Daily Papers

The rapid integration of generative artificial intelligence into education has driven digital transformation in e-teaching, yet user perceptions of AI educational apps remain underexplored. This study performs a sentiment-driven evaluation of user reviews from top AI ed-apps on the Google Play Store to assess efficacy, challenges, and pedagogical implications. Our pipeline involved scraping app data and reviews, RoBERTa for binary sentiment classification, GPT-4o for key point extraction, and GPT-5 for synthesizing top positive/negative themes. Apps were categorized into seven types (e.g., homework helpers, math solvers, language tools), with overlaps reflecting multifunctional designs. Results indicate predominantly positive sentiments, with homework apps like Edu AI (95.9% positive) and Answer.AI (92.7%) leading in accuracy, speed, and personalization, while language/LMS apps (e.g., Teacher AI at 21.8% positive) lag due to instability and limited features. Positives emphasize efficiency in brainstorming, problem-solving, and engagement; negatives center on paywalls, inaccuracies, ads, and glitches. Trends show that homework helpers outperform specialized tools, highlighting AI's democratizing potential amid risks of dependency and inequity. The discussion proposes future ecosystems with hybrid AI-human models, VR/AR for immersive learning, and a roadmap for developers (adaptive personalization) and policymakers (monetization regulation for inclusivity). This underscores generative AI's role in advancing e-teaching by enabling ethical refinements that foster equitable, innovative environments. The full dataset is available here(https://github.com/erfan-nourbakhsh/GenAI-EdSent).

In this paper, we introduce YONOS-SR, a novel stable diffusion-based approach for image super-resolution that yields state-of-the-art results using only a single DDIM step. We propose a novel scale distillation approach to train our SR model. Instead of directly training our SR model on the scale factor of interest, we start by training a teacher model on a smaller magnification scale, thereby making the SR problem simpler for the teacher. We then train a student model for a higher magnification scale, using the predictions of the teacher as a target during the training. This process is repeated iteratively until we reach the target scale factor of the final model. The rationale behind our scale distillation is that the teacher aids the student diffusion model training by i) providing a target adapted to the current noise level rather than using the same target coming from ground truth data for all noise levels and ii) providing an accurate target as the teacher has a simpler task to solve. We empirically show that the distilled model significantly outperforms the model trained for high scales directly, specifically with few steps during inference. Having a strong diffusion model that requires only one step allows us to freeze the U-Net and fine-tune the decoder on top of it. We show that the combination of spatially distilled U-Net and fine-tuned decoder outperforms state-of-the-art methods requiring 200 steps with only one single step.

We study the problem of teaching multiple learners simultaneously in the nonparametric iterative teaching setting, where the teacher iteratively provides examples to the learner for accelerating the acquisition of a target concept. This problem is motivated by the gap between current single-learner teaching setting and the real-world scenario of human instruction where a teacher typically imparts knowledge to multiple students. Under the new problem formulation, we introduce a novel framework -- Multi-learner Nonparametric Teaching (MINT). In MINT, the teacher aims to instruct multiple learners, with each learner focusing on learning a scalar-valued target model. To achieve this, we frame the problem as teaching a vector-valued target model and extend the target model space from a scalar-valued reproducing kernel Hilbert space used in single-learner scenarios to a vector-valued space. Furthermore, we demonstrate that MINT offers significant teaching speed-up over repeated single-learner teaching, particularly when the multiple learners can communicate with each other. Lastly, we conduct extensive experiments to validate the practicality and efficiency of MINT.

The teacher-student framework, prevalent in semi-supervised semantic segmentation, mainly employs the exponential moving average (EMA) to update a single teacher's weights based on the student's. However, EMA updates raise a problem in that the weights of the teacher and student are getting coupled, causing a potential performance bottleneck. Furthermore, this problem may become more severe when training with more complicated labels such as segmentation masks but with few annotated data. This paper introduces Dual Teacher, a simple yet effective approach that employs dual temporary teachers aiming to alleviate the coupling problem for the student. The temporary teachers work in shifts and are progressively improved, so consistently prevent the teacher and student from becoming excessively close. Specifically, the temporary teachers periodically take turns generating pseudo-labels to train a student model and maintain the distinct characteristics of the student model for each epoch. Consequently, Dual Teacher achieves competitive performance on the PASCAL VOC, Cityscapes, and ADE20K benchmarks with remarkably shorter training times than state-of-the-art methods. Moreover, we demonstrate that our approach is model-agnostic and compatible with both CNN- and Transformer-based models. Code is available at https://github.com/naver-ai/dual-teacher.

