US dataswitch to UK

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

observing and evaluating students' work to determine progress and make suggestions, providing students with disabilities with assistive devices and providing information, guidance and preparation for the General Equivalency Diploma, GED) examination. 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: maintaining accurate and completing student records as required by laws or administrative policies. That is a slice of tasks, not of you.

Your move: what you can actually do about this ↓

Where the work sits, by task weight

shifting to AI: 24%
changing shape: 11%
staying human: 65%

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

Whole-job exposure score 33 out of 100 (27–40 allowing for uncertainty): low exposure, across 37 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 adult basic education, adult secondary education, and english as a second language instructors 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 2026-08-05. Read the full method.

That slice is not coming back; the core of the job, observing students to determine qualifications, stays yours. The tools change hands, the accountability doesn't.

Your week, as this page understands it

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. The job title says “adult basic education”, “adult secondary education” or “english as a second language instructors”: officially one job, several names. The real job is the part underneath: observing students to determine qualifications. 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 adult basic education, adult secondary education, and english as a second language instructors is not one task. It is 37 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is observing students to determine qualifications, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 24%
changing shape: 11%
staying human: 65%

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 2026-08-05. 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.

5 tasks scored differently between repeat runs, so their range on this page is wider. We would rather show the wobble than hide it.
21 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

8 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.

Observing and evaluating students' work to determine progress and make suggestions for improvement
This is reading one thing and writing another: students' work in, a record out. That is the shape today's tools are built for.
importance 4 · Core
Source: “Observe and evaluate students' work to determine progress and make suggestions for improvement.” (O*NET task statement)
How this row was scored
Exposure score: 64 out of 100 (60–68 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: Marking student work and writing useful improvement notes is something software now does at a standard teachers accept and tweak.
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.
Assigning and grading class work and homework
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 4 · Core
Source: “Assign and grade class work and homework.” (O*NET task statement)
How this row was scored
Exposure score: 66 out of 100 (62–70 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: Marking class work against a rubric is something AI handles well, with the teacher checking borderline answers.
The five ratings: output a model can produce 3/4 · 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.
Maintaining accurate and completing student records as required by laws or administrative policies
This is reading one thing and writing another: accurate in, a record out. That is the shape today's tools are built for.
importance 4 · Core
Source: “Maintain accurate and complete student records as required by laws or administrative policies.” (O*NET task statement)
How this row was scored
Exposure score: 81 out of 100 (74–88 allowing for uncertainty): very 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: Keeping student records complete and accurate is data entry and upkeep that school systems already automate.
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.
Preparing reports on students and activities as required by administration
This is reading one thing and writing another: reports in, a record out. That is the shape today's tools are built for.
importance 4 · Core
Source: “Prepare reports on students and activities as required by administration.” (O*NET 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: Reports on students and activities are structured documents that can largely be produced from existing school records.
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.

Changing shape

5 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.

Establishing clear objectives for all lessons
The software now makes the first pass at clear objectives, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 4 · Core
Source: “Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.” (O*NET 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: Writing clear lesson and unit objectives is standard curriculum drafting 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.
Selecting, ordering and issuing books, materials and supplies for courses or projects
The software now makes the first pass at books, materials and supplies, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 3 · Core
Source: “Select, order, and issue books, materials, and supplies for courses or projects.” (O*NET 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: Choosing and ordering supplies from catalogues is routine purchasing work that software handles.
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.
Providing information, guidance and preparation for the General Equivalency Diploma, GED) examination
The software now makes the first pass at information, guidance and preparation, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 4 · Supplemental
Source: “Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination.” (O*NET task statement)
How this row was scored
Exposure score: 53 out of 100 (49–57 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: GED content and practice questions are abundantly published, so preparation material and guidance are easy for software to produce.
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

24 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.

