Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary

Teach courses in the physical sciences, except chemistry and physics. Includes both teachers primarily engaged in teaching, and those who do a combination of teaching and research.

The occupation “Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary” has an automation risk of 43.5%, very close to its base risk of 44.2%. This moderate risk suggests that while a significant portion of the role’s responsibilities can be automated, substantial elements still require human involvement. The primary reason for this level of automation risk lies in the distinct blend of routine, administrative tasks and complex, high-skill activities that define this position. While advances in artificial intelligence and educational technology are increasingly capable of automating certain aspects of teaching and record-keeping, the role’s reliance on expertise, judgment, and adaptive communication keeps full automation at bay. The tasks most susceptible to automation include “Maintain student attendance records, grades, and other required records,” “Prepare and deliver lectures to undergraduate or graduate students on topics such as structural geology, micrometeorology, and atmospheric thermodynamics,” and “Evaluate and grade students' class work, assignments, and papers.” These activities, particularly record-keeping and grading, are procedural and structured, making them ideal candidates for digital platforms and AI solutions. Even the delivery of lectures, once considered uniquely human, can be partially automated through recorded content and interactive learning modules powered by AI. As a result, the growing ubiquity of educational technology is directly contributing to the occupation’s moderate automation risk. Conversely, the tasks most resistant to automation highlight the need for higher-order thinking, creativity, and face-to-face engagement. Activities such as “Provide professional consulting services to government or industry,” “Review papers or serve on editorial boards for scientific journals, and review grant proposals for federal agencies,” and “Answer questions from the public and media” require deep subject knowledge, originality, critical judgment, and nuanced communication. These resistant tasks draw on bottleneck skills like Originality, rated at 3.0–3.9%, signifying that the unpredictable, innovative elements of the profession are least likely to be outsourced to machines. Ultimately, while automation can streamline routine aspects of the job, the intellectual and consultative demands ensure that experienced professionals remain crucial to the role’s core functions.