Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Educational Instruction and Library Occupations- O*NET-SOC code
- 25-3011.00
Teach or instruct out-of-school youths and adults in basic education, literacy, or English as a Second Language classes, or in classes for earning a high school equivalency credential.
- Data source: BLSPublished: 2026-08
Very high· relative
LowFour relative bandsVery highGroup-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
- Data source: AnthropicPublished: 2026-03
0.064
0.000Range of values carried here0.745Scale, 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
- Data source: ILOPublished: 2025
0.34
0.09Range of values carried here0.70Group-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
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 only39 rated tasks · 25 tasks with β ≥ 0.5 (64.1%)
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
- 2 rated tasks are not in the O*NET 31.0 task list; their scores are kept as published for O*NET 27.2.
- Source
- OpenAI "GPTs are GPTs" exposure rubric
- Release
- gh-main-0471612
- License
- MIT License, Copyright (c) 2024 OpenAI
| Task (O*NET 30.2) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Observe and evaluate students' work to determine progress and make suggestions for improvement.25-3011.00 | 0.020050.0 | —0 |
Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination.25-3011.00 | 0.010025.0 | 0.0100100.0 |
Advise students on internships, prospective employers, and job placement services.25-3011.00 | 0.010025.0 | 0.00000.0 |
Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks.25-3011.00 | 0.00000.0 | —0 |
| Not observed on any surface — 33 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. | ||
Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests. | —0 | —0 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | —0 | —0 |
Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. | —0 | —0 |
Maintain accurate and complete student records as required by laws or administrative policies. | —0 | —0 |
Prepare materials and classrooms for class activities. | —0 | —0 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. | —0 | —0 |
Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects, such as basic English language skills, life skills, and workforce entry skills. | —0 | —0 |
Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. | —0 | —0 |
Assign and grade class work and homework. | —0 | —0 |
Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics. | —0 | —0 |
Register, orient, and assess new students according to standards and procedures. | —0 | —0 |
Prepare and implement remedial programs for students requiring extra help. | —0 | —0 |
Prepare and administer written, oral, and performance tests and issue grades in accordance with performance. | —0 | —0 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | —0 | —0 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | —0 | —0 |
Guide and counsel students with adjustment or academic problems or special academic interests. | —0 | —0 |
Enforce administration policies and rules governing students. | —0 | —0 |
Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula. | —0 | —0 |
Meet with other professionals to discuss individual students' needs and progress. | —0 | —0 |
Attend professional meetings, conferences, and workshops to maintain and improve professional competence. | —0 | —0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | —0 | —0 |
Prepare reports on students and activities as required by administration. | —0 | —0 |
Select, order, and issue books, materials, and supplies for courses or projects. | —0 | —0 |
Collaborate with other teachers and professionals in the development of instructional programs. | —0 | —0 |
Attend staff meetings and serve on committees, as required. | —0 | —0 |
Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities. | —0 | —0 |
Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination. | —0 | —0 |
Participate in publicity planning, community awareness efforts, and student recruitment. | —0 | —0 |
Select and schedule class times to ensure maximum attendance. | —0 | —0 |
Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | —0 | —0 |
Train and assist tutors and community literacy volunteers. | —0 | —0 |
Confer with leaders of government and community groups to coordinate student training or to find opportunities for students to fulfill curriculum requirements. | —0 | —0 |
Observe and evaluate the performance of other instructors. | —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 (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Maintain accurate and complete student records as required by laws or administrative policies.O*NET Task ID 6828 | 1.0 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.O*NET Task ID 6830 | 1.0 |
Attend professional meetings, conferences, and workshops to maintain and improve professional competence.O*NET Task ID 6847 | 1.0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.O*NET Task ID 6848 | 1.0 |
Prepare reports on students and activities as required by administration.O*NET Task ID 6849 | 1.0 |
Write grants to obtain program funding.O*NET Task ID 6857 | 1.0 |
Write instructional articles on designated subjects.O*NET Task ID 6862 | 1.0 |
Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests.O*NET Task ID 6824 | 0.5 |
Observe and evaluate students' work to determine progress and make suggestions for improvement.O*NET Task ID 6825 | 0.5 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.O*NET Task ID 6826 | 0.5 |
Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination.O*NET Task ID 6834 | 0.5 |
Assign and grade class work and homework.O*NET Task ID 6835 | 0.5 |
Register, orient, and assess new students according to standards and procedures.O*NET Task ID 6837 | 0.5 |