Adapting instruction to the fine-grained needs of individual students is a powerful application of recent advances in large language models. These generative AI models can create tasks that correspond to students' interests and enact context personalization, enhancing students' interest in learning academic content. However, when there is a teacher in-the-loop creating or modifying tasks with generative AI, it is unclear how efficient this process might be, despite commercial generative AI tools' claims that they will save teachers time. In the present study, we teamed 7 middle school mathematics teachers with ChatGPT to create personalized versions of problems in their curriculum, to correspond to their students' interests. We look at the prompting moves teachers made, their efficiency when creating problems, and the reactions of their 521 7th grade students who received the personalized assignments. We find that having a teacher-in-the-loop results in generative AI-enhanced personalization being enacted at a relatively broad grain size, whereas students tend to prefer a smaller grain size where they receive specific popular culture references that interest them. Teachers spent a lot of effort adjusting popular culture references and addressing issues with the depth or realism of the problems generated, giving higher or lower levels of ownership to the generative AI. Teachers were able to improve in their ability to craft interesting problems in partnership with generative AI, but this process did not appear to become particularly time efficient as teachers learned and reflected on their students' data, iterating their approaches.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

Students frequently make mistakes while solving mathematical problems, and traditional error correction methods are both time-consuming and labor-intensive. This paper introduces an innovative Virtual AI Teacher system designed to autonomously analyze and correct student Errors (VATE). Leveraging advanced large language models (LLMs), the system uses student drafts as a primary source for error analysis, which enhances understanding of the student's learning process. It incorporates sophisticated prompt engineering and maintains an error pool to reduce computational overhead. The AI-driven system also features a real-time dialogue component for efficient student interaction. Our approach demonstrates significant advantages over traditional and machine learning-based error correction methods, including reduced educational costs, high scalability, and superior generalizability. The system has been deployed on the Squirrel AI learning platform for elementary mathematics education, where it achieves 78.3\% accuracy in error analysis and shows a marked improvement in student learning efficiency. Satisfaction surveys indicate a strong positive reception, highlighting the system's potential to transform educational practices.

Existing information on AI-based facial emotion recognition (FER) is not easily comprehensible by those outside the field of computer science, requiring cross-disciplinary effort to determine a categorisation framework that promotes the understanding of this technology, and its impact on users. Most proponents classify FER in terms of methodology, implementation and analysis; relatively few by its application in education; and none by its users. This paper is concerned primarily with (potential) teacher-users of FER tools for education. It proposes a three-part classification of these teachers, by orientation, condition and preference, based on a classical taxonomy of affective educational objectives, and related theories. It also compiles and organises the types of FER solutions found in or inferred from the literature into "technology" and "applications" categories, as a prerequisite for structuring the proposed "teacher-user" category. This work has implications for proponents', critics', and users' understanding of the relationship between teachers and FER.

While large language models (LLMs) show impressive decision-making abilities, current methods lack a mechanism for automatic self-improvement from errors during task execution. We propose LEAP, an iterative fine-tuning framework that continually improves LLM agents using feedback from AI expert teachers. Our key insight is to equip the expert teachers with a privileged state -- information that is available during training but hidden at test time. This allows even weak experts to provide precise guidance, significantly improving the student agent's performance without access to privileged information at test time. We evaluate LEAP on diverse decision-making benchmarks, including text-based games (ALFWorld), web navigation (WebShop), and interactive coding (Intercode Bash). Our experiments show that LEAP (1) outperforms behavior cloning and ReAct baselines (2) enables weak student models (e.g., Llama3-8B) to exceed the performance of strong teacher models (GPT4-o), and (3) allows weak models to self-improve using privileged versions of themselves. We also provide a theoretical analysis showing that LEAP's success hinges on balancing privileged information with the student's realizability, which we empirically validate. Our code is available at https://leap-llm.github.io

Classroom dialogue plays a crucial role in fostering student engagement and deeper learning. However, analysing dialogue sequences has traditionally relied on either theoretical frameworks or empirical descriptions of practice, with limited integration between the two. This study addresses this gap by developing a comprehensive rule base of dialogue sequences and an Artificial Intelligence (AI) agent that combines expert-informed rule-based systems with a large language model (LLM). The agent applies expert knowledge while adapting to the complexities of natural language, enabling accurate and flexible categorisation of classroom dialogue sequences. By synthesising findings from over 30 studies, we established a comprehensive framework for dialogue analysis. The agent was validated against human expert coding, achieving high levels of precision and reliability. The results demonstrate that the agent provides theory-grounded and adaptive functions, tremendously enhancing the efficiency and scalability of classroom dialogue analysis, offering significant potential in improving classroom teaching practices and supporting teacher professional development.

Training-time privileged information (PI) can enable language models to succeed on tasks they would otherwise fail, making it a powerful tool for reinforcement learning in hard, long-horizon settings. However, transferring capabilities learned with PI to policies that must act without it at inference time remains a fundamental challenge. We study this problem in the context of distilling frontier models for multi-turn agentic environments, where closed-source systems typically hide their internal reasoning and expose only action trajectories. This breaks standard distillation pipelines, since successful behavior is observable but the reasoning process is not. For this, we introduce π-Distill, a joint teacher-student objective that trains a PI-conditioned teacher and an unconditioned student simultaneously using the same model. Additionally, we also introduce On-Policy Self-Distillation (OPSD), an alternative approach that trains using Reinforcement Learning (RL) with a reverse KL-penalty between the student and the PI-conditioned teacher. We show that both of these algorithms effectively distill frontier agents using action-only PI. Specifically we find that π-Distill and in some cases OPSD, outperform industry standard practices (Supervised finetuning followed by RL) that assume access to full Chain-of-Thought supervision across multiple agentic benchmarks, models, and forms of PI. We complement our results with extensive analysis that characterizes the factors enabling effective learning with PI, focusing primarily on π-Distill and characterizing when OPSD is competitive.

