Career/Technical Education Teachers, Postsecondary

Educational Instruction and Library Occupations

O*NET-SOC code: 25-1194.00

Teach vocational courses intended to provide occupational training below the baccalaureate level in subjects such as construction, mechanics/repair, manufacturing, transportation, or cosmetology, primarily to students who have graduated from or left high school. Teaching takes place in public or private schools whose primary business is academic or vocational education.

Data source: BLSPublished: 2026-08
Very high· relative
LowFour relative bandsVery high
Group-level value
Scale, basis and source
Four relative bands (Low / Moderate / High / Very high)
831 detailed occupations in the BLS Employment Projections table. Assigned per National Employment Matrix (NEM) code, so occupations sharing a NEM code carry the same band
Source dataset (XLSX download)
Data source: AnthropicPublished: 2026-03
0.156
0.000Range of values carried here0.745
Scale, basis and source
Observed exposure index, 0–1 as published
Mapped onto O*NET tasks
Published per SOC 2018 occupation; every O*NET occupation with the same SOC 2018 code carries this value
Source dataset (CSV download)
Data source: ILOPublished: 2025
0.35
0.09Range of values carried here0.70
Group-level value
Scale, basis and source
Generative AI exposure index, 0–1 as published
Published per ISCO-08 unit group. Linked to this occupation, wholly or in part, by applying U.S. Bureau of Labor Statistics crosswalks (ISCO-08 to 2010 SOC, 2010 SOC to 2018 SOC) as published
Source dataset (PDF download)

What kind of figure this source publishes

The BLS category is a relative rank, not an absolute level, and it is not a first-hand measurement: it groups an occupation's percentile ranks across several published studies into four bands. It is not an employment or wage forecast, not a probability of adoption, and it does not separate automation from augmentation.

Task-level exposure

Exposed tasks only

20 rated tasks · 17 tasks with β ≥ 0.5 (85.0%)

β = direct exposure (E1) + 0.5 × exposure when tools are available (E2), per the source repository's definition.

Source unit: O*NET 27.2 tasks → O*NET 31.0 occupation code
All rated tasks are in the O*NET 31.0 task list.

Source: OpenAI "GPTs are GPTs" exposure rubric
Release: gh-main-0471612
License: MIT License, Copyright (c) 2024 OpenAI

Tasks of O*NET-SOC 2010 occupation 25-1194.00 Vocational Education Teachers, Postsecondary, linked to this occupation by the O*NET-SOC 2010 to 2019 crosswalk

Task (O*NET 20.1)	Claude.aiRaw / share %
Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement. 25-1194.00	0.277873.3
Develop teaching aids such as instructional software, multimedia visual aids, or study materials. 25-1194.00	0.045011.9
Develop curricula and plan course content and methods of instruction. 25-1194.00	0.040210.6
Present lectures and conduct discussions to increase students' knowledge and competence using visual aids, such as graphs, charts, videotapes, and slides. 25-1194.00	0.00742.0
Select and assemble books, materials, supplies, and equipment for training, courses, or projects. 25-1194.00	0.00691.8
Prepare outlines of instructional programs and training schedules and establish course goals. 25-1194.00	0.00160.4
Not observed on any surface — 14 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.
Supervise and monitor students' use of tools and equipment.	—0
Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness.	—0
Prepare reports and maintain records such as student grades, attendance rolls, and training activity details.	—0
Supervise independent or group projects, field placements, laboratory work, or other training.	—0
Determine training needs of students or workers.	—0
Provide individualized instruction and tutorial or remedial instruction.	—0
Conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects.	—0
Integrate academic and vocational curricula so that students can obtain a variety of skills.	—0
Advise students on course selection, career decisions, and other academic and vocational concerns.	—0
Participate in conferences, seminars, and training sessions to keep abreast of developments in the field, and integrate relevant information into training programs.	—0
Serve on faculty and school committees concerned with budgeting, curriculum revision, and course and diploma requirements.	—0
Review enrollment applications and correspond with applicants to obtain additional information.	—0
Arrange for lectures by experts in designated fields.	—0
Acquire, maintain, and repair laboratory equipment and tools.	—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 (O*NET 27.2)	βE1 + 0.5 × E2
Prepare reports and maintain records, such as student grades, attendance rolls, and training activity details. O*NET Task ID 6449	1.0
Prepare outlines of instructional programs and training schedules and establish course goals. O*NET Task ID 6455	1.0
Review enrollment applications and correspond with applicants to obtain additional information. O*NET Task ID 6462	1.0
Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement. O*NET Task ID 6446	0.5
Present lectures and conduct discussions to increase students' knowledge and competence using visual aids, such as graphs, charts, videotapes, and slides. O*NET Task ID 6447	0.5
Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness. O*NET Task ID 6448	0.5
Supervise independent or group projects, field placements, laboratory work, or other training. O*NET Task ID 6450	0.5
Determine training needs of students or workers. O*NET Task ID 6451	0.5
Provide individualized instruction and tutorial or remedial instruction. O*NET Task ID 6452	0.5
Develop curricula and plan course content and methods of instruction. O*NET Task ID 6454	0.5
Integrate academic and vocational curricula so that students can obtain a variety of skills. O*NET Task ID 6456	0.5
Develop teaching aids, such as instructional software, multimedia visual aids, or study materials. O*NET Task ID 6457	0.5
Select and assemble books, materials, supplies, and equipment for training, courses, or projects. O*NET Task ID 6458	0.5
Advise students on course selection, career decisions, and other academic and vocational concerns. O*NET Task ID 6459	0.5
Participate in conferences, seminars, and training sessions to keep abreast of developments in the field, and integrate relevant information into training programs. O*NET Task ID 6460	0.5
Serve on faculty and school committees concerned with budgeting, curriculum revision, and course and diploma requirements. O*NET Task ID 6461	0.5
Arrange for lectures by experts in designated fields. O*NET Task ID 6463	0.5
Show 7 more tasks ▾Show less ▴
Supervise and monitor students' use of tools and equipment. O*NET Task ID 6445	0.0
Conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects. O*NET Task ID 6453	0.0
Acquire, maintain, and repair laboratory equipment and tools. O*NET Task ID 20106	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

