Will AI replace Teachers of english as a foreign language?

Not as a job, but it is already doing parts of the work. Across the 56 official task statements scored for Teachers of english as a foreign language (United Kingdom, SOC 2317), 34% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 44 out of 100 (range 38–50, band: partial). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.

Which tasks in “Teachers of english as a foreign language” can AI already do?

The highest-scoring tasks in release 2026-q4.1 are: “Create exam papers to evaluate language proficiency” (88/100, very high); “Prepare language exams to assess proficiency” (88/100, very high); “Develop multimedia visual aids for teaching” (83/100, very high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.

Which tasks in “Teachers of english as a foreign language” stay human?

About 54% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Assist disabled students in accessing facilities, such as toilets” (0/100, minimal); “Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play” (0/100, minimal); “Teach individuals or classes face to face” (0/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.

What should someone working in “Teachers of english as a foreign language” do about AI?

Start from the ledger rather than the headline: 34% of this job's weighted core work is exposed, and roughly 54% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.

How is the AI exposure score for Teachers of english as a foreign language calculated?

Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 56 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

UK dataswitch to US

Teachers of english as a foreign language

creating exam papers to evaluate language proficiency, establishing rules for behaviour for responsible pupils and providing constructive feedback to enhance learners' skills. If that's your week, this page is about your job.

The honest answer

AI is already taking a real slice of the routine work here: creating exam papers to evaluate language proficiency. That is a slice of tasks, not of you.

Your move: what a teachers of english as a foreign language can actually do about this ↓

Where the work sits, by task weight

shifting to AI: 34%
changing shape: 13%
staying human: 54%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

Whole-job exposure score 44 out of 100 (38–50 allowing for uncertainty): partial exposure, across 56 scored tasks. The number is the support for the sentence above it, not a headline about anyone’s future.

How we know this

What is measured: Every published task statement for teachers of english as a foreign language is rated on five dimensions: can a model produce the output, does the work need a body in a room, does it need a legally accountable person, does it depend on a person being trusted in the moment, and how much data exists. A published formula turns those five ratings into the score; the model never writes the number.

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

That slice is not coming back; the core of the job, teaching individuals or classes face to face, stays yours. New tools, same person answering for it.

Your week, as this page understands it

Teachers of English as a foreign language teach students to speak and write the English language, either for the first time or building on their existing knowledge. The job title says “teachers of english as a foreign language”. The real job is the part underneath: teaching individuals or classes face to face. That is the thing someone has to be right about.

The exposed part of this job is specific, and we won’t pretend it is coming back. But teachers of english as a foreign language is not one task. It is 56 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is teaching individuals or classes face to face, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 34%
changing shape: 13%
staying human: 54%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

How we know this

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

Your job, task by task

These are the official task statements for this occupation, in plain English, sorted by what the evidence says is happening to each one. The official wording sits under every line so you can check the rewrite against it.

31 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Shifting to AI

19 tasks

Tasks today’s tools can already do most of. This is the part we will not soften: where these rows are the bulk of your week, the week changes.

Creating exam papers to evaluate language proficiency
This is reading one thing and writing another: exam papers in, a record out. That is the shape today's tools are built for.
importance 85 · 2317/00
Source: “Create exam papers to evaluate language proficiency.” (UK task statement)
How this row was scored
Exposure score: 88 out of 100 (84–92 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Language exam questions are well documented and generate well, with a moderator approving the paper.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Preparing language exams to assess proficiency
This is reading one thing and writing another: language exams in, a record out. That is the shape today's tools are built for.
importance 85 · 2317/00
Source: “Prepare language exams to assess proficiency.” (UK task statement)
How this row was scored
Exposure score: 88 out of 100 (84–92 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Preparing proficiency papers draws on plenty of published material, with a colleague checking the final version.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Assigning class work and homework to students
This is reading one thing and writing another: class work in, a record out. That is the shape today's tools are built for.
importance 85 · 2317/00
Source: “Assign class work and homework to students.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Setting class work and homework suits AI well, provided the tasks match what the class has actually covered.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Developing multimedia visual aids for teaching
This is reading one thing and writing another: multimedia visual aids in, a record out. That is the shape today's tools are built for.
importance 80 · 2317/00
Source: “Develop multimedia visual aids for teaching.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Making pictures, slides and simple teaching resources is now quick and good with everyday software.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.