Monocular Depth Estimation (MDE) is a foundational task for computer vision. Traditional methods are limited by data scarcity and quality, hindering their robustness. To overcome this, we propose BRIDGE, an RL-optimized depth-to-image (D2I) generation framework that synthesizes over 20M realistic and geometrically accurate RGB images, each intrinsically paired with its ground truth depth, from diverse source depth maps. Then we train our depth estimation model on this dataset, employing a hybrid supervision strategy that integrates teacher pseudo-labels with ground truth depth for comprehensive and robust training. This innovative data generation and training paradigm enables BRIDGE to achieve breakthroughs in scale and domain diversity, consistently outperforming existing state-of-the-art approaches quantitatively and in complex scene detail capture, thereby fostering general and robust depth features. Code and models are available at https://dingning-liu.github.io/bridge.github.io/.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

End of semester student evaluations of teaching are the dominant mechanism for providing feedback to academics on their teaching practice. For large classes, however, the volume of feedback makes these tools impractical for this purpose. This paper explores the use of open-source generative AI to synthesise factual, actionable and appropriate summaries of student feedback from these survey responses. In our setup, we have 742 student responses ranging over 75 courses in a Computer Science department. For each course, we synthesise a summary of the course evaluations and actionable items for the instructor. Our results reveal a promising avenue for enhancing teaching practices in the classroom setting. Our contribution lies in demonstrating the feasibility of using generative AI to produce insightful feedback for teachers, thus providing a cost-effective means to support educators' development. Overall, our work highlights the possibility of using generative AI to produce factual, actionable, and appropriate feedback for teachers in the classroom setting.

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

The traditional process of building interactive machine learning systems can be viewed as a teacher-learner interaction scenario where the machine-learners are trained by one or more human-teachers. In this work, we explore the idea of using a conversational interface to investigate the interaction between human-teachers and interactive machine-learners. Specifically, we examine whether teachable AI agents can reliably learn from human-teachers through conversational interactions, and how this learning compare with traditional supervised learning algorithms. Results validate the concept of teachable conversational agents and highlight the factors relevant for the development of machine learning systems that intend to learn from conversational interactions.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

Pretrained models have become a commodity and offer strong results on a broad range of tasks. In this work, we focus on classification and seek to learn a unique encoder able to take from several complementary pretrained models. We aim at even stronger generalization across a variety of classification tasks. We propose to learn such an encoder via multi-teacher distillation. We first thoroughly analyse standard distillation when driven by multiple strong teachers with complementary strengths. Guided by this analysis, we gradually propose improvements to the basic distillation setup. Among those, we enrich the architecture of the encoder with a ladder of expendable projectors, which increases the impact of intermediate features during distillation, and we introduce teacher dropping, a regularization mechanism that better balances the teachers' influence. Our final distillation strategy leads to student models of the same capacity as any of the teachers, while retaining or improving upon the performance of the best teacher for each task. Project page and code: https://europe.naverlabs.com/unic

Knowledge distillation aims to train a compact student network using soft supervision from a larger teacher network and hard supervision from ground truths. However, determining an optimal knowledge fusion ratio that balances these supervisory signals remains challenging. Prior methods generally resort to a constant or heuristic-based fusion ratio, which often falls short of a proper balance. In this study, we introduce a novel adaptive method for learning a sample-wise knowledge fusion ratio, exploiting both the correctness of teacher and student, as well as how well the student mimics the teacher on each sample. Our method naturally leads to the intra-sample trilateral geometric relations among the student prediction (S), teacher prediction (T), and ground truth (G). To counterbalance the impact of outliers, we further extend to the inter-sample relations, incorporating the teacher's global average prediction T for samples within the same class. A simple neural network then learns the implicit mapping from the intra- and inter-sample relations to an adaptive, sample-wise knowledge fusion ratio in a bilevel-optimization manner. Our approach provides a simple, practical, and adaptable solution for knowledge distillation that can be employed across various architectures and model sizes. Extensive experiments demonstrate consistent improvements over other loss re-weighting methods on image classification, attack detection, and click-through rate prediction.

Audio-Visual Source Localization (AVSL) aims to locate sounding objects within video frames given the paired audio clips. Existing methods predominantly rely on self-supervised contrastive learning of audio-visual correspondence. Without any bounding-box annotations, they struggle to achieve precise localization, especially for small objects, and suffer from blurry boundaries and false positives. Moreover, the naive semi-supervised method is poor in fully leveraging the information of abundant unlabeled data. In this paper, we propose a novel semi-supervised learning framework for AVSL, namely Dual Mean-Teacher (DMT), comprising two teacher-student structures to circumvent the confirmation bias issue. Specifically, two teachers, pre-trained on limited labeled data, are employed to filter out noisy samples via the consensus between their predictions, and then generate high-quality pseudo-labels by intersecting their confidence maps. The sufficient utilization of both labeled and unlabeled data and the proposed unbiased framework enable DMT to outperform current state-of-the-art methods by a large margin, with CIoU of 90.4% and 48.8% on Flickr-SoundNet and VGG-Sound Source, obtaining 8.9%, 9.6% and 4.6%, 6.4% improvements over self- and semi-supervised methods respectively, given only 3% positional-annotations. We also extend our framework to some existing AVSL methods and consistently boost their performance.

