SOC 25-1063

Economics Teachers, Postsecondary AI displacement risk

Economics faculty teach econometrics and price theory while ML forecasting tools commoditize routine prediction. That shifts teaching toward causal identification, model critique, and data judgment: the parts of economics where automated forecasts fail most visibly.

Exposure52

Share and intensity of work current AI systems can materially affect.

Automation26%

Likely potential for exposed tasks to move to software after workflow integration.

Risk bandModerate

Students still need to learn why a regression lies, and employers pay for economists who can interrogate a model rather than accept one. Research originality and methods instruction keep faculty on the productive side of the tooling shift.

Distribution

Where Economics Teachers, Postsecondary sits across 620 tracked roles

Economics Teachers, Postsecondary · 30050100

Displacement pressure 30 — higher than 48% of the 620 occupations tracked on displacement.ai.

Score version

This page uses Seed model v0.4 (seed-v0.4-2026-05), last reviewed 2026-08-15. Directional occupation-level planning model using hand-reviewed public research, task exposure estimates, wage context, and transition-pathway assumptions.

22 O*NET task statements matched to SOC 25-1063. The displayed task profile combines these official task statements with the current public score model.

Median wage context: $123,920 (May 2025, US national). The latest BLS row matched SOC 25-1063.

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 Economics Teachers, Postsecondary

SOC 25-1063 places this role in the paper's cognitive occupation group. These group-level outcomes do not change the 30/100 role score and are not an occupation forecast.

Modest change

+0.4% group wage

-0.5% cognitive employment since mid-2026; 2.9% cognitive unemployment.

Economy-wide: +1.6% GDP and 3.9% unemployment.

Substantial change

-0.3% group wage

-3.9% cognitive employment since mid-2026; 4.5% cognitive unemployment.

Economy-wide: +8.3% GDP and 4.6% unemployment.

Extreme change

-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 Economics Teachers, Postsecondary

The current evidence import matched 22 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 tasks22
SOC25-1063
  • Core task / ID 5984

    Prepare and deliver lectures to undergraduate or graduate students on topics such as econometrics, price theory, and macroeconomics.

  • Core task / ID 5985

    Prepare course materials, such as syllabi, homework assignments, and handouts.

  • Core task / ID 5994

    Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.

  • Core task / ID 5988

    Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.

  • Core task / ID 5986

    Evaluate and grade students' class work, assignments, and papers.

  • Core task / ID 5993

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

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

language

Prepare and deliver lectures on economics

Exposure 54, automation 27%, augmentation 70%.

O*NET evidence: Prepare and deliver lectures to undergraduate or graduate students on topics such as ec... (ID 5984)

analytical

Conduct research and publish findings

Exposure 50, automation 25%, augmentation 68%.

O*NET evidence: Conduct research in a particular field of knowledge and publish findings in professiona... (ID 5994)

analytical

Evaluate and grade student work

Exposure 54, automation 30%, augmentation 64%.

O*NET evidence: Evaluate and grade students' class work, assignments, and papers. (ID 5986)

social

Advise students on curricula and careers

Exposure 26, automation 8%, augmentation 48%.

O*NET evidence: Advise students on academic and vocational curricula and on career issues. (ID 5996)

TaskExposureAutomationAugmentation
Prepare and deliver lectures on economics5427%70%
Conduct research and publish findings5025%68%
Evaluate and grade student work5430%64%
Advise students on curricula and careers268%48%

Transition pathways

Adjacent moves that preserve existing skills

credentialed transition

Department Chair

Training horizon: 12-24 months. Skill overlap 66. Wage preservation signal 116.

  • Lead curriculum redesign
  • Manage faculty hiring
  • Own program outcomes
Moderate
role redesign

Economic Consulting Lead

Training horizon: 6-12 months. Skill overlap 68. Wage preservation signal 118.

  • Serve litigation and policy clients
  • Own econometric analyses
  • Manage analyst teams
Moderate

Comparison guides

Compare the next move before you commit

What the AI risk score means for Economics Teachers, Postsecondary

The displacement pressure score for Economics Teachers, Postsecondary is 30. 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. Evaluate and grade student work carries 30% automation pressure, while Prepare and deliver lectures on economics carries 70% 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: $123,920 (May 2025, US national). Employment context: Faculty role where forecasting tools meet forecasting teachers. Typical education: Doctoral degree typical.

Wage vulnerability is 30, while transition feasibility is 71. 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.

  • Moderate displacement pressure
  • ML commoditizes routine forecasts
  • Causal judgment teaching rises in value

Upskilling priorities

Skills that make this role more resilient

The safest upskilling plan starts with skills already close to the work. For Economics Teachers, Postsecondary, 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.

Priority 1

Economics instruction

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.

Priority 2

Econometric modeling

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.

Priority 3

Data analysis

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.

Priority 4

Career advising

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.

  1. 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.
  2. By 60 days, complete one small project connected to Department Chair, such as lead curriculum redesign.
  3. By 90 days, compare internal openings and external postings for Department Chair or Economic Consulting Lead and update your resume around measurable workflow outcomes.

FAQ

Questions about AI and Economics Teachers, Postsecondary

Will AI replace Economics Teachers, Postsecondary?

Economics faculty teach econometrics and price theory while ML forecasting tools commoditize routine prediction. That shifts teaching toward causal identification, model critique, and data judgment: the parts of economics where automated forecasts fail most visibly. 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 Economics Teachers, Postsecondary work are most exposed to AI?

Evaluate and grade student work and Prepare and deliver lectures on economics show the strongest automation pressure in this model. Prepare and deliver lectures on economics and Conduct research and publish findings are better treated as AI-augmented work.

What should Economics Teachers, Postsecondary learn next?

Start with Economics instruction, Econometric modeling, Data analysis. The most practical adjacent paths in this model are Department Chair and Economic Consulting Lead.

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