Observing students to determine qualifications
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.” (O*NET task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 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: Reading a learner's abilities and interests comes from watching them in the room, which is hard to capture in data.
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 1/4.
Adapting teaching methods and instructional materials to meet students' varying needs
The ratings behind this row put methods well outside what today's tools can do on their own.
importance 4 · Core
Source: “Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests.” (O*NET 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: Software rewrites materials for different levels well, but changing your teaching approach mid-lesson comes from reading the room.
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.
Instructing students individually and in groups
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.” (O*NET task statement)
How this row was scored
Exposure score: 6 out of 100 (0–13 allowing for uncertainty): minimal exposure, high confidence, and it moved between repeat runs, so the range is widened.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Teaching a class of middle schoolers depends on a licensed adult in the room holding their attention.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.

Show the other 27 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 4 · Core
Source: “Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.” (O*NET task statement)
How this row was scored
Exposure score: 88 out of 100 (81–95 allowing for uncertainty): very 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: Course outlines follow published state curriculum standards, so producing them is document work AI does to a high standard.
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.
Reviewing instructional content, methods and student evaluations to assess strengths and weaknesses and to develop recommendations for course revision, development or elimination
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 4 · Core
Source: “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 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: Reviewing feedback and results to suggest course changes is analysis of written material.
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.
Selecting and scheduling class times to ensure maximum attendance
shifting to AI
This is reading one thing and writing another: class times in, a record out. That is the shape today's tools are built for.
importance 4 · Supplemental
Source: “Select and schedule class times to ensure maximum attendance.” (O*NET 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: Picking class times that maximize attendance is a scheduling calculation from enrollment 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.
Preparing for assigned classes and show written evidence of preparation upon request of immediate supervisors
shifting to AI
This is reading one thing and writing another: assigned classes in, a record out. That is the shape today's tools are built for.
importance 4 · Core
Source: “Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.” (O*NET task statement)
How this row was scored
Exposure score: 66 out of 100 (59–73 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 preparation and the written evidence of it are documents software drafts well.
The five ratings: output a model can produce 3/4 · 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.
Participating in publicity planning, community awareness efforts and student recruitment
changing shape
The software now makes the first pass at publicity planning, community awareness efforts and student recruitment, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 3 · Supplemental
Source: “Participate in publicity planning, community awareness efforts, and student recruitment.” (O*NET 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: Recruitment and awareness copy is exactly the kind of promotional writing software produces to a usable standard.
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.
Advising students on internships, prospective employers and job placement services
changing shape
The software now makes the first pass at students, 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 3 · Supplemental
Source: “Advise students on internships, prospective employers, and job placement services.” (O*NET task statement)
How this row was scored
Exposure score: 40 out of 100 (33–47 allowing for uncertainty): partial 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: Job and internship information is easy to compile, but advising a specific student works better with someone who knows them.
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 2/4 · how much data exists 3/4.
Preparing and administering written, oral and performance tests and issuing grades in accordance with performance
staying human
This work happens in the physical world: written, oral and performance tests and issuing grades, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Prepare and administer written, oral, and performance tests and issue grades in accordance with performance.” (O*NET task statement)
How this row was scored
Exposure score: 38 out of 100 (31–45 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: Writing and grading tests is very automatable; supervising people while they sit them still needs someone there.
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 0/4 · how much data exists 3/4.
Using computers, audio-visual aids and other equipment and materials to supplement presentations
staying human
This work happens in the physical world: computers, audio-visual aids and other equipment and materials, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Use computers, audio-visual aids, and other equipment and materials to supplement presentations.” (O*NET task statement)
How this row was scored
Exposure score: 32 out of 100 (22–42 allowing for uncertainty): low exposure, medium confidence, and it moved between repeat runs, so the range is widened.
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: Making slides and other presentation materials is easy for software, though using them happens in front of the class.
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 3/4.
Conferring with other staff members to plan and schedule lessons that promote learning
staying human
The value here is that a specific person handles other staff members and stands behind it. That is earned, not computed.
importance 3 · Core
Source: “Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula.” (O*NET 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: Lesson scheduling is easy to draft, but agreeing plans with colleagues is a back-and-forth 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 3/4.
Registering orient and assessing new students according to standards and procedures
staying human
This work happens in the physical world: orient, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Register, orient, and assess new students according to standards and procedures.” (O*NET task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 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: Registration paperwork and placement testing automate easily, but welcoming and settling new students happens in person.
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 1/4 · how much data exists 3/4.
Planning and conducting activities for a balanced program of instruction
staying human
This work happens in the physical world: activities, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “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 statement)
How this row was scored
Exposure score: 18 out of 100 (8–28 allowing for uncertainty): minimal exposure, medium confidence, and it moved between repeat runs, so the range is widened.
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: AI can plan a balanced mix of activities, but running them with a class happens in the room.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Preparing and implementing remedial programs for students requiring extra help
staying human
This work happens in the physical world: remedial programs, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Prepare and implement remedial programs for students requiring extra help.” (O*NET task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 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: Catch-up plans draft easily, but the extra help itself is given one to one.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Guiding and counseling students with adjustment or academic problems or special academic interests