Changing shape

7 tasks

Tasks where the machine takes the producing and a person keeps the checking, the deciding, or the answering-for-it. For most jobs this is the biggest group, and it is where "transformation, not termination" is literally visible.

Teaching classes using online technology
The software now makes the first pass at classes, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 85 · 2317/00
Source: “Teach classes using online technology.” (UK task statement)
How this row was scored
Exposure score: 58 out of 100 (51–65 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Online language teaching is where automated tutors already work best, and no licence limits who may teach English.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 4/4.
Evaluating and grading class work and homework for students
The software now makes the first pass at class work, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2317/00
Source: “Evaluate and grade class work and homework for students.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Grading written work is well suited to AI, though much of it still arrives on paper in school.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Marking and providing appropriate feedback on oral and written work
The software now makes the first pass at appropriate feedback, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2317/00
Source: “Mark and provide appropriate feedback on oral and written work.” (UK task statement)
How this row was scored
Exposure score: 53 out of 100 (46–60 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Written marking and feedback is strong with current tools; judging spoken work still often needs the teacher.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.

Staying human

30 tasks

Tasks that stay with a person, because they happen in the physical world, because the rules need someone accountable, or because the value is that a specific person does them.

Creating and administering language proficiency tests for students
This work happens in the physical world: language proficiency tests, in a real place. Software cannot follow it there.
importance 85 · 2317/00
Source: “Create and administer language proficiency tests for students.” (UK task statement)
How this row was scored
Exposure score: 35 out of 100 (28–42 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Test papers are easy to produce, but sitting and supervising a class happens in the room.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Adapting teaching techniques to the age and skill levels of students
This work happens in the physical world: techniques, in a real place. Software cannot follow it there.
importance 85 · 2317/00
Source: “Adapt teaching techniques to the age and skill levels of students.” (UK task statement)
How this row was scored
Exposure score: 29 out of 100 (25–33 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Grading language to a learner's level is something software does very well, though lessons are still delivered by a teacher.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 4/4.
Communicating learning objectives clearly to pupils to enhance understanding and engagement
This work happens in the physical world: objectives, in a real place. Software cannot follow it there.
importance 85 · 2317/00
Source: “Communicate learning objectives clearly to pupils to enhance understanding and engagement.” (UK task statement)
How this row was scored
Exposure score: 29 out of 100 (22–36 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Explaining aims in simple, graded English is something software is good at, though the lesson is delivered live.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 4/4.