All O*NET 31.0 task statements (20)

All O*NET 31.0 task statements for this occupation (English, as published; task type core or supplemental). Exposure values are not listed here; they are in the table above, next to each task statement as worded in the O*NET version each source used.

Task (O*NET 31.0)	Type
Supervise and monitor students' use of tools and equipment.	Core
Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement.	Core
Present lectures and conduct discussions to increase students' knowledge and competence using visual aids, such as graphs, charts, videotapes, and slides.	Core
Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness.	Core
Prepare reports and maintain records, such as student grades, attendance rolls, and training activity details.	Core
Supervise independent or group projects, field placements, laboratory work, or other training.	Core
Determine training needs of students or workers.	Core
Provide individualized instruction and tutorial or remedial instruction.	Core
Conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects.	Core
Develop curricula and plan course content and methods of instruction.	Core
Prepare outlines of instructional programs and training schedules and establish course goals.	Core
Integrate academic and vocational curricula so that students can obtain a variety of skills.	Core
Develop teaching aids, such as instructional software, multimedia visual aids, or study materials.	Core
Select and assemble books, materials, supplies, and equipment for training, courses, or projects.	Core
Advise students on course selection, career decisions, and other academic and vocational concerns.	Core
Participate in conferences, seminars, and training sessions to keep abreast of developments in the field, and integrate relevant information into training programs.	Core
Serve on faculty and school committees concerned with budgeting, curriculum revision, and course and diploma requirements.	Core
Arrange for lectures by experts in designated fields.	Core
Acquire, maintain, and repair laboratory equipment and tools.	Core
Review enrollment applications and correspond with applicants to obtain additional information.	Supplemental

Anthropic, "What work can robots do?"2026-09

0.03/ 3· Robot exposure index

0 none3 unstructured settings

Scale, basis and source

Each physical task is graded 0–3 by the setting in which robots that have been deployed, sold or demonstrated could do it (0 none · 1 purpose-built robot settings such as a fenced machine cell or a bottling line · 2 structured facilities such as a hospital pharmacy or a container port · 3 unstructured settings such as a private home or a construction site), and the grades are averaged by share of working time

Physical tasks among this occupation's O*NET 29.3 tasks

Anthropic estimated the grades and time shares with Claude Opus 5 using web search, as of 2026.

Source dataset

The robot exposure index is a different measure from the AI exposure figures on this site and cannot be added to or compared with them. It does not measure actual adoption or cost, and 0 also covers occupations with no physical tasks.

Tier of each physical task

Robot environment tiers (E0–E3)

E0 noneDetails
Rated not doable by robots that have been deployed, sold or demonstrated, even in a purpose-built setting
E1 purpose-built robot settingsDetails
Rated doable in a setting built around the machine, such as a fenced machine cell or a bottling line
E2 structured facilitiesDetails
Rated doable in a human work facility that an institution keeps to a working standard, such as a hospital pharmacy or a container port
E3 unstructured settingsDetails
Rated doable in a setting that no institution keeps to a working standard, such as a private home or a construction site

Only tasks classified as physical are listed; other tasks have no tier in the source.