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 3 · Core
Source: “Guide and counsel students with adjustment or academic problems or special academic interests.” (O*NET task statement)
How this row was scored
Exposure score: 18 out of 100 (14–22 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: A young child talks about problems with the adult they know, not a screen.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Training and assisting tutors and community literacy volunteers
staying human
This work happens in the physical world: tutors, in a real place. Software cannot follow it there.
importance 3 · Supplemental
Source: “Train and assist tutors and community literacy volunteers.” (O*NET task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 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: Training material is easy to write, but coaching volunteer tutors happens through working alongside them.
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 2/4.
Collaborating with other teachers and professionals in the development of instructional programs
staying human
The value here is that a specific person handles other teachers and stands behind it. That is earned, not computed.
importance 3 · Core
Source: “Collaborate with other teachers and professionals in the development of instructional programs.” (O*NET 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: Building a program jointly with other teachers depends on give and take between colleagues.
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.
Meeting with other professionals to discuss individual students' needs and progress
staying human
The value here is that a specific person handles other professionals and stands behind it. That is earned, not computed.
importance 3 · Core
Source: “Meet with other professionals to discuss individual students' needs and progress.” (O*NET task statement)
How this row was scored
Exposure score: 15 out of 100 (8–22 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: Much of the value is in colleagues talking things through, drawing on what each has seen of the student.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Preparing materials and classrooms for class activities
staying human
This work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Prepare materials and classrooms for class activities.” (O*NET task statement)
How this row was scored
Exposure score: 14 out of 100 (4–24 allowing for uncertainty): minimal exposure, medium confidence, and it moved between repeat runs, so the range is widened.
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: AI can create and print activity sheets, but setting up the room and laying out equipment is physical preparation.
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 0/4 · how much data exists 3/4.
Preparing students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 4 · Core
Source: “Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks.” (O*NET task statement)
How this row was scored
Exposure score: 13 out of 100 (6–20 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: Keeping an adult learner going when work gets hard depends on a relationship they trust.
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 3/4 · how much data exists 2/4.
Attending staff meetings and serving on committees
staying human
This work happens in the physical world: staff meetings, in a real place. Software cannot follow it there.
importance 3 · Core
Source: “Attend staff meetings and serve on committees, as required.” (O*NET task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 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: Attending meetings and serving on committees means taking part yourself, though notes and summaries can be automated.
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 2/4 · how much data exists 2/4.
Conferring with leaders of government and community groups to coordinate student training or to find opportunities for students to fulfill curriculum requirements
staying human
The value here is that a specific person handles leaders of government and stands behind it. That is earned, not computed.
importance 3 · Supplemental
Source: “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 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 value is that a specific person does it.
The rating behind it: Building agreements with community and government leaders depends on relationships that take time to develop.
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 3/4 · how much data exists 1/4.
Planning and supervising class projects
staying human
This work happens in the physical world: class projects, in a real place. Software cannot follow it there.
importance 3 · Core
Source: “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 statement)
How this row was scored
Exposure score: 9 out of 100 (2–16 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: Trips and projects can be planned on paper, but supervising students during them requires being there.
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 2/4.
Conducting classes, workshops and demonstrations to teach principles, techniques or methods in subjects
staying human
This work happens in the physical world: classes, workshops and demonstrations, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “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 statement)
How this row was scored
Exposure score: 8 out of 100 (1–15 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: Teaching English and life skills in a workshop depends on a person in the room responding to learners.
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 3/4 · how much data exists 3/4.
Attending professional meetings, conferences and workshops to maintain and improve professional competence
staying human
This work happens in the physical world: professional meetings, conferences and workshops, in a real place. Software cannot follow it there.
importance 3 · Core
Source: “Attend professional meetings, conferences, and workshops to maintain and improve professional competence.” (O*NET 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: Attending conferences and workshops is about being there; nobody can go on your behalf.
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.
Observing and evaluating the performance of other instructors
staying human
This work happens in the physical world: the performance of other instructors, in a real place. Software cannot follow it there.
importance 3 · Supplemental
Source: “Observe and evaluate the performance of other instructors.” (O*NET 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: Judging another instructor's teaching means sitting in their classroom and watching them work.
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.
Enforcing administration policies and rules governing students
staying human
This work happens in the physical world: administration policies, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Enforce administration policies and rules governing students.” (O*NET task statement)
How this row was scored
Exposure score: 5 out of 100 (0–12 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: Enforcing school rules with children means being present and carrying the authority of a known adult.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Establishing and enforcing rules for behavior and procedures for maintaining order among the students for whom they are responsible
staying human
This work happens in the physical world: rules, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.” (O*NET task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 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: Rules can be written down easily, but keeping order in a classroom needs an adult present with authority.
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 3/4 · how much data exists 2/4.
Providing students with disabilities with assistive devices
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 4 · Supplemental
Source: “Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–7 allowing for uncertainty): minimal exposure, high confidence, and it moved between repeat runs, so the range is widened.
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: Helping a student physically get around school or use a device requires being right there with them.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.