Assessing student depression in sensitive environments like special education is challenging. Standardized questionnaires may not fully reflect students' true situations. Furthermore, automated methods often falter with rich student narratives, lacking the crucial, individualized insights stemming from teachers' empathetic connections with students. Existing methods often fail to address this ambiguity or effectively integrate educator understanding. To address these limitations by fostering a synergistic human-AI collaboration, this paper introduces Human Empathy as Encoder (HEAE), a novel, human-centered AI framework for transparent and socially responsible depression severity assessment. Our approach uniquely integrates student narrative text with a teacher-derived, 9-dimensional "Empathy Vector" (EV), its dimensions guided by the PHQ-9 framework,to explicitly translate tacit empathetic insight into a structured AI input enhancing rather than replacing human judgment. Rigorous experiments optimized the multimodal fusion, text representation, and classification architecture, achieving 82.74% accuracy for 7-level severity classification. This work demonstrates a path toward more responsible and ethical affective computing by structurally embedding human empathy

Multimodal dataset distillation aims to construct compact synthetic datasets that enable efficient compression and knowledge transfer from large-scale image-text data. However, existing approaches often fail to capture the complex, dynamically evolving knowledge embedded in the later training stages of teacher models. This limitation leads to degraded student performance and compromises the quality of the distilled data. To address critical challenges such as pronounced cross-stage performance gaps and unstable teacher trajectories, we propose Phased Teacher Model with Shortcut Trajectory (PTM-ST) -- a novel phased distillation framework. PTM-ST leverages stage-aware teacher modeling and a shortcut-based trajectory construction strategy to accurately fit the teacher's learning dynamics across distinct training phases. This enhances both the stability and expressiveness of the distillation process. Through theoretical analysis and comprehensive experiments, we show that PTM-ST significantly mitigates optimization oscillations and inter-phase knowledge gaps, while also reducing storage overhead. Our method consistently surpasses state-of-the-art baselines on Flickr30k and COCO, achieving up to 13.5% absolute improvement and an average gain of 9.53% on Flickr30k. Code: https://github.com/Previsior/PTM-ST.

In this paper, we introduce FROSTER, an effective framework for open-vocabulary action recognition. The CLIP model has achieved remarkable success in a range of image-based tasks, benefiting from its strong generalization capability stemming from pretaining on massive image-text pairs. However, applying CLIP directly to the open-vocabulary action recognition task is challenging due to the absence of temporal information in CLIP's pretraining. Further, fine-tuning CLIP on action recognition datasets may lead to overfitting and hinder its generalizability, resulting in unsatisfactory results when dealing with unseen actions. To address these issues, FROSTER employs a residual feature distillation approach to ensure that CLIP retains its generalization capability while effectively adapting to the action recognition task. Specifically, the residual feature distillation treats the frozen CLIP model as a teacher to maintain the generalizability exhibited by the original CLIP and supervises the feature learning for the extraction of video-specific features to bridge the gap between images and videos. Meanwhile, it uses a residual sub-network for feature distillation to reach a balance between the two distinct objectives of learning generalizable and video-specific features. We extensively evaluate FROSTER on open-vocabulary action recognition benchmarks under both base-to-novel and cross-dataset settings. FROSTER consistently achieves state-of-the-art performance on all datasets across the board. Project page: https://visual-ai.github.io/froster.

There is a growing discrepancy in computer vision between large-scale models that achieve state-of-the-art performance and models that are affordable in practical applications. In this paper we address this issue and significantly bridge the gap between these two types of models. Throughout our empirical investigation we do not aim to necessarily propose a new method, but strive to identify a robust and effective recipe for making state-of-the-art large scale models affordable in practice. We demonstrate that, when performed correctly, knowledge distillation can be a powerful tool for reducing the size of large models without compromising their performance. In particular, we uncover that there are certain implicit design choices, which may drastically affect the effectiveness of distillation. Our key contribution is the explicit identification of these design choices, which were not previously articulated in the literature. We back up our findings by a comprehensive empirical study, demonstrate compelling results on a wide range of vision datasets and, in particular, obtain a state-of-the-art ResNet-50 model for ImageNet, which achieves 82.8% top-1 accuracy.

Reinforcement learning with AI feedback (RLAIF) is a popular paradigm for improving the instruction-following abilities of powerful pre-trained language models. RLAIF first performs supervised fine-tuning (SFT) using demonstrations from a teacher model and then further fine-tunes the model with reinforcement learning (RL), using feedback from a critic model. While recent popular open-source models have demonstrated substantial improvements in performance from the RL step, in this paper we question whether the complexity of this RL step is truly warranted for AI feedback. We show that the improvements of the RL step are virtually entirely due to the widespread practice of using a weaker teacher model (e.g. GPT-3.5) for SFT data collection than the critic (e.g., GPT-4) used for AI feedback generation. Specifically, we show that simple supervised fine-tuning with GPT-4 as the teacher outperforms existing RLAIF pipelines. More generally, we find that the gains from RLAIF vary substantially across base model families, test-time evaluation protocols, and critic models. Finally, we provide a mechanistic explanation for when SFT may outperform the full two-step RLAIF pipeline as well as suggestions for making RLAIF maximally useful in practice.