Show the other 46 tasks

Preparing objectives and outlines for courses of study
shifting to AI
This is reading one thing and writing another: objectives in, a record out. That is the shape today's tools are built for.
importance 80 · 2317/00
Source: “Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of regions and schools.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Course outlines follow published curriculum guidance, which AI turns into usable documents quickly.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Devising new educational materials
shifting to AI
This is reading one thing and writing another: new educational materials in, a record out. That is the shape today's tools are built for.
importance 75 · 2317/00
Source: “Devise new educational materials.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Language learning materials are plentiful and easy to generate, though a teacher tailors them to the class.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Drafting programme outlines to guide instructional sessions across various subjects
shifting to AI
This is reading one thing and writing another: programme outlines in, a record out. That is the shape today's tools are built for.
importance 75 · 2317/00
Source: “Draft programme outlines to guide instructional sessions across various subjects.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Session outlines draw on widely published teaching material that AI shapes into usable plans.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Maintaining documentation to track teaching quality
shifting to AI
This is reading one thing and writing another: documentation in, a record out. That is the shape today's tools are built for.
importance 70 · 2317/00
Source: “Maintain documentation to track teaching quality.” (UK task statement)
How this row was scored
Exposure score: 81 out of 100 (77–85 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Quality documentation follows a set format and is straightforward to produce and keep current.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Enroling new students according to standards and procedures
shifting to AI
This is reading one thing and writing another: new students in, a record out. That is the shape today's tools are built for.
importance 60 · 2317/00
Source: “Enrol new students according to standards and procedures.” (UK task statement)
How this row was scored
Exposure score: 79 out of 100 (75–83 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Enrolment follows a set process and is already handled by online systems.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Developing individual lesson plans tailored to pupils' needs
shifting to AI
This is reading one thing and writing another: individual lesson plans in, a record out. That is the shape today's tools are built for.
importance 80 · 2317/00
Source: “Develop individual lesson plans tailored to pupils' needs.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Lesson planning is one of the tasks teachers already use AI for most successfully.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining accurate and completing student records
shifting to AI
This is reading one thing and writing another: accurate in, a record out. That is the shape today's tools are built for.
importance 80 · 2317/00
Source: “Maintain accurate and complete student records as required by laws, local authority policies, and administrative regulations.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping the required pupil records is routine document work that school systems and AI handle well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing reports on pupils and activities as required by administration
shifting to AI
This is reading one thing and writing another: reports in, a record out. That is the shape today's tools are built for.
importance 80 · 2317/00
Source: “Prepare reports on pupils and activities as required by administration.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing up reports from existing records is exactly the kind of document work AI does well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Developing recommendations for course revision
shifting to AI
This is reading one thing and writing another: recommendations in, a record out. That is the shape today's tools are built for.
importance 75 · 2317/00
Source: “Develop recommendations for course revision, development, or discontinuation based on evaluations.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Turning course evaluations into recommendations is analysis and writing that software does from the feedback data.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Reviewing instructional content and methods to assess strengths and weaknesses
shifting to AI
This is reading one thing and writing another: instructional content in, a record out. That is the shape today's tools are built for.
importance 75 · 2317/00
Source: “Review instructional content and methods to assess strengths and weaknesses.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Reviewing training material for what works and what does not is a reading-and-writing job software does capably.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining appropriate records of learner development and resource allocation
shifting to AI
This is reading one thing and writing another: appropriate records of learner development in, a record out. That is the shape today's tools are built for.
importance 70 · 2317/00
Source: “Maintain appropriate records of learner development and resource allocation.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Records write up quickly, but the judgement about a learner's progress comes from the teacher.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Ordering selected books, materials and supplies for educational purposes
shifting to AI
This is reading one thing and writing another: selected books, materials and supplies in, a record out. That is the shape today's tools are built for.
importance 60 · 2317/00
Source: “Order selected books, materials, and supplies for educational purposes.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Placing orders against an agreed list is routine administrative work.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining attendance records for educational or organisational purposes
shifting to AI
This is reading one thing and writing another: attendance records in, a record out. That is the shape today's tools are built for.
importance 70 · 2317/00
Source: “Maintain attendance records for educational or organisational purposes.” (UK task statement)
How this row was scored
Exposure score: 69 out of 100 (62–76 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Registers are digital and largely automatic, though someone still sees who is actually present.
The five ratings: output a model can produce 4/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Keeping student registers as part of administrative tasks
shifting to AI
This is reading one thing and writing another: student registers in, a record out. That is the shape today's tools are built for.
importance 60 · 2317/00
Source: “Keep student registers as part of administrative tasks.” (UK task statement)
How this row was scored
Exposure score: 69 out of 100 (65–73 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Registers are simple records, though someone in the room notes who is actually present.
The five ratings: output a model can produce 4/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Completing required grade-related paperwork with supervisors
shifting to AI
This is reading one thing and writing another: required grade-related paperwork in, a record out. That is the shape today's tools are built for.
importance 60 · 2317/00
Source: “Complete required grade-related paperwork with supervisors.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Grade paperwork is structured admin that school software already handles with little teacher input.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Selecting and obtaining materials and supplies
changing shape