Task (O*NET 29.3)	Robot environment tier
Supervise and monitor students' use of tools and equipment.	E0 none
Supervise independent or group projects, field placements, laboratory work, or other training.	E0 none
Conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects.	E0 none
Select and assemble books, materials, supplies, and equipment for training, courses, or projects.	E1 purpose-built robot settings
Acquire, maintain, and repair laboratory equipment and tools.	E0 none

Employment outlook (BLS)

Employment, 2025: 123K
Projected employment, 2035: 123K
Change (2025–35): -0.3%
Median annual wage, 2025: $63,820
Typical education needed for entry: Bachelor's degree

lowest $30,890median wage across 825 detailed occupations, BLS EP 2025–35highest $559,030

Source: U.S. Bureau of Labor Statistics, Employment Projections 2025–35 — Employment by detailed occupation, 2025 and projected 2035

Korea classification links (KSCO)

Links from the current release of the Korea Occupation Direct Crosswalk v1.1, made by AI Changing Work. Relation values are read from the O*NET-SOC occupation side.

KSCO code	KSCO title	Relation	Status
26462	이·미용 강사	This occupation is broader	confirmed
26469	그 외 기술 및 기능계 강사	This occupation is broader	confirmed
26129	체육 및 그 외 분야 강사	Overlapping, not the same	confirmed
26430	정보통신기술 강사	Overlapping, not the same	confirmed
26441	간호조무 강사	Overlapping, not the same	confirmed
26442	요양보호 강사	Overlapping, not the same	confirmed
26463	요리 강사	Overlapping, not the same	confirmed
26126	공학‧제조 및 건설 분야 강사	Related, not a match	confirmed
26461	디자인 강사	Related, not a match	confirmed

Relation and status definitions(kr-direct v1.1)

ILO occupational description

AI Changing Work links the ISCO-08 unit groups below to this occupation by applying the U.S. Bureau of Labor Statistics crosswalks (2018 SOC to 2010 SOC, 2010 SOC to ISCO-08) as published, without case-by-case selection; each link may be whole or partial.

ISCO-08 2320Vocational Education Teachers

The definition, tasks and examples below are the ILO's description of that unit group, not of this occupation.

Vocational education teachers teach or instruct vocational or occupational subjects in adult and further education institutions and to senior students in secondary schools and colleges. They prepare students for employment in specific occupations or occupational areas for which university or higher education is not normally required.

Tasks

(a) developing curricula and planning course content and methods of instruction;
(b) determining training needs of students or workers and liaising with individuals, industry and other education sectors to ensure provision of relevant education and training programmes;
(c) presenting lectures and conducting discussions to increase students' knowledge and competence;
(d) instructing and monitoring students in the use of tools, equipment and materials and the prevention of injury and damage;
(e) observing and evaluating students' work to determine progress, provide feedback, and make suggestions for improvement;
(f) administering oral, written or performance tests to measure progress, evaluate training effectiveness and assess competency;
(g) preparing reports and maintaining records such as student grades, attendance rolls, and training activity details;
(h) supervising independent or group projects, field placements, laboratory work or other training;
(i) providing individualized instruction and tutorial or remedial instruction;
(j) conducting on-the-job training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects.

Example occupations

Automotive technology instructor · Cosmetology instructor · Vocational education teacher

Sources: ILO ISCO-08 — details: Credits

ESCO occupational vocabulary

Each entry below is matched to this occupation in the published ESCO-O*NET Crosswalk (version 1, 2022). The match types are that crosswalk's; the wording is AI Changing Work's.

