Occupation · SOC 25-3011.00
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.
Also called: Adult Basic Education Instructor (ABE Instructor) · ESL Instructor (English as a Second Language Instructor) · GED Instructor (General Educational Development Instructor) · Teacher · Adult Basic Education Teacher (ABE Teacher) · Adult Education Instructor · Adult Education Teacher · ESL Teacher (English as a Second Language Teacher) · ESOL Teacher (English for Speakers of Other Languages Teacher) · GED Teacher (General Educational Development Teacher) · Academic Specialist · Adult Basic Studies Teacher
Job family: Educational Instruction and Library Occupations
A source-stamped Markdown brief of this occupation — paste it into an agent, or fetch
/roles/role-25-3011-00/context.md directly.
A fast read on where AI already shows up in this occupation, where it stays a copilot, where humans remain in the loop, and what the labor market is doing. Built from observed Claude.ai conversations mapped to O*NET tasks and from published research — measures of usage and exposure, not advice or predictions that the job is going away.
Task areas most often handled directively in observed AI conversations — candidates to delegate with light review.
Task areas where people work with AI — iterating, learning, or checking — staying in the loop rather than handing the task off.
Task areas where a human was still judged necessary in a large share of observed conversations — not a safety ruling, an observed-need signal.
The capabilities O*NET rates most important for this occupation — the human ground the work is built on.
See all skills →Independent published positions, read together — not a forecast.
68th-percentile task overlap — yet about 3,900 openings a year (-13.7% projected, BLS), and observed AI use leans 7088% copilot, not hand-off (AEI) . What exposure means →
What today's research says about this occupation's exposure to AI, how AI is actually being used in it, and where employment is headed. These are positions within published studies — measures of exposure and usage, not predictions that this job will disappear.
Each study uses its own scale, so the raw scores are not comparable across rows — the percentile (this job's rank among all U.S. occupations with data) is the comparable figure, and sizes the bars.
| Measure | Rank vs all occupations | Percentile | Score |
|---|---|---|---|
| Overall AI exposure (Felten et al.) High | 92nd | 1.3 | |
| LLM task exposure, γ (OpenAI / Eloundou) Moderate | 52nd | 0.6 | |
| AI assistant applicability (Microsoft) Moderate | 59th | 0.2 |
OpenAI's exposure study scores tasks three ways: with a language model alone (α 0.2), with simple added tooling (β 0.4), and including AI-powered software (γ 0.6). Higher means more of the job's tasks could be done at least twice as fast — not that they will be automated away.
Most of this job's tasks can be done remotely (Dingel–Neiman), which tends to track with higher digital and AI exposure.
A pre-LLM (2013) estimate of how automatable this job is by computerization and robotics. Shown for historical context only — it is not part of any current AI ranking.
Frey–Osborne probability 0.2 · 33rd percentile among occupations · Low
Among measured AI assistant conversations mapped to this occupation (Anthropic Economic Index, 2026-01-15), these task types came up most. These are shares of observed AI conversations — not shares of the job, of worker time, or of what could be automated.
| Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination. | 8.4% | |
| Observe and evaluate students' work to determine progress and make suggestions for improvement. | 7.7% | |
| 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. | 3.2% | |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 3.1% | |
| Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination. | 3.0% | |
| Prepare and implement remedial programs for students requiring extra help. | 1.9% |
Independent U.S. Bureau of Labor Statistics employment projection for 2024–2034 — a labor-market forecast, not an AI-impact forecast.
| Outlook | Declining · -13.7% by 2034 |
| Projected annual openings | 3,900 |
| Employment 2024 → 2034 | 40,900 → 35,300 |
“Annual openings” counts new jobs plus replacements for workers who leave the occupation, so it can be large even when growth is modest.
The ILO's 2025 global study scores generative-AI exposure on the international ISCO-08 occupation system, not US SOC. Bridged through the published (and approximate, many-to-many) IBS O*NET-SOC ↔ ISCO-08 crosswalk, this US occupation corresponds to the international occupation below. Exposure here means how much of the work's tasks today's AI can attempt — task overlap, not automation, adoption, or jobs lost.
| International occupation (ISCO-08) | Task exposure (2025) | Most tasks fall in |
|---|---|---|
| Other Language Teachers · 2353 | 34% | Minimal |
Read the whole six-band gradient on the GenAI exposure gradient page. The crosswalk is approximate: a US occupation can map to several international ones, and the ILO scores describe the international occupation, not this exact US role.
