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Education & Training · Updated Aug 2026

Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors

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.

JVS 2.0.0-phase4b
AI Exposure
65/100
High

How much of this occupation’s work can be materially affected by current AI systems.

Replacement Risk
61/100
High

How likely exposure is to translate into reduced human demand.

Includes provisional estimates for AI adoption pressure and labour-market resilience. How this is measured

Evidence quality
Confidence81/100
Task coverage86%

Confidence reflects task coverage, mapping and capability-evidence quality, and how much of the score rests on provisional inputs.

Task-level evidence

What is driving the score?

Occupation scores are built from the task mix—not a single prediction about a job title.

JVS 2.0.0-phase4b
TaskImportanceAI impactExposure
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.High
71
Observe and evaluate students' work to determine progress and make suggestions for improvement.High
62
Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.High
55
Maintain accurate and complete student records as required by laws or administrative policies.High
71
Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks.High
62
Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.High
53
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.High
58
Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests.High
54
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.Medium
73
Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.Medium
62
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.High
59
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.Medium
76
Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination.Medium
76
Enforce administration policies and rules governing students.Medium
64
Prepare and implement remedial programs for students requiring extra help.Medium
71
Prepare and administer written, oral, and performance tests and issue grades in accordance with performance.Medium
76
Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.Medium
62
Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination.Medium
72
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.Medium
76
Select and schedule class times to ensure maximum attendance.Medium
74
Prepare reports on students and activities as required by administration.Medium
72
Register, orient, and assess new students according to standards and procedures.Medium
71
Select, order, and issue books, materials, and supplies for courses or projects.Medium
76
Meet with other professionals to discuss individual students' needs and progress.Medium
63
Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula.Medium
66
Guide and counsel students with adjustment or academic problems or special academic interests.Medium
54
Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities.Medium
69
Collaborate with other teachers and professionals in the development of instructional programs.Medium
74
Attend professional meetings, conferences, and workshops to maintain and improve professional competence.Medium
76
Advise students on internships, prospective employers, and job placement services.Medium
63
Most exposed

Where AI can do more

Routine, digitized, and highly repeatable tasks face the greatest pressure.

  1. Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.76
  2. Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination.76
  3. Prepare and administer written, oral, and performance tests and issue grades in accordance with performance.76
  4. Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.76
Hardest to automate

Where people still matter

These tasks score lowest on automation feasibility—physical presence, judgement, accountability and real-world variability all resist end-to-end automation.

  1. Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.01
  2. Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests.02
  3. Guide and counsel students with adjustment or academic problems or special academic interests.03
  4. Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.04
  5. Use computers, audio-visual aids, and other equipment and materials to supplement presentations.05
Where else this work leads

Related occupations

Occupations O*NET links to this one. Relatedness reflects shared work, not a claim that these roles are safer.

See all rankings →
AI risk 59

Secondary School Teachers, Except Special and Career/Technical Education

Closely related work

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Beyond AI capability

Adoption and labour-market outlook

Structural factors are kept separate from raw capability so you can see what actually resists automation. Adoption pressure and labour-market resilience are still provisional models—25% of this occupation’s replacement-risk weight rests on them.

Human dependency49
Physical dependency31
Adoption pressure41
Labour-market resilience56
Methodology & sources

O*NET 30.3 occupational data interpreted through the JobsVsAI capability, automation and structural-constraint models.

Confidence81/100
CalculatedAug 21, 2026
Read methodology →