Designing good reflection questions is pedagogically important but time-consuming and unevenly supported across teachers. This paper introduces a reflection-in-reflection framework for automated generation of reflection questions with large language models (LLMs). Our approach coordinates two role-specialized agents, a Student-Teacher and a Teacher-Educator, that engage in a Socratic multi-turn dialogue to iteratively refine a single question given a teacher-specified topic, key concepts, student level, and optional instructional materials. The Student-Teacher proposes candidate questions with brief rationales, while the Teacher-Educator evaluates them along clarity, depth, relevance, engagement, and conceptual interconnections, responding only with targeted coaching questions or a fixed signal to stop the dialogue. We evaluate the framework in an authentic lower-secondary ICT setting on the topic, using GPT-4o-mini as the backbone model and a stronger GPT- 4-class LLM as an external evaluator in pairwise comparisons of clarity, relevance, depth, and overall quality. First, we study how interaction design and context (dynamic vs.fixed iteration counts; presence or absence of student level and materials) affect question quality. Dynamic stopping combined with contextual information consistently outperforms fixed 5- or 10-step refinement, with very long dialogues prone to drift or over-complication. Second, we show that our two-agent protocol produces questions that are judged substantially more relevant and deeper, and better overall, than a one-shot baseline using the same backbone model.

The unequal distribution of educational opportunities carries the risk of having a long-term negative impact on general social peace, a country's economy and basic democratic structures. In contrast to this observable development is the rapid technological progress in the field of artificial intelligence (AI). Progress makes it possible to solve various problems in the field of education as well. In order to effectively exploit the advantages that arise from the use of AI, prospective teacher training students need appropriate AI skills, which must already be taught during their studies. In a first step, the added value of this technology will be demonstrated using a concrete example. This article is therefore about conducting an exploratory pilot study to test the Individual Educational Chatbot (IEC-V1) prototype, in which the levels can be individually determined in order to generate appropriate answers depending on the requirements. The results show that this is an important function for prospective teachers, and that there is great interest in taking a closer look at this technology in order to be able to better support learners in the future. The data shows that experience has already been gained with chatbots, but that there is still room for improvement. It also shows that IEC-V1 is already working well. The knowledge gained will be used for the further development of the prototype to further improve the usability of the chatbot. Overall, it is shown that useful AI applications can be effectively integrated into learning situations even without proprietary systems and that important data protection requirements can be complied with.

Text-to-image (T2I) diffusion models have revolutionized visual content creation, but extending these capabilities to text-to-video (T2V) generation remains a challenge, particularly in preserving temporal consistency. Existing methods that aim to improve consistency often cause trade-offs such as reduced imaging quality and impractical computational time. To address these issues we introduce VideoGuide, a novel framework that enhances the temporal consistency of pretrained T2V models without the need for additional training or fine-tuning. Instead, VideoGuide leverages any pretrained video diffusion model (VDM) or itself as a guide during the early stages of inference, improving temporal quality by interpolating the guiding model's denoised samples into the sampling model's denoising process. The proposed method brings about significant improvement in temporal consistency and image fidelity, providing a cost-effective and practical solution that synergizes the strengths of various video diffusion models. Furthermore, we demonstrate prior distillation, revealing that base models can achieve enhanced text coherence by utilizing the superior data prior of the guiding model through the proposed method. Project Page: http://videoguide2025.github.io/

Most NLP tasks are modeled as supervised learning and thus require labeled training data to train effective models. However, manually producing such data at sufficient quality and quantity is known to be costly and time-intensive. Current research addresses this bottleneck by exploring a novel paradigm called zero-shot learning via dataset generation. Here, a powerful LLM is prompted with a task description to generate labeled data that can be used to train a downstream NLP model. For instance, an LLM might be prompted to "generate 500 movie reviews with positive overall sentiment, and another 500 with negative sentiment." The generated data could then be used to train a binary sentiment classifier, effectively leveraging an LLM as a teacher to a smaller student model. With this demo, we introduce Fabricator, an open-source Python toolkit for dataset generation. Fabricator implements common dataset generation workflows, supports a wide range of downstream NLP tasks (such as text classification, question answering, and entity recognition), and is integrated with well-known libraries to facilitate quick experimentation. With Fabricator, we aim to support researchers in conducting reproducible dataset generation experiments using LLMs and help practitioners apply this approach to train models for downstream tasks.

With the advent of AI agents, automatic scientific discovery has become a tenable goal. Many recent works scaffold agentic systems that can perform machine learning research, but don't offer a principled way to train such agents -- and current LLMs often generate plausible-looking but ineffective ideas. To make progress on training agents that can learn from doing, we provide a novel synthetic environment generation pipeline targeting machine learning agents. Our pipeline automatically synthesizes machine learning challenges compatible with the SWE-agent framework, covering topic sampling, dataset proposal, and code generation. The resulting synthetic tasks are 1) grounded in real machine learning datasets, because the proposed datasets are verified against the Huggingface API and are 2) verified for higher quality with a self-debugging loop. To validate the effectiveness of our synthetic tasks, we tackle MLGym, a benchmark for machine learning tasks. From the synthetic tasks, we sample trajectories from a teacher model (GPT-5), then use the trajectories to train a student model (Qwen3-4B and Qwen3-8B). The student models trained with our synthetic tasks achieve improved performance on MLGym, raising the AUP metric by 9% for Qwen3-4B and 12% for Qwen3-8B.

