Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.

“Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.” is a core task performed by Environmental Science Teachers, Postsecondary. Among the occupation's 25 rated tasks, workers place it 18th by importance (#8 most important). About 98% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Evaluate programs, practices, or processes. in Judging the Qualities of Objects, Services, or People
• Develop educational programs, plans, or procedures. in Thinking Creatively

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T2.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 0.085% share of AI-use records mapped to this task
• 69% of that use is work-related
• Most common interaction: task iteration
• Average autonomy of the AI: 3.6 (1–5; higher = more autonomous)
• 96% of interactions still needed a human in the loop

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Working with AI vs. handing it off

Of the AI conversations mapped to this task, the split between people working alongside AI and people delegating the task to it.

How people interact with AI on this task

Other tasks in this occupation

• Evaluate and grade students' class work, laboratory work, assignments, and papers. · importance 4.5
• Supervise students' laboratory and field work. · importance 4.2
• Prepare course materials, such as syllabi, homework assignments, and handouts. · importance 4.2
• Advise students on academic and vocational curricula and on career issues. · importance 4.1
• Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences. · importance 4.1
• Supervise undergraduate or graduate teaching, internship, and research work. · importance 4.1
• Initiate, facilitate, and moderate classroom discussions. · importance 4.1
• Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media. · importance 4.0
• Maintain student attendance records, grades, and other required records. · importance 4.0
• Compile, administer, and grade examinations, or assign this work to others. · importance 3.9
• Maintain regularly scheduled office hours to advise and assist students. · importance 3.8
• Collaborate with colleagues to address teaching and research issues. · importance 3.8
• Prepare and deliver lectures to undergraduate or graduate students on topics such as hazardous waste management, industrial safety, and environmental toxicology. · importance 3.7
• Select and obtain materials and supplies, such as textbooks and laboratory equipment. · importance 3.6

See all tasks on the Environmental Science Teachers, Postsecondary page.

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-task-5899,
  title  = {Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.},
  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/tasks/task-5899}
}