The software now makes the first pass at materials, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 60 · 2317/00
Source: “Select and obtain materials and supplies, such as textbooks and laboratory equipment.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Comparing textbooks and equipment against course needs and budget is documented selection work.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Establishing rules for behaviour for responsible pupils
changing shape
The software now makes the first pass at rules, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2317/00
Source: “Establish rules for behaviour for responsible pupils.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Drafting classroom rules is straightforward writing, though agreeing them with a class is done in person.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Monitoring and recording children's progress in educational or developmental programmes
changing shape
The software now makes the first pass at children's progress, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 75 · 2317/00
Source: “Monitor and record children's progress in educational or developmental programmes.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (44–52 allowing for uncertainty): partial exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Tracking and recording learner progress is routine record work that software handles well.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Providing information, guidance and preparation for the General Certificate of Secondary Education, GCSE) examination
changing shape
The software now makes the first pass at information, guidance and preparation, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 60 · 2317/00
Source: “Provide information, guidance, and preparation for the General Certificate of Secondary Education (GCSE) examination.” (UK task statement)
How this row was scored
Exposure score: 43 out of 100 (36–50 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: GCSE content and past papers are published openly, but preparing a particular pupil still involves a teacher.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 4/4.
Providing constructive feedback to enhance learners' skills
staying human
The value here is that a specific person handles constructive feedback and stands behind it. That is earned, not computed.
importance 80 · 2317/00
Source: “Provide constructive feedback to enhance learners' skills.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Feedback can be drafted automatically, but it lands better when a trusted teacher gives it.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Consulting with other staff members to plan and schedule lessons promoting learning
staying human
The ratings behind this row put other staff members well outside what today's tools can do on their own.
importance 80 · 2317/00
Source: “Consult with other staff members to plan and schedule lessons promoting learning, following approved curricula.” (UK task statement)
How this row was scored
Exposure score: 37 out of 100 (30–44 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI drafts the lesson plans, but agreeing and scheduling them happens between colleagues in school.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Using audio-visual aids and technologies to present information interactively
staying human
This work happens in the physical world: audio-visual aids, in a real place. Software cannot follow it there.
importance 70 · 2317/00
Source: “Use audio-visual aids and technologies to present information interactively.” (UK task statement)
How this row was scored
Exposure score: 35 out of 100 (28–42 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Interactive language materials are quick and cheap to generate, and much of this teaching already happens through a screen.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Discussing individual students' progress with other teachers
staying human
The value here is that a specific person handles individual students' progress and stands behind it. That is earned, not computed.
importance 75 · 2317/00
Source: “Discuss individual students' progress with other teachers.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: These handover conversations rely on staff sharing what each has actually seen of a pupil.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Resolving academic problems to improve student performance
staying human
The value here is that a specific person handles academic problems and stands behind it. That is earned, not computed.
importance 75 · 2317/00
Source: “Resolve academic problems to improve student performance.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Diagnosing why a learner is stuck can be supported by software, but the fix comes through teaching.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Enforcing academic policies to ensure educational standards
staying human
The value here is that a specific person handles academic policies and stands behind it. That is earned, not computed.
importance 70 · 2317/00
Source: “Enforce academic policies to ensure educational standards.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Course rules and standards are easy to document and track, but applying them means dealing with real students.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Serving on committees to contribute to educational policy and curriculum development
staying human
The value here is that a specific person handles committees and stands behind it. That is earned, not computed.
importance 70 · 2317/00
Source: “Serve on committees to contribute to educational policy and curriculum development.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: AI can draft policy papers, but committee work is people arguing things out together.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Teaching students individually and in groups
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 85 · 2317/00
Source: “Teach students individually and in groups, adapting teaching methods to their needs and interests.” (UK task statement)
How this row was scored
Exposure score: 29 out of 100 (22–36 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: One-to-one language tutoring is already a strong product for machines, though group classes still run with a teacher present.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 4/4.
Planning or conducting activities for an instructional programme that balances demonstration
staying human
This work happens in the physical world: activities, in a real place. Software cannot follow it there.
importance 80 · 2317/00
Source: “Plan or conduct activities for an instructional programme that balances demonstration, instruction, and work time.” (UK task statement)
How this row was scored
Exposure score: 29 out of 100 (22–36 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Language lesson plans are quick to generate, but the classroom time itself still needs a teacher.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 4/4.
Preparing and implementing remedial programmes for students requiring extra help
staying human
This work happens in the physical world: remedial programmes, in a real place. Software cannot follow it there.
importance 80 · 2317/00
Source: “Prepare and implement remedial programmes for students requiring extra help.” (UK task statement)
How this row was scored
Exposure score: 29 out of 100 (22–36 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Language practice materials are one of the strongest things machines produce, though the sessions themselves are usually taught in person.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 4/4.
Advising students with adjustment or academic problems
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 80 · 2317/00
Source: “Advise students with adjustment or academic problems.” (UK task statement)
How this row was scored
Exposure score: 28 out of 100 (24–32 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Helping a struggling pupil turns on a trusted relationship built up face to face over time.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Engaging in continuous professional development to maintain or improve knowledge and skills