Human values are crucial to human decision-making. Value pluralism is the view that multiple correct values may be held in tension with one another (e.g., when considering lying to a friend to protect their feelings, how does one balance honesty with friendship?). As statistical learners, AI systems fit to averages by default, washing out these potentially irreducible value conflicts. To improve AI systems to better reflect value pluralism, the first-order challenge is to explore the extent to which AI systems can model pluralistic human values, rights, and duties as well as their interaction. We introduce ValuePrism, a large-scale dataset of 218k values, rights, and duties connected to 31k human-written situations. ValuePrism's contextualized values are generated by GPT-4 and deemed high-quality by human annotators 91% of the time. We conduct a large-scale study with annotators across diverse social and demographic backgrounds to try to understand whose values are represented. With ValuePrism, we build Kaleido, an open, light-weight, and structured language-based multi-task model that generates, explains, and assesses the relevance and valence (i.e., support or oppose) of human values, rights, and duties within a specific context. Humans prefer the sets of values output by our system over the teacher GPT-4, finding them more accurate and with broader coverage. In addition, we demonstrate that Kaleido can help explain variability in human decision-making by outputting contrasting values. Finally, we show that Kaleido's representations transfer to other philosophical frameworks and datasets, confirming the benefit of an explicit, modular, and interpretable approach to value pluralism. We hope that our work will serve as a step to making more explicit the implicit values behind human decision-making and to steering AI systems to make decisions that are more in accordance with them.

In this work, we describe strategies and provide case-study activities that can be used to examine the properties of superposition, entanglement, tagging, complementarity, and measurement in quantum curricula geared for teacher training. Having a solid foundation in these conceptual ideas is critical for educators who will be adopting quantum ideas within the classroom. Yet they are some of the most difficult concepts to master. We show how one can systematically develop these conceptual foundations with thought experiments on light and with thought experiments that employ the Stern-Gerlach experiment. We emphasize the importance of computer animations in aiding the instruction on these concepts.

In this paper, we aim to enhance the performance of SwiftBrush, a prominent one-step text-to-image diffusion model, to be competitive with its multi-step Stable Diffusion counterpart. Initially, we explore the quality-diversity trade-off between SwiftBrush and SD Turbo: the former excels in image diversity, while the latter excels in image quality. This observation motivates our proposed modifications in the training methodology, including better weight initialization and efficient LoRA training. Moreover, our introduction of a novel clamped CLIP loss enhances image-text alignment and results in improved image quality. Remarkably, by combining the weights of models trained with efficient LoRA and full training, we achieve a new state-of-the-art one-step diffusion model, achieving an FID of 8.14 and surpassing all GAN-based and multi-step Stable Diffusion models. The evaluation code is available at: https://github.com/vinairesearch/swiftbrushv2.

Mathematical reasoning continues to be a critical challenge in large language model (LLM) development with significant interest. However, most of the cutting-edge progress in mathematical reasoning with LLMs has become closed-source due to lack of access to training data. This lack of data access limits researchers from understanding the impact of different choices for synthesizing and utilizing the data. With the goal of creating a high-quality finetuning (SFT) dataset for math reasoning, we conduct careful ablation experiments on data synthesis using the recently released Llama3.1 family of models. Our experiments show that: (a) solution format matters, with excessively verbose solutions proving detrimental to SFT performance, (b) data generated by a strong teacher outperforms on-policy data generated by a weak student model, (c) SFT is robust to low-quality solutions, allowing for imprecise data filtering, and (d) question diversity is crucial for achieving data scaling gains. Based on these insights, we create the OpenMathInstruct-2 dataset, which consists of 14M question-solution pairs (approx 600K unique questions), making it nearly eight times larger than the previous largest open-source math reasoning dataset. Finetuning the Llama-3.1-8B-Base using OpenMathInstruct-2 outperforms Llama3.1-8B-Instruct on MATH by an absolute 15.9\% (51.9\% rightarrow 67.8\%). Finally, to accelerate the open-source efforts, we release the code, the finetuned models, and the OpenMathInstruct-2 dataset under a commercially permissive license.

Lecture slide presentations, a sequence of pages that contain text and figures accompanied by speech, are constructed and presented carefully in order to optimally transfer knowledge to students. Previous studies in multimedia and psychology attribute the effectiveness of lecture presentations to their multimodal nature. As a step toward developing AI to aid in student learning as intelligent teacher assistants, we introduce the Multimodal Lecture Presentations dataset as a large-scale benchmark testing the capabilities of machine learning models in multimodal understanding of educational content. Our dataset contains aligned slides and spoken language, for 180+ hours of video and 9000+ slides, with 10 lecturers from various subjects (e.g., computer science, dentistry, biology). We introduce two research tasks which are designed as stepping stones towards AI agents that can explain (automatically captioning a lecture presentation) and illustrate (synthesizing visual figures to accompany spoken explanations) educational content. We provide manual annotations to help implement these two research tasks and evaluate state-of-the-art models on them. Comparing baselines and human student performances, we find that current models struggle in (1) weak crossmodal alignment between slides and spoken text, (2) learning novel visual mediums, (3) technical language, and (4) long-range sequences. Towards addressing this issue, we also introduce PolyViLT, a multimodal transformer trained with a multi-instance learning loss that is more effective than current approaches. We conclude by shedding light on the challenges and opportunities in multimodal understanding of educational presentations.

