Share and intensity of work current AI systems can materially affect.
SOC 25-2032
Career and Technical Education Teachers, Secondary AI displacement risk
As AI pushes students toward hands-on careers, the teachers who instruct welding, healthcare, culinary, and IT pathways become more strategic, not less. Shop and lab instruction, safety supervision, and industry placement are irreducibly physical and relational.
Likely potential for exposed tasks to move to software after workflow integration.
The AI era strengthens the case for CTE: schools need instructors with real trade experience, and they are hard to recruit. Classroom content automates at the margins; supervising a shop full of teenagers with power tools does not.
Distribution
Where Career and Technical Education Teachers, Secondary sits across 620 tracked roles
Displacement pressure 20 — higher than 23% of the 620 occupations tracked on displacement.ai.
Score version
This page uses Seed model v0.4 (seed-v0.4-2026-05), last reviewed 2026-08-08. Directional occupation-level planning model using hand-reviewed public research, task exposure estimates, wage context, and transition-pathway assumptions.
30 O*NET task statements matched to SOC 25-2032. The displayed task profile combines these official task statements with the current public score model.
Median wage context: $66,270 (May 2025, US national). The latest BLS row matched SOC 25-2032.
Scores are planning signals, not forecasts. Local hiring demand, employer-specific workflows, licensing, and credentials must be validated before making career decisions.
2030 economic stress test
How Anthropic's scenarios classify Career and Technical Education Teachers, Secondary
SOC 25-2032 places this role in the paper's cognitive occupation group. These group-level outcomes do not change the 20/100 role score and are not an occupation forecast.
+0.4% group wage
-0.5% cognitive employment since mid-2026; 2.9% cognitive unemployment.
Economy-wide: +1.6% GDP and 3.9% unemployment.
-0.3% group wage
-3.9% cognitive employment since mid-2026; 4.5% cognitive unemployment.
Economy-wide: +8.3% GDP and 4.6% unemployment.
-11.5% group wage
-21.5% cognitive employment since mid-2026; 17.9% cognitive unemployment.
Economy-wide: +32.4% GDP and 11.9% unemployment.
Compare the assumptions and limitations across all three scenarios. Source: The Anthropic Institute Working Paper No. 2026-02.
Official task evidence
O*NET task matches for Career and Technical Education Teachers, Secondary
The current evidence import matched 30 task statements from Task Statements 31.0 (August 2026). These rows are used as a grounding layer for judging which parts of the occupation are repeatable, language-heavy, analytical, social, physical, or compliance-sensitive.
Dataset31.0 (August 2026)
Matched tasks30
SOC25-2032
- Core task / ID 6673
Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
- Core task / ID 6674
Establish and enforce rules for behavior and procedures for maintaining order among students.
- Core task / ID 6671
Prepare materials and classroom for class activities.
- Core task / ID 6675
Observe and evaluate students' performance, behavior, social development, and physical health.
- Core task / ID 6681
Instruct students in the knowledge and skills required in a specific occupation or occupational field, using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop, and field studies.
- Core task / ID 6676
Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage.
Source: O*NET Resource Center, Task Statements. Raw import target: data/raw/onet/task-statements-31-0.txt.
Task profile
Where AI changes the work
Instruct students in occupational skills
Exposure 26, automation 8%, augmentation 48%.
O*NET evidence: Instruct students in the knowledge and skills required in a specific occupation or occu... (ID 6681)
Supervise shop and laboratory work
Exposure 14, automation 3%, augmentation 26%.
O*NET evidence: Plan and supervise work-experience programs in businesses, industrial shops, and school... (ID 6684)
Prepare lessons and course materials
Exposure 64, automation 26%, augmentation 74%.
O*NET evidence: Establish clear objectives for all lessons, units, and projects, and communicate those ... (ID 6682)
Place students in jobs and work programs
Exposure 30, automation 11%, augmentation 52%.
O*NET evidence: Place students in jobs, or make referrals to job placement services. (ID 6699)
TaskExposureAutomationAugmentation
Instruct students in occupational skills268%48%
Supervise shop and laboratory work143%26%
Prepare lessons and course materials6426%74%
Place students in jobs and work programs3011%52%
Transition pathways
Adjacent moves that preserve existing skills
role redesign
LowCTE Program Director
Training horizon: 3-8 months. Skill overlap 72. Wage preservation signal 120.
- Design pathway programs
- Build employer advisory boards
- Measure credential outcomes
industry switch
LowCorporate Technical Trainer
Training horizon: 2-5 months. Skill overlap 66. Wage preservation signal 118.