staying human
The ratings behind this row put continuous professional development well outside what today's tools can do on their own.
importance 75 · 2317/00
Source: “Engage in continuous professional development to maintain or improve knowledge and skills.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over.
The rating behind it: AI can find and summarise material, but the learning itself is something the teacher has to do.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Coordinating student training with government and community group leaders
staying human
The value here is that a specific person handles student and stands behind it. That is earned, not computed.
importance 50 · 2317/00
Source: “Coordinate student training with government and community group leaders.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Working with community and government contacts depends on relationships built between people.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Delivering lessons to a range of classes and age groups
staying human
This work happens in the physical world: lessons, in a real place. Software cannot follow it there.
importance 85 · 2317/00
Source: “Deliver lessons to a range of classes and age groups.” (UK task statement)
How this row was scored
Exposure score: 23 out of 100 (16–30 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Materials for every age group are easy to produce, but delivering the lessons is still a person's job.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 4/4.
Participating in training events to enhance professional skills
staying human
The value here is that a specific person handles training events and stands behind it. That is earned, not computed.
importance 70 · 2317/00
Source: “Participate in training events to enhance professional skills.” (UK task statement)
How this row was scored
Exposure score: 17 out of 100 (10–24 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Taking part in training events is about being present and building your own skills.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Operating equipment, computers or audio-visual aids to supplement presentations
staying human
This work happens in the physical world: equipment, computers or audio-visual aids, in a real place. Software cannot follow it there.
importance 70 · 2317/00
Source: “Operate equipment such as computers or audio-visual aids to supplement presentations.” (UK task statement)
How this row was scored
Exposure score: 14 out of 100 (7–21 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Someone has to be in the room actually working the equipment, even if the content is generated.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Assessing pupils' work in educational and instructional settings
staying human
This work happens in the physical world: pupils' work, in a real place. Software cannot follow it there.
importance 85 · 2317/00
Source: “Assess pupils' work in educational and instructional settings.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Judging how a pupil is doing means sitting alongside them while they drive and watching what they do.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Observing and evaluating pupils' performance
staying human
This work happens in the physical world: pupils' performance, in a real place. Software cannot follow it there.
importance 80 · 2317/00
Source: “Observe and evaluate pupils' performance.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Watching a learner perform and judging it happens in the vehicle alongside them.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Organising and getting involved in social and cultural activities
staying human
This work happens in the physical world: involved, in a real place. Software cannot follow it there.
importance 75 · 2317/00
Source: “Organise and get involved in social and cultural activities such as sports competitions, school parties, dinners and excursions.” (UK task statement)
How this row was scored
Exposure score: 10 out of 100 (3–17 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Programmes and invitations can be produced quickly, but joining in the events is the point of the task.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Encouraging students to persevere with challenging tasks to prepare for later years
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 75 · 2317/00
Source: “Encourage students to persevere with challenging tasks to prepare for later years.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (5–13 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Keeping a struggling language learner going depends on encouragement from a teacher they know.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Conducting practical classes or demonstrations to teach specific skills
staying human
This work happens in the physical world: practical classes, in a real place. Software cannot follow it there.
importance 80 · 2317/00
Source: “Conduct practical classes or demonstrations to teach specific skills.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (3–11 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Running a practical class means demonstrating in person and correcting learners' technique as they try it.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Providing assistive devices to facilitate disabled students' access to curriculum
staying human
This work happens in the physical world: assistive devices, in a real place. Software cannot follow it there.
importance 75 · 2317/00
Source: “Provide assistive devices to facilitate disabled students' access to curriculum.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (0–14 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Handing over and setting up equipment for a disabled student is a hands-on job.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Enforcing procedures to maintain order among these pupils
staying human
This work happens in the physical world: procedures, in a real place. Software cannot follow it there.
importance 80 · 2317/00
Source: “Enforce procedures to maintain order among these pupils.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (0–13 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Keeping a class on task is done by the person standing in front of it.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Participating in marketing events for the language school
staying human
This work happens in the physical world: marketing events, in a real place. Software cannot follow it there.
importance 50 · 2317/00
Source: “Participate in marketing events for the language school.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (2–10 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Marketing events work because a person is there talking to prospective students.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Teaching individuals or classes face to face
staying human
This work happens in the physical world: individuals, in a real place. Software cannot follow it there.
importance 85 · 2317/00
Source: “Teach individuals or classes face to face.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Face-to-face teaching happens in the classroom with the learners.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Preparing classrooms with a variety of materials or resources for children
staying human
This work happens in the physical world: classrooms, in a real place. Software cannot follow it there.
importance 70 · 2317/00
Source: “Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Laying out a classroom means physically moving and arranging materials.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Assisting disabled students in accessing facilities
staying human
This work happens in the physical world: disabled students, in a real place. Software cannot follow it there.
importance 50 · 2317/00
Source: “Assist disabled students in accessing facilities, such as toilets.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: This is hands-on personal help that only someone in the room can give.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.

