizing operational efficiency through the intelligent automation of administrative and procedural tasks.
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educational inspection; artificial intelligence; automation; efficiency; digital transformation; educational evaluation; bureaucratic procedures; human competencies; educational technology; public servicesLicense
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