Prepare and implement remedial programs for students requiring extra help.O*NET Task ID 6838 | 0.5 |
Prepare and administer written, oral, and performance tests and issue grades in accordance with performance.O*NET Task ID 6839 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 6840 | 0.5 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.O*NET Task ID 6841 | 0.5 |
Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination.O*NET Task ID 6844 | 0.5 |
Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula.O*NET Task ID 6845 | 0.5 |
Select, order, and issue books, materials, and supplies for courses or projects.O*NET Task ID 6850 | 0.5 |
Collaborate with other teachers and professionals in the development of instructional programs.O*NET Task ID 6851 | 0.5 |
Participate in publicity planning, community awareness efforts, and student recruitment.O*NET Task ID 6852 | 0.5 |
Advise students on internships, prospective employers, and job placement services.O*NET Task ID 6855 | 0.5 |
Select and schedule class times to ensure maximum attendance.O*NET Task ID 6856 | 0.5 |
Observe and evaluate the performance of other instructors.O*NET Task ID 6861 | 0.5 |
Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.O*NET Task ID 6827 | 0.0 |
Prepare materials and classrooms for class activities.O*NET Task ID 6829 | 0.0 |
Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects, such as basic English language skills, life skills, and workforce entry skills.O*NET Task ID 6831 | 0.0 |
Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks.O*NET Task ID 6832 | 0.0 |
Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.O*NET Task ID 6833 | 0.0 |
Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.O*NET Task ID 6836 | 0.0 |
Guide and counsel students with adjustment or academic problems or special academic interests.O*NET Task ID 6842 | 0.0 |
Enforce administration policies and rules governing students.O*NET Task ID 6843 | 0.0 |
Meet with other professionals to discuss individual students' needs and progress.O*NET Task ID 6846 | 0.0 |
Attend staff meetings and serve on committees, as required.O*NET Task ID 6853 | 0.0 |
Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities.O*NET Task ID 6854 | 0.0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.O*NET Task ID 6858 | 0.0 |
Train and assist tutors and community literacy volunteers.O*NET Task ID 6859 | 0.0 |
Confer with leaders of government and community groups to coordinate student training or to find opportunities for students to fulfill curriculum requirements.O*NET Task ID 6860 | 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 (37)
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 |
|---|---|
| Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests. | Core |
| Observe and evaluate students' work to determine progress and make suggestions for improvement. | Core |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Core |
| Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. | Core |
| Maintain accurate and complete student records as required by laws or administrative policies. | Core |
| Prepare materials and classrooms for class activities. | Core |
| Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. | Core |
| Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects, such as basic English language skills, life skills, and workforce entry skills. | Core |
| Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks. | Core |
| Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. | Core |
| Assign and grade class work and homework. | Core |
| Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics. | Core |
| Register, orient, and assess new students according to standards and procedures. | Core |
| Prepare and implement remedial programs for students requiring extra help. | Core |
| Prepare and administer written, oral, and performance tests and issue grades in accordance with performance. | Core |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Core |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | Core |
| Guide and counsel students with adjustment or academic problems or special academic interests. | Core |
| Enforce administration policies and rules governing students. | Core |
| Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination. | Core |
| Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula. | Core |
| Meet with other professionals to discuss individual students' needs and progress. | Core |
| Attend professional meetings, conferences, and workshops to maintain and improve professional competence. | Core |
| Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | Core |
| Prepare reports on students and activities as required by administration. | Core |
| Select, order, and issue books, materials, and supplies for courses or projects. | Core |
| Collaborate with other teachers and professionals in the development of instructional programs. | Core |
| Attend staff meetings and serve on committees, as required. | Core |
| Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities. | Core |
| Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination. | Supplemental |
| Participate in publicity planning, community awareness efforts, and student recruitment. | Supplemental |
| Advise students on internships, prospective employers, and job placement services. | Supplemental |
| Select and schedule class times to ensure maximum attendance. | Supplemental |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Supplemental |
| Train and assist tutors and community literacy volunteers. | Supplemental |
| Confer with leaders of government and community groups to coordinate student training or to find opportunities for students to fulfill curriculum requirements. | Supplemental |
| Observe and evaluate the performance of other instructors. | Supplemental |
0.06/ 3· Robot exposure index
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.
