Are Educational Instruction and Library Workers, All Others at Risk Due to AI?

All educational instruction and library workers not listed separately.

The automation risk for the occupation "Educational Instruction and Library Workers, All Other" is assessed at a base risk of 0.0%. This exceedingly low risk stems from the diverse, specialized, and often interpersonal nature of the work performed by those in these roles. Unlike narrowly defined tasks, this occupational category encompasses a broad range of educational and library functions that typically require adaptable human intervention, critical thinking, and a high degree of context awareness. Many of the core duties involve dynamic interactions with students, faculty, and patrons, which are not easily replicated by algorithms or robotics. Additionally, the roles often demand rapid adjustments to evolving educational content, learner needs, and the ever-changing landscape of information management—areas in which automation struggles to keep pace. While some aspects of these jobs are more susceptible to automation, such as routine data entry, inventory tracking, and basic digital cataloging, these represent the top three most automatable tasks. Automated library database maintenance, simple record-keeping for educational resources, and online scheduling of events or materials may be streamlined by existing technological solutions. However, these tasks only make up a small proportion of the overall responsibilities and do not encapsulate the core value brought by workers in this occupation. Automation technologies may improve efficiency in a supporting role, but full task replacement remains unrealistic. The greatest resistance to automation in this occupation is found in the top three most resistant tasks: designing and delivering specialized educational programs, facilitating individualized support for learners or patrons, and curating and contextualizing complex information resources. Each of these activities relies heavily on high-level bottleneck skills and their required proficiency levels, such as advanced communication (expert), critical reasoning (advanced), adaptive problem-solving (advanced), and empathy (expert). These capabilities are essential for evaluating nuanced needs, cultivating inclusive learning environments, and providing personalized support. The necessity for these sophisticated human skills means that, even as automation advances, "Educational Instruction and Library Workers, All Other" will remain a steadfastly human profession.