ISCO-08 2351
Education methods specialists
85.5%
ADI · 91st of 433 · 95% interval 71.2–96.5
An AI agent can at least partly carry out 85.5% of the task time of education methods specialists, and finish 0.0% alone.
ADI · partial or full85.5%
91st of 433 · interval 71.2–96.5
ADI3 · full delegation0.0%
201st of 433 · interval 0.0–0.0
ADIs · share of time58.4%
64th of 433 · interval 53.9–62.3
Evidence30
task statements rated by two models and weighted by importance and frequency. World employment: 2.2 million.
Task weight by level
How the tasks rate
L0No meaningful role · 0.0%L1Augmentation · 14.5%L2Partial delegation · 85.6%L3Full delegation · 0.0%
Barriers
What stops the agent
Share of task weight flagged by each barrier; a task can carry several.
30 task statements, heaviest first
| Task statement (O*NET occupation) | Sonnet · Haiku | Barriers | ||||
|---|---|---|---|---|---|---|
| Advise and teach students.Instructional Coordinators | 4.3% | L1 | L1L2 | 42% | 52 min | Trust and care, Access to systems |
| Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 58% | 6.0 h | Access to systems |
| Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 58% | 24 h | Trust and care, Access to systems |
| Research and evaluate emerging instructional technologies or methods.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 65% | 7.0 h | – |
| Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 60% | 6.0 h | Trust and care, Access to systems |
| Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 62% | 4.0 h | Access to systems |
| Present and make recommendations regarding course design, technology, and instruction delivery options.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 58% | 3.0 h | Trust and care, Access to systems |
| Interview subject-matter experts or conduct other research to develop instructional content.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 60% | 3.5 h | Trust and care |
| Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 68% | 3.0 h | – |
| Develop measurement tools to evaluate the effectiveness of instruction or training interventions.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 70% | 6.0 h | Access to systems |
| Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 68% | 8.0 h | Accountability, Access to systems |
| Develop instructional materials, such as lesson plans, handouts, or examinations.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L3 | 78% | 3.5 h | – |
| Design learning products, including Web-based aids or electronic performance support systems.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 62% | 8.0 h | Access to systems |
| Design instructional aids for stand-alone or instructor-led classroom or online use.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 70% | 4.0 h | – |
| Define instructional, learning, or performance objectives.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 65% | 2.0 h | – |
Show the other 15 tasks
| Task statement (O*NET occupation) | Sonnet · Haiku | Barriers | ||||
|---|---|---|---|---|---|---|
| Teach instructors to use instructional technology or to integrate technology with teaching.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 50% | 2.5 h | Trust and care |
| Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 70% | 4.0 h | Access to systems |
| Adapt instructional content or delivery methods for different levels or types of learners.Instructional Coordinators · supplemental task | 3.9% | L2 | L2L2 | 62% | 3.0 h | – |
| Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills.Instructional Coordinators | 3.9% | L1 | L1L2 | 32% | 1.8 h | Physical presence, Accountability, Trust and care, Access to systems |
| Interpret and enforce provisions of state education codes and rules and regulations of state education boards.Instructional Coordinators | 3.1% | L2 | L2L2 | 52% | 1.8 h | Accountability, Trust and care |
| Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.Instructional Coordinators | 3.0% | L2 | L2L2 | 50% | 1.5 h | Accountability, Trust and care, Access to systems |
| Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.Instructional Coordinators | 2.7% | L2 | L2L2 | 52% | 13 h | Physical presence, Trust and care, Access to systems |
| Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.Instructional Coordinators | 2.7% | L1 | L1L2 | 30% | 2.5 h | Physical presence, Trust and care, Access to systems |
| Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.Instructional Coordinators | 2.3% | L2 | L2L2 | 60% | 8.0 h | Accountability, Trust and care, Access to systems |
| Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.Instructional Coordinators | 2.3% | L2 | L2L2 | 60% | 3.0 h | Accountability, Access to systems |
| Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.Instructional Coordinators | 2.2% | L2 | L2L2 | 62% | 8.0 h | Trust and care, Access to systems |
| Address public audiences to explain program objectives and to elicit support.Instructional Coordinators | 2.1% | L1 | L1L2 | 32% | 1.5 h | Physical presence, Trust and care |
| Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.Instructional Coordinators · supplemental task | 1.7% | L2 | L2L2 | 62% | 8.0 h | Accountability, Access to systems |
| Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.Instructional Coordinators · supplemental task | 1.7% | L2 | L2L2 | 68% | 6.0 h | Accountability |
| Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.Instructional Coordinators · supplemental task | 1.5% | L1 | L1L2 | 38% | 1.5 h | Physical presence, Trust and care, Access to systems |
Level: consensus of the two models (the lower level when they disagree). Share: part of the task’s working time an agent could take over. Human time: minutes a competent person needs for one instance, as estimated by the models.
Against other measures
Exposure is not delegation
| Measure | Value | Percentile | Pct |
|---|---|---|---|
| ADI (this index) | 85.5% | 79 | |
| Eloundou et al. (2024), GPT exposure β | 0.545 | 85 | |
| Felten et al. (2021), AI occupational exposure | 1.302 | 95 | |
| Webb (2020), AI patent exposure | 55 | 48 | |
| Eisfeldt et al. (2026), generative AI exposure | 0.45 | 84 | |
| Anthropic Economic Index, observed use | 0.304 | 92 |
Earlier indices measure whether AI can touch a task; ADI measures how much of it an agent can carry out from a goal. – : the source does not cover this occupation.
Same sub-major group (23)
Neighbouring occupations
| Occupation | ADI | % |
|---|---|---|
| Information technology trainers 2356 | 100.0 | |
| University and higher education teachers 2310 | 68.0 | |
| Other music teachers 2354 | 59.2 | |
| Other language teachers 2353 | 57.0 | |
| Teaching professionals not elsewhere classified 2359 | 55.0 | |
| Vocational education teachers 2320 | 53.5 | |
| Secondary education teachers 2330 | 49.9 | |
| Other arts teachers 2355 | 48.2 | |
| Primary school teachers 2341 | 43.0 | |
| Special needs teachers 2352 | 33.2 | |
| Early childhood educators 2342 | 18.1 |
Dashed line: education methods specialists (85.5%).
Cite this record
Text
Espinal Maya, Cristian, and Santiago Jiménez Londoño. 2026. ADI v2026.1: Agent Delegability Index data, code and MCP server. Zenodo. https://doi.org/10.5281/zenodo.23552918. Record: Education methods specialists (ISCO-08 2351), https://balamlabs.org/adi/occupations/2351
BibTeX
@misc{espinal2026adidata,
title = {{ADI} v2026.1: Agent Delegability Index data, code and {MCP} server},
author = {Espinal Maya, Cristian and Jim{\'e}nez Londo{\~n}o, Santiago},
year = {2026},
publisher = {Zenodo},
version = {v2026.1},
doi = {10.5281/zenodo.23552918},
url = {https://doi.org/10.5281/zenodo.23552918},
note = {Record: Education methods specialists (ISCO-08 2351)}
}Machine-readable
The same record as static JSON, with its citation: /adi/v2026.1/isco/2351.json.