Provide individualized instruction and tutorial or remedial instruction.

“Provide individualized instruction and tutorial or remedial instruction.” is a core task performed by Career/Technical Education Teachers, Postsecondary. Among the occupation's 20 rated tasks, workers place it 16th by importance (#5 most important). About 96% 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.

• Teach academic or vocational subjects. in Training and Teaching Others

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: T1.

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.

• Most common interaction: directive
• Average autonomy of the AI: 2.6 (1–5; higher = more autonomous)
• 100% 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

• Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement. · importance 4.5
• Present lectures and conduct discussions to increase students' knowledge and competence using visual aids, such as graphs, charts, videotapes, and slides. · importance 4.5
• Supervise and monitor students' use of tools and equipment. · importance 4.5
• Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness. · importance 4.3
• Prepare reports and maintain records, such as student grades, attendance rolls, and training activity details. · importance 4.3
• Develop curricula and plan course content and methods of instruction. · importance 4.3
• Supervise independent or group projects, field placements, laboratory work, or other training. · importance 4.2
• Determine training needs of students or workers. · importance 4.2
• Integrate academic and vocational curricula so that students can obtain a variety of skills. · importance 4.1
• Select and assemble books, materials, supplies, and equipment for training, courses, or projects. · importance 4.1
• Conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects. · importance 4.1
• Acquire, maintain, and repair laboratory equipment and tools. · importance 4.0
• Prepare outlines of instructional programs and training schedules and establish course goals. · importance 4.0
• Advise students on course selection, career decisions, and other academic and vocational concerns. · importance 3.9

See all tasks on the Career/Technical Education 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-6452,
  title  = {Provide individualized instruction and tutorial or remedial 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-6452}
}