The burgeoning complexity of contemporary deep learning models, while achieving unparalleled accuracy, has inadvertently introduced deployment challenges in resource-constrained environments. Knowledge distillation, a technique aiming to transfer knowledge from a high-capacity "teacher" model to a streamlined "student" model, emerges as a promising solution to this dilemma. This paper provides a comprehensive overview of the knowledge distillation paradigm, emphasizing its foundational principles such as the utility of soft labels and the significance of temperature scaling. Through meticulous examination, we elucidate the critical determinants of successful distillation, including the architecture of the student model, the caliber of the teacher, and the delicate balance of hyperparameters. While acknowledging its profound advantages, we also delve into the complexities and challenges inherent in the process. Our exploration underscores knowledge distillation's potential as a pivotal technique in optimizing the trade-off between model performance and deployment efficiency.

While 3D Vision Foundation Models (3DVFMs) have demonstrated remarkable zero-shot capabilities in visual geometry estimation, their direct application to generalizable novel view synthesis (NVS) remains challenging. In this paper, we propose AirSplat, a novel training framework that effectively adapts the robust geometric priors of 3DVFMs into high-fidelity, pose-free NVS. Our approach introduces two key technical contributions: (1) Self-Consistent Pose Alignment (SCPA), a training-time feedback loop that ensures pixel-aligned supervision to resolve pose-geometry discrepancy; and (2) Rating-based Opacity Matching (ROM), which leverages the local 3D geometry consistency knowledge from a sparse-view NVS teacher model to filter out degraded primitives. Experimental results on large-scale benchmarks demonstrate that our method significantly outperforms state-of-the-art pose-free NVS approaches in reconstruction quality. Our AirSplat highlights the potential of adapting 3DVFMs to enable simultaneous visual geometry estimation and high-quality view synthesis.

Evaluating the quality of multi-turn chatbot interactions remains challenging, as most existing methods assess interactions at the turn level without addressing whether a user's overarching goal was fulfilled. A ``goal'' here refers to an information need or task, such as asking for policy information or applying for leave. We propose a comprehensive framework for goal-oriented evaluation of multi-agent systems (MAS), introducing the Goal Success Rate (GSR) to measure the percentage of fulfilled goals, and a Root Cause of Failure (RCOF) taxonomy to identify reasons for failure in multi-agent chatbots. Our method segments conversations by user goals and evaluates success using all relevant turns. We present a model-based evaluation system combining teacher LLMs, where domain experts define goals, set quality standards serving as a guidance for the LLMs. The LLMs use ``thinking tokens'' to produce interpretable rationales, enabling explainable, data-efficient evaluations. In an enterprise setting, we apply our framework to evaluate AIDA, a zero-to-one employee conversational agent system built as a ground-up multi-agent conversational agent, and observe GSR improvement from 63\% to 79\% over six months since its inception. Our framework is generic and offers actionable insights through a detailed defect taxonomy based on analysis of failure points in multi-agent chatbots, diagnosing overall success, identifying key failure modes, and informing system improvements.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

Artificial general intelligence (AGI) has gained global recognition as a future technology due to the emergence of breakthrough large language models and chatbots such as GPT-4 and ChatGPT, respectively. Compared to conventional AI models, typically designed for a limited range of tasks, demand significant amounts of domain-specific data for training and may not always consider intricate interpersonal dynamics in education. AGI, driven by the recent large pre-trained models, represents a significant leap in the capability of machines to perform tasks that require human-level intelligence, such as reasoning, problem-solving, decision-making, and even understanding human emotions and social interactions. This position paper reviews AGI's key concepts, capabilities, scope, and potential within future education, including achieving future educational goals, designing pedagogy and curriculum, and performing assessments. It highlights that AGI can significantly improve intelligent tutoring systems, educational assessment, and evaluation procedures. AGI systems can adapt to individual student needs, offering tailored learning experiences. They can also provide comprehensive feedback on student performance and dynamically adjust teaching methods based on student progress. The paper emphasizes that AGI's capabilities extend to understanding human emotions and social interactions, which are critical in educational settings. The paper discusses that ethical issues in education with AGI include data bias, fairness, and privacy and emphasizes the need for codes of conduct to ensure responsible AGI use in academic settings like homework, teaching, and recruitment. We also conclude that the development of AGI necessitates interdisciplinary collaborations between educators and AI engineers to advance research and application efforts.

Simulating Professions (SP) enables Large Language Models (LLMs) to emulate professional roles. However, comprehensive psychological and ethical evaluation in these contexts remains lacking. This paper introduces EMNLP, an Educator-role Moral and Normative LLMs Profiling framework for personality profiling, moral development stage measurement, and ethical risk under soft prompt injection. EMNLP extends existing scales and constructs 88 teacher-specific moral dilemmas, enabling profession-oriented comparison with human teachers. A targeted soft prompt injection set evaluates compliance and vulnerability in teacher SP. Experiments on 12 LLMs show teacher-role LLMs exhibit more idealized and polarized personalities than human teachers, excel in abstract moral reasoning, but struggle with emotionally complex situations. Models with stronger reasoning are more vulnerable to harmful prompt injection, revealing a paradox between capability and safety. The model temperature and other hyperparameters have limited influence except in some risk behaviors. This paper presents the first benchmark to assess ethical and psychological alignment of teacher-role LLMs for educational AI. Resources are available at https://e-m-n-l-p.github.io/.