What this job pays, and how many people do it

Median pay: $61,540a year, the middle of the range, so half earn more and half earn less.bls-oews, 2025 · May 2025 estimates (national_M2025_dl.xlsx)
How we know this
Source: bls-oews
Reference period: May 2025 estimates (national_M2025_dl.xlsx)
Rounding: Shown as published.
People doing this job: 37,310in the US, 2025.bls-oews · May 2025 estimates (national_M2025_dl.xlsx)

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: students' work in, a record out. The rows above are exactly that shape: maintaining accurate and completing student records as required by laws or administrative policies and observing and evaluating students' work to determine progress and make suggestions. What it cannot do is be there in the room, and that is still where students 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. Maintaining accurate and completing student records as required by laws or administrative policies is going; observing students to determine qualifications is not.

So, given all that: 24% of this job's task weight sits in rows the software is already learning, 11% in rows that change shape rather than disappear, and 65% in rows it is nowhere near. That is the position, measured across 37 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 (observing students to determine qualifications) 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 observing students to determine qualifications, 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, use CareerOneStop - Find local training. It is free, it is the Labor Department's own service, and it is listed below with the rest of the free routes.

The roads out of here

Now the roads out, with the honest bill on each one. Two routes survived the checks. The rest are below with the reason they did not.

Adult Basic Education, Adult Secondary Education, and English as a Second Language InstructorsCareer/Technical Education Teachers, Middle School
a year or morematched on shared tasks
One of the tasks on your list is on theirs in the same words: “instruct students individually and in groups, using various teaching methods”. Take both published task lists together and about 46% of the work in that job that the software is not taking is work you are doing today.
About 46% of it you could do on Monday. The rest is the price of the ticket.
The work the two jobs share
- You already do
  “Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.”
  They do
  “Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.”
- You already do
  “Enforce administration policies and rules governing students.”
  They do
  “Enforce all administration policies and rules governing students.”
- You already do
  “Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks.”
  They do
  “Prepare students for later educational experiences by encouraging them to explore learning opportunities and to persevere with challenging tasks.”
What you would not already have: Nothing in your task list touches “instruct and monitor students in the use and care of equipment and…”, “confer with parents or guardians, other teachers, counselors, and administrators to resolve…” or “sponsor extracurricular activities”. That is the part you would be learning from scratch, and it is roughly the 54% of their durable work you do not already hold.
The honest bill
Pay: $65,030 against your $61,540 (OEWS May 2025 (both)).
- The licence gate: Default-closed. This release carries no licence-register snapshot, so I could not check whether that job is regulated, which means I have to assume it might be. Before you spend a penny, look it up on the US Labor Department’s licensed-occupations finder; the free routes below link straight to it. The route is banded a year or more because of that unknown, not in spite of it.
- The entry ticket: Typical entry-level education is published for only ten occupations in this release, and neither this job nor that one is among them. So I cannot tell you whether a qualification stands in the way. Treat that as an open question to settle before you commit, not as a green light.
- What the pay gap is telling you: $65,030 against your $61,540, 5.7% more (OEWS May 2025 (both)). A real difference, not a life-changing one. Take the move for the work, not the raise.
