Develop instructional objectives.

Develop instructional objectives. is a detailed work activity in O*NET — a concrete unit of work shared across 50 occupations and seen in 62 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 62 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 62 (100%) 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 47 of these tasks, with a mean mapped-usage share of 0.105% 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.

• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Library Science Teachers, Postsecondary · importance 4.5 · exposure with tools
• Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. · Architecture Teachers, Postsecondary · importance 4.5 · exposure with tools
• Establish and communicate clear objectives for all lessons, units, and projects to students. · Special Education Teachers, Elementary School · importance 4.5 · direct LLM exposure
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. · Special Education Teachers, Secondary School · importance 4.4 · direct LLM exposure
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Recreation and Fitness Studies Teachers, Postsecondary · importance 4.4 · exposure with tools
• Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. · Business Teachers, Postsecondary · importance 4.4 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Political Science Teachers, Postsecondary · importance 4.4 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Family and Consumer Sciences Teachers, Postsecondary · importance 4.4 · exposure with tools
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. · Career/Technical Education Teachers, Middle School · importance 4.4 · direct LLM exposure
• Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. · Biological Science Teachers, Postsecondary · importance 4.4 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Nursing Instructors and Teachers, Postsecondary · importance 4.4 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Communications Teachers, Postsecondary · importance 4.4 · exposure with tools
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. · Elementary School Teachers, Except Special Education · importance 4.4 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · English Language and Literature Teachers, Postsecondary · importance 4.4 · exposure with tools
• Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. · Chemistry Teachers, Postsecondary · importance 4.3 · exposure with tools
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. · Career/Technical Education Teachers, Secondary School · importance 4.3 · direct LLM exposure
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. · Preschool Teachers, Except Special Education · importance 4.3 · exposure with tools
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. · Kindergarten Teachers, Except Special Education · importance 4.3 · exposure with tools
• Establish and communicate clear objectives for all lessons, units, and projects to students, parents, or guardians. · Special Education Teachers, Preschool · importance 4.3 · direct LLM exposure
• Establish clear objectives for all lessons, units, and projects, and communicate these objectives to students. · Middle School Teachers, Except Special and Career/Technical Education · importance 4.3 · direct LLM exposure
• Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements. · Special Education Teachers, Elementary School · importance 4.3 · exposure with tools
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. · Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · importance 4.3 · direct LLM exposure
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. · Special Education Teachers, Middle School · importance 4.3 · exposure with tools
• Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. · Mathematical Science Teachers, Postsecondary · importance 4.3 · exposure with tools
• Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. · Career/Technical Education Teachers, Middle School · importance 4.2 · direct LLM exposure
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Art, Drama, and Music Teachers, Postsecondary · importance 4.2 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Social Work Teachers, Postsecondary · importance 4.2 · exposure with tools
• Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. · Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary · importance 4.2 · exposure with tools
• Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. · Computer Science Teachers, Postsecondary · importance 4.2 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Economics Teachers, Postsecondary · importance 4.2 · exposure with tools
• Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. · Kindergarten Teachers, Except Special Education · importance 4.2 · exposure with tools
• Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. · Elementary School Teachers, Except Special Education · importance 4.2 · exposure with tools
• Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. · Forestry and Conservation Science Teachers, Postsecondary · importance 4.1 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Physics Teachers, Postsecondary · importance 4.1 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Area, Ethnic, and Cultural Studies Teachers, Postsecondary · importance 4.1 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Sociology Teachers, Postsecondary · importance 4.1 · exposure with tools
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. · Criminal Justice and Law Enforcement Teachers, Postsecondary · importance 4.1 · exposure with tools
• Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or requirements. · Special Education Teachers, Preschool · importance 4.1 · exposure with tools
• Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. · Special Education Teachers, Secondary School · importance 4.1 · exposure with tools
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. · Self-Enrichment Teachers · importance 4.1 · direct LLM exposure

Occupations that perform this

• Library Science Teachers, Postsecondary
• Architecture Teachers, Postsecondary
• Special Education Teachers, Elementary School
• Recreation and Fitness Studies Teachers, Postsecondary
• Special Education Teachers, Secondary School
• Business Teachers, Postsecondary
• Political Science Teachers, Postsecondary
• Family and Consumer Sciences Teachers, Postsecondary
• Biological Science Teachers, Postsecondary
• Career/Technical Education Teachers, Middle School
• Nursing Instructors and Teachers, Postsecondary
• Communications Teachers, Postsecondary
• English Language and Literature Teachers, Postsecondary
• Elementary School Teachers, Except Special Education
• Chemistry Teachers, Postsecondary
• Career/Technical Education Teachers, Secondary School
• Preschool Teachers, Except Special Education
• Kindergarten Teachers, Except Special Education
• Special Education Teachers, Preschool
• Middle School Teachers, Except Special and Career/Technical Education
• Mathematical Science Teachers, Postsecondary
• Special Education Teachers, Middle School
• Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
• Art, Drama, and Music Teachers, Postsecondary
• Social Work Teachers, Postsecondary
• Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary
• Computer Science Teachers, Postsecondary
• Economics Teachers, Postsecondary
• Forestry and Conservation Science Teachers, Postsecondary
• Physics Teachers, Postsecondary
• Area, Ethnic, and Cultural Studies Teachers, Postsecondary
• Sociology Teachers, Postsecondary
• Criminal Justice and Law Enforcement Teachers, Postsecondary
• Anthropology and Archeology Teachers, Postsecondary
• History Teachers, Postsecondary
• Self-Enrichment Teachers
• Environmental Science Teachers, Postsecondary
• Foreign Language and Literature Teachers, Postsecondary
• Health Specialties Teachers, Postsecondary
• Law Teachers, Postsecondary

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-instructional-objectives,
  title  = {Develop instructional objectives.},
  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-instructional-objectives}
}