industrial arts vocational teacherESCO 2320.1.16Same scope
Industrial arts vocational teachers instruct students in their specialised field of study, industrial arts, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for an industrial arts-related profession, working with wood and metal, such as carpenter or sheet metal worker. Industrial arts vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of industrial arts through assignments, tests and examinations.
vocational teacherESCO 2320.1This occupation is narrower
Vocational teachers instruct students in their specialised field of study, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques that the students must subsequently master in the specialised vocation of their choice and aid in the development of the according attitudes and values. Vocational teachers monitor the students progress, assist individually when necessary, and evaluate their knowledge and performance on the subject through assignments, tests and examinations.
air traffic instructorESCO 2320.1.2This occupation is broader
Air traffic instructors train people in all the matters regarding with the operations in air navigation services such as the management of flight traffic and the communication for navigation in aerodromes. They teach all the directives issued by air traffic control for the purpose of passing to trainees the sense of safety and expeditious flow of air traffic.
beauty vocational teacherESCO 2320.1.5This occupation is broader
Beauty vocational teachers instruct students in their specialised field of study, beauty, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for a cosmetology-related profession, such as manicurist and make-up and hair designer. Beauty vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of cosmetology through assignments, tests and examinations.
food service vocational teacherESCO 2320.1.13This occupation is broader
Food service vocational teachers for food service instruct students in their specialised field of study, food service, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for a food service-related profession. Food service vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of food service through assignments, tests and examinations.
hairdressing vocational teacherESCO 2320.1.14This occupation is broader
Hairdressing vocational teachers instruct students in their specialised field of study, hairdressing, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master. Hairdressing vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of hairdressing through assignments, tests and examinations.
medical laboratory technology vocational teacherESCO 2320.1.18This occupation is broader
Medical laboratory technology vocational teachers technology instruct students in their specialised field of study, medical laboratory technology, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for a medical laboratory technology-related profession. Medical laboratory technology vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of medical laboratory technology through assignments, tests and examinations.
transport technology vocational teacherESCO 2320.1.23This occupation is broader
Transport technology vocational teachers instruct students in their specialised field of study, transport technology, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for a transport technology-related profession, such as automotive brake technician. Transport technology vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of transport technology through assignments, tests and examinations.
business administration vocational teacherESCO 2320.1.6Overlapping, not the same
Business administration vocational teachers for business administration instruct students in their specialised field of study, business administration, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for a business administration-related profession, such as accountant or banker. Business administration vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of business administration through assignments, tests and examinations.
business and marketing vocational teacherESCO 2320.1.7Overlapping, not the same
Business and marketing vocational teachers instruct students in their specialised field of study, sales and marketing, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for a sales and marketing-related profession. Business and marketing vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of sales and marketing through assignments, tests and examinations.
design and applied arts vocational teacherESCO 2320.1.9Overlapping, not the same
Design and applied arts vocational teachers instruct students in their specialised field of study, applied arts and crafts, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for an applied arts and crafts profession, such as graphic designer or interior designer. Design and applied arts vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of applied arts and crafts through assignments, tests and examinations.
fine arts instructorESCO 2310.1.17Overlapping, not the same
Fine arts instructors educate students in specific theory and, primarily, practice-based fine arts courses at a specialised fine arts school or conservatory at a higher education level, including drawing, painting and sculpturing. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master in the fine arts. Fine arts instructors monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the fine arts through, often practical, assignments, tests and examinations.

Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)

License: CC BY 4.0 (EU Reuse Notice)

View original

ESCO reuse terms and the modification notice are in Credits.

France classification links (ROME)

AI Changing Work's links between this occupation and ROME 4.0 job profiles, judged with AI models. Relations are read from this occupation's side. Links marked “provisional” were adopted on the judgments of two judges from the same model family (Claude) alone, or by an operator rule applied to their judgments, so they rest on weaker evidence than confirmed links.

ROME code	ROME title (French)	Relation
D1218	Formateur coiffeur / Formatrice coiffeuse	This occupation is broader
D1232	Formateur / Formatrice en esthétisme	This occupation is broader
K2124	Formateur / Formatrice conduite d'engins motorisés et de levage	This occupation is broader
K2141	Formateur / Formatrice conduite d'engins de travaux publics	This occupation is broader
K2109	Professeur / Professeure d'enseignement technologique	Overlapping, not the sameprovisional
K2111	Formateur / Formatrice	Overlapping, not the sameprovisional
K1223	Technicien / Technicienne de l'administration pénitentiaire	Related, not a match
N2103	Pilote instructeur / Pilote instructrice aéronautique	Related, not a matchprovisional

Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.

ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.

(AI Changing Work link release: fr-direct v1)

Spain classification links (CNO-11)

AI Changing Work's links between this occupation and CNO-11 occupations, judged with AI models. Relations are read from this occupation's side.

CNO-11 code	CNO-11 title (Spanish)	Relation
2220	Profesores de formación profesional (materias específicas)	This occupation is narrower

Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.

(AI Changing Work link release: es-direct v1)

Germany classification links (KldB)

AI Changing Work's links between this occupation and KldB occupations, judged with AI models. Relations are read from this occupation's side.

KldB code	KldB title (German)	Relation
84213	Lehrkräfte für berufsbildende Fächer - komplexe Spezialistentätigkeiten	Overlapping, not the same
84214	Lehrkräfte für berufsbildende Fächer - hoch komplexe Tätigkeiten	Related, not a match
84223	Berufe in der betrieblichen Ausbildung und Betriebspädagogik - komplexe Spezialistentätigkeiten	Related, not a match
84224	Berufe in der betrieblichen Ausbildung und Betriebspädagogik - hoch komplexe Tätigkeiten	Related, not a matchprovisional

Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.

(AI Changing Work link release: de-direct v1)

Japan classification links (JSCO)

AI Changing Work's links between this occupation and JSCO occupations, judged with AI models. Relations are read from this occupation's side.

JSCO code	JSCO title (Japanese)	Relation
199	その他の教員	This occupation is narrower

Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.

(AI Changing Work link release: jp-direct v1)

Sources, licenses and AI Changing Work's modification and translation notices for this page: Credits & sources