What this job pays, and how many people do it

Median pay: £37,500a year, before tax, the middle of the range, so half earn more and half earn less.ashe-t14, 2025 · ASHE 2025 provisional (reference April 2025)Provisional, because the ONS revises this figure in the autumn.
How we know this
Source: ashe-t14
Reference period: ASHE 2025 provisional (reference April 2025)
Rounding: Shown to the nearest £100. The exact published figure is in the downloadable dataset. We do not render pounds the survey cannot support.
People doing this job: 27,800in the UK, 2026.nomis-aps · Apr 2025-Mar 2026 (latest APS 12-month period)This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.

What is deliberately not here: a forecast of how many of these jobs exist in ten years. Where an official projection exists for a market we publish it with its vintage; where it does not, we leave the space empty rather than borrow the other country’s number.

Why this is shifting

The reason is boringly specific. Most of what is shifting here is reading one thing and writing another: exam papers in, a record out. The rows above are exactly that shape: creating exam papers to evaluate language proficiency and preparing language exams to assess proficiency. What it cannot do is be there in the room, and that is still where individuals get done. Which is why this page talks about your tasks changing, not your job ending.

Your move

Over a pint: what I’d tell you if you were my friend

Your week is splitting in two, and which half fills it is the whole question. Creating exam papers to evaluate language proficiency is going; teaching individuals or classes face to face is not.

So, given all that: 34% of this job's task weight sits in rows the software is already learning, 13% in rows that change shape rather than disappear, and 54% in rows it is nowhere near. That is the position, measured across 56 scored tasks. It is not a forecast about you.

The occupation is an average and you are not, so the first job below is finding out where your own week actually sits.

This week: one thing

Print the task ledger above and put your own hours next to each row. Roughly, in pen, in one sitting. Then look at which group your hours actually pile up in. Twenty minutes, this week.

What you end up holding: your own week, on one page, sorted into what is shifting and what is not
How long it takes: about twenty minutes

If printing it isn’t practical: Read the rows off this page and write the same list on the back of an envelope. Same twenty minutes, same page, and it works just as well said out loud to someone who knows the job. The point is your hours next to the rows, not the paper it is on.

Over the next 90 days

Volunteer toward the durable end, visibly. Over the next ninety days put your hand up for the work in the bottom group (teaching individuals or classes face to face) and let people see you doing it. Not a new project: the same job, with your mix deliberately tilted. The point is that when the rota or the reorganisation comes, the version of you people picture is the one doing the part that stays.

Over the next 12 months

Claim a specialism at the durable end and let the other end go. Over a year, deliberately become the person who handles teaching individuals or classes face to face, and deliberately stop being the first choice for the rows in the top group. That trade costs something, because the exposed work is often the comfortable work. Decide it on purpose rather than by drift. Before you pay for anything, spend an hour with National Careers Service. It is free and government-funded, and it is listed below with the rest of the free routes.

The roads out of here, and why I am not sending you down them

I looked at the obvious moves out of this job, and here is what I found.

I checked the 12 nearest UK occupations to teachers of english as a foreign language (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was primary education teaching professionals: only about 12% of its durable work is work you already do. Your own job splits about 34/66: that share of the list sits in the top exposure band and the rest does not. On this evidence the honest move is inside the job rather than out of it. Become the person who owns “adapt teaching techniques to the age and skill levels of students”, and let the exposed end go.

How that was checked: this job was compared against all 412 UK occupations in this release on their official task statements, and the 12 nearest were examined one by one. A move that turns on an industry, an employer or a qualification rather than on the work itself will not show up in a check like that. And this release carries no licence register, so anything you are weighing needs that looked up separately.

3 moves I checked and rejected

These are the obvious-looking jumps. They are here with their reasons rather than quietly dropped, because the ones that fail are worth knowing about. It is one less thing to turn over at night.

