# Directors, Religious Activities and Education

> Coordinate or design programs and conduct outreach to promote the religious education or activities of a denominational group. May provide counseling, guidance, and leadership relative to marital, health, financial, and religious problems.

- **SOC code:** 21-2021.00
- **Canonical URL:** https://singulariki.com/roles/role-21-2021-00
- **Also known as:** Children's Ministries Director, Christian Education Director, Religious Education Director, Youth Pastor, Adult Ministries Director, Campus Ministries Director, Religious Education Coordinator, Senior Adults Director
- **Frame:** "AI exposure" means task overlap (how codifiable the work is), not jobs lost or a forecast. Every figure below is traced to a named public dataset.

## What this work is

**Core tasks** (O*NET):
- Develop or direct study courses or religious education programs within congregations.
- Identify and recruit potential volunteer workers.
- Select appropriate curricula or class structures for educational programs.
- Counsel individuals regarding interpersonal, health, financial, or religious problems.
- Schedule special events, such as camps, conferences, meetings, seminars, or retreats.
- Collaborate with other ministry members to establish goals and objectives for religious education programs or to develop ways to encourage program participation.
- Train and supervise religious education instructional staff.
- Implement program plans by ordering needed materials, scheduling speakers, reserving space, or handling other administrative details.
- Analyze member participation or changes in congregational emphasis to determine needs for religious education.
- Analyze revenue and program cost data to determine budget priorities.
- Attend workshops, seminars, or conferences to obtain program ideas, information, or resources.
- Visit congregational members' homes or arrange for pastoral visits to provide information or resources regarding religious education programs.

## Skills, tools, capabilities

**Knowledge, skills & abilities** (O*NET, highest importance first):
- Philosophy and Theology _(knowledge)_
- Speaking _(essential_skill)_
- Education and Training _(knowledge)_
- Active Listening _(essential_skill)_
- Social Perceptiveness _(transferable_skill)_
- Written Comprehension _(ability)_
- Oral Expression _(ability)_
- Written Expression _(ability)_
- Customer and Personal Service _(knowledge)_
- Reading Comprehension _(essential_skill)_
- Critical Thinking _(essential_skill)_
- Active Learning _(essential_skill)_

**Skills in demand:**
- Social Perceptiveness _(Common Skill)_
- Active Listening _(Common Skill)_
- Speech Recognition _(Specialized Skill)_
- Reading Comprehension _(Common Skill)_
- Instructing _(Specialized Skill)_
- Critical Thinking _(Common Skill)_
- Active Learning _(Common Skill)_
- Learning Strategies _(Specialized Skill)_
- English Language _(Common Skill)_
- Deductive Reasoning _(Common Skill)_
- Psychology _(Specialized Skill)_
- Microsoft PowerPoint _(Common Skill)_

**Tools & technology:**
- Microsoft Excel _(hot technology, in demand)_
- Microsoft Office software _(hot technology, in demand)_
- Microsoft Outlook _(hot technology, in demand)_
- Microsoft PowerPoint _(hot technology, in demand)_
- Adobe Photoshop _(hot technology)_
- Facebook _(hot technology)_
- Google Workspace software _(hot technology)_
- Microsoft Access _(hot technology)_
- Microsoft Word _(hot technology)_
- Zoom _(hot technology)_
- Database software
- Email software

## AI exposure & outlook

- **AI task-overlap index:** 71st percentile (High) across all occupations — composite of current-era exposure studies (ai-exposure-index-v1).
- **Overall AI exposure (Felten et al.):** 83rd percentile (High) — source: felten_aioe.
- **LLM task exposure, γ (OpenAI / Eloundou):** 57th percentile (Moderate) — source: eloundou_gamma.
- **AI assistant applicability (Microsoft):** 73rd percentile (High) — source: microsoft_applicability.
- **Frey–Osborne (2013, historical computerization estimate):** 16th percentile — kept separate from current-era studies.
- **Remote-capable (Dingel–Neiman):** yes — task structure, not who actually works remote.
- **Projected employment (BLS 2024–34):** 2.1% growth (About average); 13.8k annual openings; 138.9k → 141.8k jobs.
- **Pay & employment (BLS OEWS, May 2024):** median $54,840; 21,460 employed.

## How people actually use AI here

Anthropic Economic Index — measured AI conversations mapped to this occupation's tasks:

- **Automation vs augmentation:** 35% automation, 51% augmentation (usage-weighted).
- **Autonomy median:** 3.8 (higher = AI acts more independently).
- **Dominant collaboration mode:** directive.

**Tasks most handed to AI here:**
- Locate and distribute resources, such as periodicals or curricula, to enhance the effectiveness of educational programs. _(1.6% of measured AI use; directive)_
- Counsel individuals regarding interpersonal, health, financial, or religious problems. _(1.6% of measured AI use; learning)_
- Develop or direct study courses or religious education programs within congregations. _(1.3% of measured AI use; task iteration)_
- Interpret religious education activities to the public through speaking, leading discussions, or writing articles for local or national publications. _(0.7% of measured AI use; directive)_
- Identify and recruit potential volunteer workers. _(0.7% of measured AI use; task iteration)_
- Schedule special events such as camps, conferences, meetings, seminars, or retreats. _(0.5% of measured AI use; task iteration)_

**Example prompts (honest phrasings of the tasks above — starting points, not endorsed instructions):**
- Help me locate and distribute resources, such as periodicals or curricula, to enhance the effectiveness of educational programs.
- Help me counsel individuals regarding interpersonal, health, financial, or religious problems.
- Help me develop or direct study courses or religious education programs within congregations.
- Help me interpret religious education activities to the public through speaking, leading discussions, or writing articles for local or national publications.
- Help me identify and recruit potential volunteer workers.

## Sources

- **O*NET** (30.3) — U.S. Department of Labor / National Center for O*NET Development. https://www.onetcenter.org/database.html
- **BLS Occupational Employment and Wage Statistics (OEWS)** (May 2024) — U.S. Bureau of Labor Statistics. https://www.bls.gov/oes/
- **BLS Employment Projections** (2024–2034) — U.S. Bureau of Labor Statistics. https://www.bls.gov/emp/
- **Anthropic Economic Index** (v4 (2026-01-15) + v2 (2025-03-27)) — Anthropic. https://www.anthropic.com/economic-index
- **Microsoft “Working with AI”** (working-with-ai) — Microsoft Research. https://www.microsoft.com/en-us/research/
- **“GPTs are GPTs” (Eloundou et al.)** (arXiv 2303.10130) — OpenAI / academic. https://arxiv.org/abs/2303.10130
- **AI Occupational Exposure (AIOE)** (Felten, Raj & Seamans) — academic. https://github.com/AIOE-Data/AIOE
- **Frey & Osborne (2013)** (frey-osborne-automation) — academic. https://www.oxfordmartin.ox.ac.uk/publications/the-future-of-employment/
- **Dingel & Neiman (2020)** (dingel-neiman-workathome) — academic. https://github.com/jdingel/DingelNeiman-workathome

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_Generated from Singulariki's joined dataset; data snapshot 2026-06-02T21:00:32.945303+00:00. https://singulariki.com/roles/role-21-2021-00_