- What you live on meanwhile: Nobody is going to pay you to retrain. This is evenings and weekends alongside the job you already have, for a year or more, and if that is not possible right now then this route is not open right now, which is worth knowing before you start. The free American Job Center service listed below will talk training funding through with you before you pay anyone.
- Is the target job itself holding up: Career/Technical Education Teachers, Middle School scores 27/100 on this site’s own exposure measure (low), with 17% of its tasks in the top band. Employment projections are not published for this occupation in this release, so this is the exposure leg of the check only. It passed, which is the only reason it is here.
How long: A year or more, part-time, alongside the job you have. That band is set by the unchecked licence question and by the 54% of their work you would be learning, not by any one course.
See what AI is doing to career/technical education teachers, middle school
Adult Basic Education, Adult Secondary Education, and English as a Second Language InstructorsMiddle School Teachers, Except Special and Career/Technical Education
a year or morematched on shared tasks
You already enforce administration policies and rules governing students. In that job the same thing shows up as enforce all administration policies and rules governing students. Take both published task lists together and about 45% of the work in that job that the software is not taking is work you are doing today.
About 45% of it you could do on Monday. The rest is the price of the ticket.
The work the two jobs share
- You already do
  “Enforce administration policies and rules governing students.”
  They do
  “Enforce all administration policies and rules governing students.”
- You already do
  “Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks.”
  They do
  “Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.”
- You already do
  “Attend staff meetings and serve on committees, as required.”
  They do
  “Attend staff meetings and serve on staff committees, as required.”
What you would not already have: Nothing in your task list touches “confer with parents or guardians, other teachers, counselors, and administrators to resolve…”, “instruct and monitor students in the use and care of equipment and…” or “organize and label materials and display students' work”. That is the part you would be learning from scratch, and it is roughly the 55% of their durable work you do not already hold.
The honest bill
Pay: $64,370 against your $61,540 (OEWS May 2025 (both)).
- The licence gate: Default-closed. This release carries no licence-register snapshot, so I could not check whether that job is regulated, which means I have to assume it might be. Before you spend a penny, look it up on the US Labor Department’s licensed-occupations finder; the free routes below link straight to it. The route is banded a year or more because of that unknown, not in spite of it.
- The entry ticket: Typical entry-level education is published for only ten occupations in this release, and neither this job nor that one is among them. So I cannot tell you whether a qualification stands in the way. Treat that as an open question to settle before you commit, not as a green light.
- What the pay gap is telling you: $64,370 against your $61,540, 4.6% more (OEWS May 2025 (both)). A real difference, not a life-changing one. Take the move for the work, not the raise.
- What you live on meanwhile: Nobody is going to pay you to retrain. This is evenings and weekends alongside the job you already have, for a year or more, and if that is not possible right now then this route is not open right now, which is worth knowing before you start. The free American Job Center service listed below will talk training funding through with you before you pay anyone.
- Is the target job itself holding up: Middle School Teachers, Except Special and Career/Technical Education scores 25/100 on this site’s own exposure measure (low), with 11% of its tasks in the top band. Employment projections are not published for this occupation in this release, so this is the exposure leg of the check only. It passed, which is the only reason it is here.
How long: A year or more, part-time, alongside the job you have. That band is set by the unchecked licence question and by the 55% of their work you would be learning, not by any one course.
See what AI is doing to middle school teachers, except special and career/technical education

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.

