Tutors
Education & TrainingAI exposure
- 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
0.408
0.000Range of values carried here0.745Scale, basis and source
- Data source: ILOPublished: 2025
0.33
0.09Range of values carried here0.70Group-level value
Scale, basis and source
Generative AI exposure index, 0–1 as published
ISCO-08 unit group — every occupation sharing the code gets this value
Computed by this site, not published by the ILO: of the 1,012 occupations this site links to the ILO dataset, 63% score at or above this value.
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| Task | Claude.aiRaw / share % |
|---|---|
Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.25-3099 | 0.789350.6 |
Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests.25-3099 | 0.536534.4 |
Develop teaching or training materials, such as handouts, study materials, or quizzes.25-3099 | 0.12438.0 |
Communicate students' progress to students, parents or teachers in written progress reports, in person, by phone, or by email.25-3099 | 0.03562.3 |
Provide feedback to students using positive reinforcement techniques to encourage, motivate, or build confidence in students.25-3099 | 0.01470.9 |
Administer, proctor, or score academic or diagnostic assessments.25-3099 | 0.01320.8 |
Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students.25-3099 | 0.01120.7 |
Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress.25-3099 | 0.01110.7 |
Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records.25-3099 | 0.01030.7 |
Teach students study skills, note-taking skills, and test-taking strategies.25-3099 | 0.00760.5 |
| Not observed on any surface — 7 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. | |
Schedule tutoring appointments with students or their parents. | —0 |
Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques. | —0 |
Organize tutoring environment to promote productivity and learning. | —0 |
Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals. | —0 |
Assess students' progress throughout tutoring sessions. | —0 |
Travel to students' homes, libraries, or schools to conduct tutoring sessions. | —0 |
Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students. | —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 |
|---|---|
Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques.O*NET Task ID 17023 | 1.0 |
Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records.O*NET Task ID 17029 | 1.0 |
Develop teaching or training materials, such as handouts, study materials, or quizzes.O*NET Task ID 17031 | 1.0 |
Schedule tutoring appointments with students or their parents.O*NET Task ID 17020 | 0.5 |
Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring.O*NET Task ID 17021 | 0.5 |
Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students.O*NET Task ID 17022 | 0.5 |
Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers.O*NET Task ID 17025 | 0.5 |
Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.O*NET Task ID 17026 | 0.5 |
Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students.O*NET Task ID 17027 | 0.5 |
Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals.O*NET Task ID 17028 | 0.5 |
Travel to students' homes, libraries, or schools to conduct tutoring sessions.O*NET Task ID 17019 | 0.0 |
Organize tutoring environment to promote productivity and learning.O*NET Task ID 17024 | 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
Occupation information
Recent Changes Related to This Occupation
Mar 2026: Anthropic Economic Index report (Mar 2026): on Claude.ai, only 12% of Tutor tasks use the top-tier Opus model, against 34% of Software Developer tasks; among paid users, 45% of educational tasks use Opus versus 55% of computer and math tasks. Coursework fell from 19% to 12% of Claude.ai conversations between November 2025 and February 2026, partly because of academic calendars.
[Source: Anthropic Economic Index (March 2026)]These summaries were written by AI Changing Work from the source linked with each one, and any figures in them are given as AI Changing Work summarised them; they can differ from the source's own wording and from figures shown elsewhere on this page, so check the source before relying on them. AI Changing Work matched this page's occupation to an O*NET occupation and chose, by its own judgment, case by case, which summaries relate to that O*NET occupation; a summary appearing here does not mean that its source names this occupation.