Primary education teaching professionals
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already provide assistive devices to facilitate disabled students' access to curriculum, and their equivalent is to provide assistive devices to support disabled students' educational needs. Across both published task lists that is about 12% of the durable work in that job.
Why I am not recommending it: You would be starting most of it from nothing: about 12% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on.
Look at that job’s page anyway →
Driving instructors
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “observe and evaluate pupils' performance”. Across the whole of both lists that adds up to about 12% of the work in that job the software is not taking.
Why I am not recommending it: You would be starting most of it from nothing: about 12% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on. This release publishes no median pay for that job, so I cannot show you what the move costs or pays. I do not recommend a move I cannot price.
Look at that job’s page anyway →
Educational support assistants
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already provide assistive devices to facilitate disabled students' access to curriculum, and their equivalent is to provide disabled students with assistive devices to enhance learning. Across both published task lists that is about 11% of the durable work in that job.
Why I am not recommending it: You would be starting most of it from nothing: about 11% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on. It is a pay cut, in those words: £21,448 against your £37,514, 42.8% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →

What I’d stop worrying about

A friend tells you what not to spend fear on. This is that list.

The headline number you read somewhere
The big “X% of jobs” figures are about the whole economy, not about you. The number that describes your job is on this page: 34% of its task weight, across 56 scored tasks. Every row behind it is printed above with the source. Check ours; ignore theirs.
The whole-job doom story
Nothing on this page says this job ends. It says the mix inside it moves. Half the rows above are unchanged or changing shape, and the plan is about which half your week sits in. That is a very different problem, and a solvable one.
Panic-buying a course
Do the twenty-minute sorting exercise first. Most people who buy a course before they have done it buy the wrong one, and the free services listed below will tell you the same thing without charging for it.
The “obvious” next job everyone suggests
I checked the obvious moves and most of them did not survive. The reasons are printed with the routes above, including the pay and the gate. A move that fails on the numbers is worth knowing about so you can stop turning it over at night.

You are reading the United Kingdom figures

The United States splits this work across more than one official group, of which Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors is the closest. The pay and employment figures are not directly comparable, and we do not average them together.

Switch to the United States page →partial match

The other groups this work is counted across:

In US official statistics this job is counted as Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors, Self-Enrichment Teachers, Substitute Teachers, Short-Term, Tutors and Teachers and Instructors, All Other. Pay is shown separately for each of those groups (medians cannot be averaged together), while the task list and the scores on this page are for this group only.

Your route through this

Where to go next, and what it costs

Free, and complete

The moves above cost nothing. These are the real services that go with them: public, government-funded, and free at the point of use. Nothing on this page is behind an email address or a payment.

In England:
National Careers Service
A free hour with a government-funded careers adviser is worth more than another evening of reading. In England that's the National Careers Service.
Free, government-funded
- Discover your skills and careers (the skills assessment)
In England:
National Careers Service - Find a course
Search what's actually running near you before you spend anything.
Free to search; individual courses vary
In England:
Free courses for jobs (Level 3 qualifications)
A free Level 3 qualification you already qualify for beats a paid course you don't need.
Free for eligible adults
In England:
Skills Bootcamps
Free, up to 16 weeks, and you get a job interview at the end. In England these are Skills Bootcamps - search what's running near you.
Free for eligible adults in England
- Skills Bootcamps - what they are and who can do them (DfE, Skills for Careers)
- Skills Bootcamps - JobHelp (DWP)
In Scotland:
My World of Work (Skills Development Scotland)
In Scotland it's My World of Work, from Skills Development Scotland.
Free, publicly funded
- Skills Development Scotland
In Wales:
Careers Wales
In Wales it's Careers Wales.
Free, Welsh Government-funded
In Northern Ireland:
Careers Service Northern Ireland
In Northern Ireland it's the Careers Service on nidirect.
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No Space for this job, but one for what is happening to it

Nothing Collab365 runs is built for teachers of english as a foreign language, and we are not going to point you at the nearest one and call it a fit.

There is one that is not about a job title at all. The AI Authority is about being the person who directs these tools at work rather than the person they get compared to. That is worth saying here, because 34% of the work on this page is already inside what they can do.

Try The AI Authority free →

7 days free, no card needed. Explore up to 2 Spaces before you choose a plan: you pick a plan later, not now.