How people actually apply AI to this occupation's tasks, from Claude.ai (Free and Pro) conversations in the Anthropic Economic Index, 2026-01-15. This is one AI assistant's consumer sample — not all AI, not the whole workforce. Autonomy and the collaboration mix are model-rated estimates; figures below the sample floor are hidden.
| Augmentation vs. automation | 70.9% working with AI · 26.2% handed to AI |
| Most common way people use AI here | Learning · you ask AI to explain or teach |
| Typical AI autonomy | 4.0 / 5 · higher = AI acts more independently |
| Used for work (vs. personal / coursework) | 21.8% |
The role's most common tasks in AI conversations, each tagged with how people work with the AI on it. “Usage” is the share of observed conversations, not of the job.
| Task | How | Usage |
|---|---|---|
| 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. | Learning | 36.4% |
| Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination. | Learning | 12.4% |
| Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination. | Iteration | 7.8% |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Learning | 5.7% |
| Observe and evaluate students' work to determine progress and make suggestions for improvement. | Validation | 4.9% |
| Write instructional articles on designated subjects. | Directive | 2.6% |
| Prepare materials and classrooms for class activities. | Directive | 2.2% |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Directive | 2.0% |
Tasks where the model most often judged that a person remained necessary — a useful read on the current boundary, not a guarantee.
| Write grants to obtain program funding. | 100.0% | |
| Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks. | 100.0% | |
| Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination. | 99.4% | |
| Advise students on internships, prospective employers, and job placement services. | 99.3% | |
| Assign and grade class work and homework. | 98.1% | |
| Prepare reports on students and activities as required by administration. | 97.8% |
Example prompts phrased from the tasks people most often delegate to AI in this occupation (Anthropic Economic Index). Each shows the underlying measured task and its share of observed AI use. They are suggested phrasings of real tasks — starting points, not endorsed instructions.
Help me 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. From: 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. · 36.4% of measured AI use · learning
Help me provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination. From: Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination. · 12.4% of measured AI use · learning
Help me review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination. From: Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination. · 7.8% of measured AI use · task iteration
Help me use computers, audio-visual aids, and other equipment and materials to supplement presentations. From: Use computers, audio-visual aids, and other equipment and materials to supplement presentations. · 5.7% of measured AI use · learning
All 39 tasks O*NET lists for this occupation, ordered by importance. Each links to its own page with AI-exposure and observed-use detail.
O*NET importance rating, from 1 (not important) to 5 (extremely important).
| English Language | 4.4 | |
| Education and Training | 3.9 | |
| Customer and Personal Service | 3.5 | |
| Administrative | 3.2 | |
| Administration and Management | 2.9 |
| Instructing | 4.3 | |
| Social Perceptiveness | 3.5 | |
| Service Orientation | 3.4 | |
| Judgment and Decision Making | 3.4 | |
| Time Management | 3.3 | |
| Complex Problem Solving | 3.1 | |
| Coordination | 3.0 | |
| Negotiation | 3.0 | |
| Persuasion | 2.9 | |
| Systems Analysis | 2.9 |
| Oral Expression | 4.3 | |
| Written Comprehension | 4.0 | |
| Written Expression | 4.0 | |
| Oral Comprehension | 3.9 | |
| Speech Clarity | 3.9 | |
| Speech Recognition | 3.8 | |
| Near Vision | 3.6 | |
| Problem Sensitivity | 3.5 | |
| Deductive Reasoning | 3.5 | |
| Fluency of Ideas | 3.3 | |
| Originality | 3.3 | |
| Inductive Reasoning | 3.3 | |
| Information Ordering | 3.0 | |
| Flexibility of Closure | 3.0 | |
| Selective Attention | 3.0 | |
| Category Flexibility | 2.9 | |
| Mathematical Reasoning | 2.9 |
| Reading Comprehension | 3.8 | |
| Active Listening | 3.8 | |
| Speaking | 3.8 | |
| Learning Strategies | 3.8 | |
| Writing | 3.6 | |
| Monitoring | 3.6 | |
| Critical Thinking | 3.5 | |
| Active Learning | 3.5 |
Skills employers ask for in job postings for this occupation (Lightcast), with whether each is a common or specialized skill.
Showing the top 40 of 43.
How characteristic each condition is of the job, on O*NET's 1–5 context scale (higher = more present in day-to-day work). Each condition links to how it varies across all occupations.
What to study: Education . Fields of study crosswalked to this occupation (NCES CIP–SOC), not a requirement.
Share of people in this occupation at each level of education.
| Bachelor's Degree | 40.8% | |
| Master's Degree | 19.8% | |
| High School Diploma | 11.4% | |
| Associate's Degree (or other 2-year degree) | 11.4% | |
| Post-Baccalaureate Certificate | 11.4% | |
| Some College Courses | 3.3% | |
| Post-Master's Certificate | 2.0% |
The interests and personal qualities O*NET associates with people who do this work.
| Social | 7.0 | |
| Artistic | 3.9 | |
| Conventional | 3.4 | |
| Investigative | 3.1 | |
| Enterprising | 2.9 |
| Dependability | 7.0 | |
| Cooperation | 6.0 | |
| Social Orientation | 5.0 | |
| Empathy | 4.0 | |
| Adaptability | 3.0 |
| Teaching/Education | 6.9 | |
| Social Service | 6.1 | |
| Public Speaking | 5.0 | |
| Professional Advising | 4.8 | |
| Humanities | 3.5 | |
| Social Science | 2.8 |
U.S. · annual wages (BLS OEWS)
| 10th percentile | $39,750 |
| 25th percentile | $47,950 |
| Median (50th) | $59,950 |
| 75th percentile | $76,580 |
| 90th percentile | $95,750 |
| People employed | 36,260 |
Where these workers are employed, by number of jobs (national, BLS OEWS). Pay shown is the occupation's national median, not industry-specific.