Self-Enrichment Teachers
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 students to determine qualifications, limitations, abilities, interests, and other individual characteristics”. Across the whole of both lists that adds up to about 53% of the work in that job the software is not taking.
Why I am not recommending it: It is a pay cut, in those words: $46,800 against your $61,540, 24.0% less (OEWS May 2025 (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Secondary School Teachers, Except Special and Career/Technical Education
Why it looked obvious: It cleared every check: about 44% of its durable work is work you already do.
Why I am not recommending it: Nothing is wrong with this one. It passed every check and then came next on shared work behind the routes above, and a page carries two at most. It is here so you can see it was weighed rather than missed.
Look at that job’s page anyway →
Elementary School Teachers, Except Special Education
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already instruct students individually and in groups, using various teaching methods, and their equivalent is to instruct students individually and in groups, using teaching methods. Across both published task lists that is about 42% of the durable work in that job.
Why I am not recommending it: I will not move you off one melting floe onto another: that job is projected to shrink 2.0% between 2024 and 2034 (BLS Employment Projections).
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: 24% of its task weight, across 37 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 States figures

The United Kingdom splits this work across more than one official group, of which Teachers of english as a foreign language is the closest. The pay and employment figures are not directly comparable, and we do not average them together.

Switch to the United Kingdom page →partial match

In UK official statistics this job is counted as Teachers of english as a foreign language. Pay and employment stay on this page’s own group; the task list and the scores do not cross over.

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.

Anywhere in the US:
CareerOneStop - Find local training
Search what's running near you, from the Labor Department's own database, before anyone sells you a course.
Free to search; individual programs vary, and some are funded
Anywhere in the US:
American Job Center locator
An American Job Center will sit down with you for free. Find yours by ZIP code.
Free
- CareerOneStop local help hub
Anywhere in the US:
CareerOneStop - Licensed occupations finder
Check what your state actually requires before you pay for anything.
Free
Anywhere in the US:
CareerOneStop
Free

No Space for this job, but one for what is happening to it

Nothing Collab365 runs is built for adult basic education / adult secondary education / english as a second language instructors, 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 24% 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 adult basic education / adult secondary education / english as a second language instructors. 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.

Nearby moves

The jobs above, as pages you can read the same way as this one. Your job shares its core work with these. That is what the match is, and it is all it is.

Noted, and thank you. We’ll email you if a Space for adult basic education / adult secondary education / english as a second language instructors launches. Nothing else.

That did not look like an email address, so nothing was saved. Have another go below.

We could not save that. The fault is ours, not yours, and your address was not stored. Please try again later.

No Space for adult basic education / adult secondary education / english as a second language instructors 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 adult basic education / adult secondary education / english as a second language instructors 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 adult basic education / adult secondary education / english as a second language instructors 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 Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors?: Not as a job, but it is already doing parts of the work. Across the 37 official task statements scored for Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors (United States, SOC 25-3011), 24% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 33 out of 100 (range 27–40, band: low). 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 “Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools” (88/100, very high); “Maintain accurate and complete student records as required by laws or administrative policies” (81/100, very high); “Prepare reports on students and activities as required by administration” (81/100, 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 “Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors” stay human?: About 65% 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: “Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms” (0/100, minimal); “Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics” (4/100, minimal); “Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible” (4/100, 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 “Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors” do about AI?: Start from the ledger rather than the headline: 24% of this job's weighted core work is exposed, and roughly 65% 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 Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors 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 37 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

5 tasks scored differently between repeat runs, so their range on this page is wider. We would rather show the wobble than hide it.
The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
21 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: onet-dbProcessing: catalogue-bridge → onet-im-rt-weighting → task-scoring → score-aggregation
Task weights: onet-db (im-rt)
Scores: Rubric task_scoring_v1.0, model claude-opus-5, computed 2026-08-05.
Pay and employment: bls-oews (May 2025 estimates (national_M2025_dl.xlsx))bls-oews (May 2025 estimates (national_M2025_dl.xlsx))

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.

How we score a job Download this release Look up another job

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.