- Teach trade skills to adult workers
- Develop certification curricula
- Measure training outcomes
Comparison guides
Compare the next move before you commit
3-8 months
Career and Technical Education Teachers, Secondary to CTE Program Director
Compare AI displacement pressure, wage preservation, skill overlap, training time, and first proof project for moving from Career and Technical Education Teachers, Secondary into CTE Program Director.
2-5 months
Career and Technical Education Teachers, Secondary to Corporate Technical Trainer
Compare AI displacement pressure, wage preservation, skill overlap, training time, and first proof project for moving from Career and Technical Education Teachers, Secondary into Corporate Technical Trainer.
What the AI risk score means for Career and Technical Education Teachers, Secondary
The displacement pressure score for Career and Technical Education Teachers, Secondary is 20. That score blends task exposure, automation pressure, augmentation potential, wage vulnerability, transition feasibility, and source confidence. It is designed to help workers and workforce teams decide where to act first, not to claim a specific date when a job will disappear.
For this role, the clearest risk pattern is visible at the task level. Prepare lessons and course materials carries 26% automation pressure, while Prepare lessons and course materials carries 74% augmentation potential. That means the best response is usually a targeted redesign of work: move away from repeatable production tasks and toward judgment, exception handling, coordination, stakeholder context, and accountable use of AI tools.
Labor-market context and wage risk
Median wage: $66,270 (May 2025, US national). Employment context: Vocational teaching role with skilled-trades instructor shortages. Typical education: Bachelor's degree plus industry experience and licensure.
Wage vulnerability is 44, while transition feasibility is 68. A high wage-vulnerability score means workers should pay close attention to salary preservation before making a move. A high transition-feasibility score means there are adjacent paths that can reuse existing skills without requiring a complete career reset.
- Low displacement pressure
- Skilled-trades demand strengthens CTE
- Instructor recruitment is the constraint
Upskilling priorities
Skills that make this role more resilient
The safest upskilling plan starts with skills already close to the work. For Career and Technical Education Teachers, Secondary, the strongest near-term skill priorities are listed below. These are useful whether the goal is to stay in the role, move to a redesigned version of the role, or transition into an adjacent occupation.
Trade expertise
Build proof of this skill through a work sample, checklist, dashboard, case note, workflow map, or portfolio artifact tied to the transition paths on this page.
Shop safety supervision
Build proof of this skill through a work sample, checklist, dashboard, case note, workflow map, or portfolio artifact tied to the transition paths on this page.
Industry partnerships
Build proof of this skill through a work sample, checklist, dashboard, case note, workflow map, or portfolio artifact tied to the transition paths on this page.
Curriculum development
Build proof of this skill through a work sample, checklist, dashboard, case note, workflow map, or portfolio artifact tied to the transition paths on this page.
90-day transition plan
The most practical next step is not to wait for a layoff or a full role redesign. Use the next 90 days to create evidence that you can operate in a safer, more AI-augmented version of the work.
- In the first 30 days, document the repetitive tasks in your current work and identify where AI can reduce drafting, lookup, classification, or reporting time.
- By 60 days, complete one small project connected to CTE Program Director, such as design pathway programs.
- By 90 days, compare internal openings and external postings for CTE Program Director or Corporate Technical Trainer and update your resume around measurable workflow outcomes.
FAQ
Questions about AI and Career and Technical Education Teachers, Secondary
Will AI replace Career and Technical Education Teachers, Secondary?
As AI pushes students toward hands-on careers, the teachers who instruct welding, healthcare, culinary, and IT pathways become more strategic, not less. Shop and lab instruction, safety supervision, and industry placement are irreducibly physical and relational. The better planning signal is not full replacement, but which tasks become automated, which tasks become AI-assisted, and which responsibilities still need human judgment.
Which parts of Career and Technical Education Teachers, Secondary work are most exposed to AI?
Prepare lessons and course materials and Place students in jobs and work programs show the strongest automation pressure in this model. Prepare lessons and course materials and Place students in jobs and work programs are better treated as AI-augmented work.
What should Career and Technical Education Teachers, Secondary learn next?
Start with Trade expertise, Shop safety supervision, Industry partnerships. The most practical adjacent paths in this model are CTE Program Director and Corporate Technical Trainer.
How should this score be used?
Use it as a planning signal, not a prediction. Confirm local hiring demand, wages, licensing, credentials, and employer adoption before making a career move.
Sources
Evidence trail
International Labour Organization / 20 May 2025Generative AI and Jobs: A Refined Global Index of Occupational ExposureOECD / 11 July 2023OECD Employment Outlook 2023: Artificial Intelligence and the Labour MarketO*NET Resource Center / Database 31.0 (August 2026)Occupation, Task, Skill, and Work-Activity DataUS Bureau of Labor Statistics / May 2025 estimates (released 15 May 2026)Occupational Employment and Wage Statistics