منسقو التعليم
التعليم والتدريبالتعرّض للذكاء الاصطناعي
- مصدر البيانات: BLSتاريخ النشر: '26.08
مرتفع جدًا· نسبي
منخفضأربع فئات نسبيةمرتفع جدًاقيمة على مستوى المجموعة المهنية
المقياس والأساس والمصدر
أربع فئات نسبية (منخفض / متوسط / مرتفع / مرتفع جدًا)
831 مهنة تفصيلية في جدول توقعات التوظيف لدى BLS. وتُسند القيمة على مستوى رمز مصفوفة التوظيف الوطنية (NEM)، فالمهن التي تشترك في الرمز نفسه تأخذ النطاق نفسه
- مصدر البيانات: Anthropicتاريخ النشر: '26.03
0.304
0.000نطاق القيم المعروضة هنا0.745المقياس والأساس والمصدر
- مصدر البيانات: ILOتاريخ النشر: '25
0.39
0.09نطاق القيم المعروضة هنا0.70قيمة على مستوى المجموعة المهنية
المقياس والأساس والمصدر
مؤشر التعرّض للذكاء الاصطناعي التوليدي، 0–1 كما نُشر
وحدة التصنيف ISCO-08 — تأخذ كل المهن ذات الرمز نفسه هذه القيمة
محسوب من قِبل هذا الموقع وليس منشورًا من منظمة العمل الدولية: من بين 1,012 مهنة يربطها هذا الموقع بمجموعة بيانات المنظمة، تبلغ نسبة التي تساوي هذه القيمة أو تتجاوزها 44%.
ما نوع القيمة التي ينشرها هذا المصدر
فئة BLS رتبة نسبية لا مستوى مطلق، وليست قياسًا مباشرًا: فهي تجمع الرتب المئينية للمهنة في عدة دراسات منشورة في أربع فئات. وهي ليست توقّعًا للتوظيف أو الأجور، ولا احتمالًا للتبني، ولا تفرّق بين الأتمتة والتعزيز.
Task-level exposure
المهام ذات التعرض فقط| Task | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Develop instructional materials, such as lesson plans, handouts, or examinations.25-9031 | 0.610061.0 | 0.120066.7 |
Advise and teach students.25-9031 | 0.170017.0 | 0.01005.6 |
Design instructional aids for stand-alone or instructor-led classroom or online use.25-9031 | 0.120012.0 | 0.030016.7 |
Define instructional, learning, or performance objectives.25-9031 | 0.02002.0 | 0.01005.6 |
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.25-9031 | 0.02002.0 | 0.01005.6 |
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.25-9031 | 0.02002.0 | 0.00000.0 |
Present and make recommendations regarding course design, technology, and instruction delivery options.25-9031 | 0.02002.0 | 0.00000.0 |
Design learning products, including Web-based aids or electronic performance support systems.25-9031 | 0.01001.0 | 0.00000.0 |
Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.25-9031 | 0.01001.0 | 0.00000.0 |
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.25-9031 | 0.00000.0 | 0.00000.0 |
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.25-9031 | 0.00000.0 | 0.00000.0 |
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.25-9031 | 0.00000.0 | 0.00000.0 |
Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.25-9031 | 0.00000.0 | 0.00000.0 |
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.25-9031 | 0.00000.0 | —0 |
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.25-9031 | 0.00000.0 | —0 |
Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.25-9031 | 0.00000.0 | —0 |
Develop measurement tools to evaluate the effectiveness of instruction or training interventions.25-9031 | 0.00000.0 | —0 |
Teach instructors to use instructional technology or to integrate technology with teaching.25-9031 | 0.00000.0 | —0 |
Adapt instructional content or delivery methods for different levels or types of learners. | —0 | 0.00000.0 |
| Not observed on any surface — 11 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | ||
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. | —0 | —0 |
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. | —0 | —0 |
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. | —0 | —0 |
Interpret and enforce provisions of state education codes and rules and regulations of state education boards. | —0 | —0 |
Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills. | —0 | —0 |
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. | —0 | —0 |
Address public audiences to explain program objectives and to elicit support. | —0 | —0 |
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. | —0 | —0 |
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. | —0 | —0 |
Interview subject-matter experts or conduct other research to develop instructional content. | —0 | —0 |
Research and evaluate emerging instructional technologies or methods. | —0 | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task | βE1 + 0.5 × E2 |
|---|---|
Interpret and enforce provisions of state education codes and rules and regulations of state education boards.O*NET Task ID 6867 | 1.0 |
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.O*NET Task ID 6878 | 1.0 |
Define instructional, learning, or performance objectives.O*NET Task ID 22441 | 1.0 |
Develop instructional materials, such as lesson plans, handouts, or examinations.O*NET Task ID 22444 | 1.0 |
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.O*NET Task ID 22445 | 1.0 |
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.O*NET Task ID 22447 | 1.0 |
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.O*NET Task ID 6865 | 0.5 |
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.O*NET Task ID 6866 | 0.5 |
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.O*NET Task ID 6870 | 0.5 |
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.O*NET Task ID 6873 | 0.5 |
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.O*NET Task ID 6863 | 0.0 |
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.O*NET Task ID 6864 | 0.0 |
Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills.O*NET Task ID 6871 | 0.0 |
Address public audiences to explain program objectives and to elicit support.O*NET Task ID 6876 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page