| Industry | Workers | National median pay |
|---|---|---|
| Educational Services · Sector | 29,560 | $60,460 |
| Health Care and Social Assistance · Sector | 2,730 | $53,370 |
| Other Services (except Public Administration) · Sector | 450 | — |
| Administrative and Support and Waste Management and Remediation Services · Sector | 360 | $57,240 |
| Services for the Elderly and Persons with Disabilities · National industry | 230 | $36,470 |
| Information · Sector | 150 | $81,770 |
| Temporary Help Services · National industry | 130 | $58,490 |
| Residential Mental Health and Substance Abuse Facilities · National industry | 60 | $35,110 |
| Retail Trade · Sector | — | $61,420 |
| Management of Companies and Enterprises · Sector | — | $61,270 |
Industries where this occupation is far more common than in the economy as a whole. The location quotient is how many times more concentrated it is here (a value of 5 means five times its economy-wide share).
| Industry | Concentration | Workers |
|---|---|---|
| Educational Services · Sector | 9.21× | 29,560 |
| Health Care and Social Assistance · Sector | 0.5× | 2,730 |
| Other Services (except Public Administration) · Sector | 0.43× | 450 |
| Services for the Elderly and Persons with Disabilities · National industry | 0.41× | 230 |
| Information · Sector | 0.22× | 150 |
| Temporary Help Services · National industry | 0.21× | 130 |
| Administrative and Support and Waste Management and Remediation Services · Sector | 0.17× | 360 |
Part of the Education career cluster.
Side-by-side comparisons place two occupations’ pay, preparation, skills, and AI exposure on the same page — same data, same scale, no forecast.
Options the data surfaces for Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors — not advice or a forecast. Each is a real cross-link you can follow into the evidence.
Capabilities this work builds that are used across many other occupations.
Occupations O*NET rates as related — the nearby moves on the map.
How people typically prepare for this work.
On the global GenAI exposure gradient this work sits around the 62nd percentile of 427 international occupations.
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors show 68th-percentile AI task overlap — and about 3,900 annual U.S. openings
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors show 68th-percentile AI task overlap — and about 3,900 annual U.S. openings • Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors rank in the 68th percentile (High band) for AI task overlap across U.S. occupations — a measure of how much of the work today's AI can attempt, not how much is automated. (Eloundou et al. (GPTs are GPTs) + Felten AIOE) • The occupation is projected to see about 3,900 U.S. job openings per year (2024–34), counting growth and replacement — a labor-demand projection made independently of AI. (BLS Employment Projections 2024–34) • BLS projects employment to be declining (-13.7%) from 2024 to 2034. (BLS Employment Projections 2024–34) • Median annual pay is $59,950, across about 36,260 U.S. workers. (BLS OEWS (May 2024)) • Of the AI use actually observed for this work, 71% looks like augmentation (drafting, iterating, checking) rather than hands-off automation — from a Claude.ai usage sample, not a census. (2026-01-15-v4-plus-2025-03-27-v2) Source: Singulariki — "Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors". https://singulariki.com/roles/role-25-3011-00 Note: AI task overlap measures what today's AI can attempt, not automation, job loss, or a forecast.
AssetsShare imageMethodology & sourcesPress & newsroomThe newsroom
Every line is built only from figures this page already shows and cites. AI task overlap means what today's AI can attempt — not automation, job loss, or a forecast.
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.
Data compiled June 2, 2026. Figures are estimates, not advice.
Singulariki. "Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors." Singulariki: a source-backed encyclopedia of work. Built from O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130; AI Occupational Exposure (AIOE) Felten, Raj & Seamans; ILO / Gmyrek et al. GenAI exposure gradient 2025; IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022; Frey & Osborne (2013) frey-osborne-automation; Dingel & Neiman (2020) dingel-neiman-workathome. Accessed June 7, 2026. https://singulariki.com/roles/role-25-3011-00
Singulariki. (2026). Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors. Singulariki: a source-backed encyclopedia of work. Retrieved June 7, 2026, from https://singulariki.com/roles/role-25-3011-00
@misc{singulariki-role-25-3011-00,
title = {Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors},
author = {{Singulariki}},
year = {2026},
note = {O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130; AI Occupational Exposure (AIOE) Felten, Raj & Seamans; ILO / Gmyrek et al. GenAI exposure gradient 2025; IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022; Frey & Osborne (2013) frey-osborne-automation; Dingel & Neiman (2020) dingel-neiman-workathome. Accessed June 7, 2026},
url = {https://singulariki.com/roles/role-25-3011-00}
} Citations name the underlying public dataset releases — they reflect what this page is built from, not just the URL.