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 |
|---|---|
| Prepare materials and classrooms for class activities. | E1 purpose-built robot settings |
| Select, order, and issue books, materials, and supplies for courses or projects. | E1 purpose-built robot settings |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E2 structured facilities |
Occupation information
Employment outlook (BLS)
- Employment, 2025
- 41K
- Projected employment, 2035
- 35K
- Change (2025–35)
- -13.9%
- Median annual wage, 2025
- $61,540
- Typical education needed for entry
- Bachelor's degree
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 |
|---|---|---|---|
| 26411 | 영어 강사 | Overlapping, not the same | confirmed |
| 26429 | 그 외 문리 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 2353Other Language Teachers
The definition, tasks and examples below are the ILO's description of that unit group, not of this occupation.
Other language teachers teach non-native languages to adults and children who are learning a language for reasons of migration, to fulfil employment requirements or opportunities, to facilitate participation in educational programmes delivered in a foreign language, or for personal enrichment. They work outside the mainstream primary, secondary and higher education systems, or in support of students and teachers within those systems.
Tasks
- (a) assessing the level of ability and the extent of language difficulties of students, and establishing students' needs and learning goals;
- (b) planning, preparing and delivering lessons and workshops for groups and individuals with content and rate of progression adapted to students’ abilities and needs;
- (c) designing and producing teaching materials and adapting existing materials;
- (d) assessing students' progress;
- (e) assisting students in classroom settings where subjects are taught in a language other than the students’ native language;
- (f) providing assistance to other teachers by designing special teaching programmes for students still learning the main language of instruction;
- (g) assigning and correcting work, and preparing and grading exams;
- (h) assessing, recording and reporting on students’ progress.
Example occupations
Intensive language teacher · Migrant education teacher · Practical language teacher · Second language 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.
- adult literacy teacherESCO 2352.1.1Same scope
Adult literacy teachers instruct adult students, including recent immigrants and early school leavers, in basic reading and writing skills, usually on primary school level. Adult literacy teachers involve the students in the planning and executing of their reading activities, and assess and evaluate them individually through assignments and examinations.
- language school teacherESCO 2353.1This occupation is broader
Language school teachers educate non-age-specific students in a language that is not their native language at a specialised school, not bound by a level of education. They focus less on the academic aspect of language teaching, as opposed to language teachers in secondary or higher education, but instead on the theory and practice that will be most helpful to their students in real-life situations since most choose instruction for either business, immigration or leisure reasons. They organise their classes using a variety of lesson materials, work interactively with the group, and assess and evaluate their individual progress through assignments and examinations, putting emphasis on active language skills such as writing and speaking.
- further education teacherESCO 2359.7Overlapping, not the same
Further education teachers organise and teach programmes designed specifically for adult learners. They impart a wide spectrum of subjects, ranging from academic areas such as mathematics and history, to trainings for personalitiy development, technical expertise or practical courses like languages and ICT. They teach and support adults aspiring to broaden their knowledge and their personal and professional skills and/or to achieve further qualifications. Further education teachers consider the previous knowledge and the work and life experience of the learners. They individualize their teaching and involve the students in the planning and executing of their learning activities. Further education teachers design reasonable assignments and examinations suitable to their adult learners.
Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
License: CC BY 4.0 (EU Reuse Notice)
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 |
|---|---|---|
| K2130 | Professeur / Professeure de Français Langue Etrangère (FLE) | Overlapping, not the sameprovisional |
| K2111 | Formateur / Formatrice | 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 |
|---|---|---|
| 2311 | Profesores de educación especial | Related, not a match |
| 2322 | Profesores de enseñanza no reglada de idiomas | Related, not a match |
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 |
|---|---|---|
| 84454 | (Fremd-)Sprachenlehrer/innen - hoch komplexe Tätigkeiten | Overlapping, not the same |
| 84404 | Berufe in der Erwachsenenbildung (ohne Spezialisierung) - hoch komplexe Tätigkeiten | Related, not a match |
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