The AI Authority is a general community about working with AI, not a course for teachers of english as a foreign language. You do not need it to act on anything here: the moves above cost nothing and stand on their own. The data on this page is the same either way.

Noted, and thank you. We’ll email you if a Space for teachers of english as a foreign language launches. Nothing else.

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No Space for teachers of english as a foreign language yet. Should there be one?

Collab365 Spaces is built by the same people as this site. We find the problems that AI and automation are creating inside one kind of work, then solve them as short courses, briefings and Blueprints. Each Space is the community too, so the research and the people doing your job are in the same place.

What a Space actually is, in full

Collab365 launches new communities where the need is real. If one for teachers of english as a foreign language existed, with researched problems, courses and people in the same boat, would you want in?

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We use your email address for one thing: to tell you if a Space for teachers of english as a foreign language launches. We never sell it, never use it for unrelated marketing, and every email has a one-click unsubscribe. Our privacy policy has the full version.

This unlocks nothing. Every figure, every row and every step on this page is already yours, whether you fill this in or not.

No deadline on any of this. The page will still be here, and the data is refreshed on a published schedule rather than when someone wants a headline.

Questions people ask about this job

Will AI replace Teachers of english as a foreign language?: Not as a job, but it is already doing parts of the work. Across the 56 official task statements scored for Teachers of english as a foreign language (United Kingdom, SOC 2317), 34% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 44 out of 100 (range 38–50, band: partial). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.
Which tasks in “Teachers of english as a foreign language” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Create exam papers to evaluate language proficiency” (88/100, very high); “Prepare language exams to assess proficiency” (88/100, very high); “Develop multimedia visual aids for teaching” (83/100, very high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.
Which tasks in “Teachers of english as a foreign language” stay human?: About 54% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Assist disabled students in accessing facilities, such as toilets” (0/100, minimal); “Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play” (0/100, minimal); “Teach individuals or classes face to face” (0/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.
What should someone working in “Teachers of english as a foreign language” do about AI?: Start from the ledger rather than the headline: 34% of this job's weighted core work is exposed, and roughly 54% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.
How is the AI exposure score for Teachers of english as a foreign language calculated?: Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 56 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

Where these numbers come from

About the data on this page

Provisional, because the ONS revises this figure in the autumn.
This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.
The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
31 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Task statements: gaisi-indexProcessing: catalogue-bridge → ssc-relatedness-weighting → task-scoring → score-aggregation
Task weights: gaisi-index (relatedness)
Scores: Rubric task_scoring_v1.0, model claude-opus-5, computed 2026-08-05.
Pay and employment: ashe-t14 (ASHE 2025 provisional (reference April 2025))nomis-aps (Apr 2025-Mar 2026 (latest APS 12-month period))

Figures on this page come from release 2026-q4.1, published 2026-08-05. Every release keeps its own permanent address, so a figure you cite in March is still there, unchanged, in November.

The plain-English wording on this page is assembled directly from the task statements and the published ratings, not written by hand for this occupation. That is why it is specific, and it is also why we say so.

The routes and free resources further up are today’s, not the release’s (last reviewed 2026-08-05). A route is an offer, not a historical fact, so it moves on its own clock.

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Using these figures?

Cite this

Everything on this site is published under CC BY 4.0. Quote it, chart it, sell something built on it. Just say where it came from, and cite the dated release rather than the site, so the figure you quote stays checkable.

Plain text

Collab365 (2026). Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1 (methodVersion 2.0.0, promptVersion task_scoring_v1.0). https://futureproof.collab365.com/data/2026-q4.1. Licensed CC BY 4.0. Built with O*NET data (USDOL/ETA, CC BY 4.0); ONS data (Open Government Licence v3.0); GAISI task framework (arXiv:2507.22748, MIT); BLS data (public domain).

BibTeX

@misc{collab365futureproof2026q41,
  title        = {Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1},
  author       = {{Collab365}},
  year         = {2026},
  url          = {https://futureproof.collab365.com/data/2026-q4.1},
  note         = {Release 2026-q4.1, methodVersion 2.0.0, promptVersion task_scoring_v1.0, CC BY 4.0}
}

Permalink

https://futureproof.collab365.com/data/2026-q4.1

Data as of release 2026-q4.1, published 2026-08-05. Releases never change after publication; when the figures move, a new dated release is published beside this one and this one stays exactly where it is.