Develop educational programs.

Develop educational programs. is a detailed work activity in O*NET — a concrete unit of work shared across 12 occupations and seen in 15 occupation-specific tasks. It rolls up into the broader work activity Develop educational programs, plans, or procedures. in Thinking Creatively .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 15 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 12 (80%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

The Anthropic Economic Index observes real AI use on 6 of these tasks, with a mean mapped-usage share of 0.011% per task.

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Develop or write Individualized Education Programs (IEPs) for students. · Special Education Teachers, Middle School · importance 4.5 · exposure with tools
• Develop or direct study courses or religious education programs within congregations. · Directors, Religious Activities and Education · importance 4.2 · exposure with tools
• Plan or lead religious education programs. · Clergy · importance 4.2 · exposure with tools
• Provide special services such as alcohol and drug prevention programs and classes that teach students to handle conflicts without resorting to violence. · Educational, Guidance, and Career Counselors and Advisors · importance 4.2 · no direct exposure
• Select appropriate curricula or class structures for educational programs. · Directors, Religious Activities and Education · importance 4.1 · exposure with tools
• Design patient education programs that include information required to make informed health care and treatment decisions. · Clinical Nurse Specialists · importance 4.0 · exposure with tools
• Formulate and implement training programs, applying principles of learning and individual differences. · Industrial-Organizational Psychologists · importance 3.9 · exposure with tools
• Design classes and programs to meet the needs of special students. · School Psychologists · importance 3.9 · exposure with tools
• Develop environmental educational programs and curricula for schools. · Park Naturalists · importance 3.8 · exposure with tools
• Develop, or contribute to the development of, educational or outreach programs on the environment or climate change. · Climate Change Policy Analysts · importance 3.7 · exposure with tools
• Develop, direct, and participate in training programs for staff and students. · Clinical and Counseling Psychologists · importance 3.5 · exposure with tools
• Design and administer training programs for new employees and continuing education for existing employees. · Health Education Specialists · importance 3.4 · exposure with tools
• Initiate and direct efforts to foster tolerance, understanding, and appreciation of diversity in school communities. · School Psychologists · importance 3.4 · no direct exposure
• Provide educational programs on topics such as classroom management, teaching strategies, or parenting skills. · School Psychologists · importance 3.2 · exposure with tools
• Conduct public educational programs on forest care and conservation. · Foresters · importance 2.8 · no direct exposure

Occupations that perform this

• Special Education Teachers, Middle School
• Directors, Religious Activities and Education
• Clergy
• Educational, Guidance, and Career Counselors and Advisors
• Clinical Nurse Specialists
• Industrial-Organizational Psychologists
• School Psychologists
• Park Naturalists
• Climate Change Policy Analysts
• Clinical and Counseling Psychologists
• Health Education Specialists
• Foresters

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-develop-educational-programs,
  title  = {Develop educational programs.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/develop-educational-programs}
}