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

Generative AI is transforming education by enabling personalized learning, enhancing administrative efficiency, and fostering creative engagement. This paper explores the opportunities and challenges these tools bring to pedagogy, proposing actionable frameworks to address existing equity gaps. Ethical considerations such as algorithmic bias, data privacy, and AI role in human centric education are emphasized. The findings underscore the need for responsible AI integration that ensures accessibility, equity, and innovation in educational systems.

This study introduces an evaluation benchmark for middle school algebra to be used in artificial intelligence(AI) based educational platforms. The goal is to support the design of AI systems that can enhance learner conceptual understanding of algebra by taking into account their current level of algebra comprehension. The data set comprises 55 misconceptions about algebra, common errors, and 220 diagnostic examples identified in previous peer-reviewed studies. We provide an example application using a large language model, observing a range of precision and recall scores depending on the topic and experimental setup that reaches 83.9% when including educator feedback and restricting it by topic. We found that topics such as ratios and proportions prove as difficult for LLMs as they are for students. We included a human assessment of LLMs results and feedback from five middle school math educators on the clarity and occurrence of misconceptions in the dataset and the potential use of AI in conjunction with the dataset. Most educators (80% or more) indicated that they encounter these misconceptions among their students, suggesting the relevance of the data set to teaching middle school algebra. Despite varying familiarity with AI tools, four out of five educators expressed interest in using the data set with AI to diagnose student misconceptions or train teachers. The results emphasize the importance of topic-constrained testing, the need for multimodal approaches, and the relevance of human expertise to gain practical insights when using AI for human learning.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

Preparing high-quality instructional materials remains a labor-intensive process that often requires extensive coordination among teaching faculty, instructional designers, and teaching assistants. In this work, we present Instructional Agents, a multi-agent large language model framework designed to automate end-to-end course material generation, including syllabi creation, LaTeX-based slides, lecture scripts, and assessments. Unlike prior tools focused on isolated tasks, Instructional Agents simulates role-based collaboration to ensure pedagogical coherence. The system operates in four modes: Autonomous, Catalog-Guided, Feedback-Guided, and Full Co-Pilot mode, enabling flexible control over the degree of human involvement. We evaluate Instructional Agents across five university-level courses and show that it produces high-quality instructional materials that are reviewed and refined by teaching faculty prior to use, while significantly reducing the time required to prepare classroom-ready content. By supporting institutions with limited instructional design capacity, Instructional Agents provides a scalable and cost-effective framework to democratize access to high-quality education, particularly in underserved or resource-constrained settings. The project website, including source code, is available at https://darl-genai.github. io/instructional_agents_homepage/

The application of advanced generative artificial intelligence in education is often constrained by the lack of real-time adaptability, personalization, and reliability of the content. To address these challenges, we propose ExpertAgent - an intelligent agent framework designed for personalized education that provides reliable knowledge and enables highly adaptive learning experiences. Therefore, we developed ExpertAgent, an innovative learning agent that provides users with a proactive and personalized learning experience. ExpertAgent dynamic planning of the learning content and strategy based on a continuously updated student model. Therefore, overcoming the limitations of traditional static learning content to provide optimized teaching strategies and learning experience in real time. All instructional content is grounded in a validated curriculum repository, effectively reducing hallucination risks in large language models and improving reliability and trustworthiness.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

The integration of artificial intelligence (AI) in educational measurement has revolutionized assessment methods, enabling automated scoring, rapid content analysis, and personalized feedback through machine learning and natural language processing. These advancements provide timely, consistent feedback and valuable insights into student performance, thereby enhancing the assessment experience. However, the deployment of AI in education also raises significant ethical concerns regarding validity, reliability, transparency, fairness, and equity. Issues such as algorithmic bias and the opacity of AI decision-making processes pose risks of perpetuating inequalities and affecting assessment outcomes. Responding to these concerns, various stakeholders, including educators, policymakers, and organizations, have developed guidelines to ensure ethical AI use in education. The National Council of Measurement in Education's Special Interest Group on AI in Measurement and Education (AIME) also focuses on establishing ethical standards and advancing research in this area. In this paper, a diverse group of AIME members examines the ethical implications of AI-powered tools in educational measurement, explores significant challenges such as automation bias and environmental impact, and proposes solutions to ensure AI's responsible and effective use in education.

Knowledge Distillation (KD) uses the teacher's prediction logits as soft labels to guide the student, while self-KD does not need a real teacher to require the soft labels. This work unifies the formulations of the two tasks by decomposing and reorganizing the generic KD loss into a Normalized KD (NKD) loss and customized soft labels for both target class (image's category) and non-target classes named Universal Self-Knowledge Distillation (USKD). We decompose the KD loss and find the non-target loss from it forces the student's non-target logits to match the teacher's, but the sum of the two non-target logits is different, preventing them from being identical. NKD normalizes the non-target logits to equalize their sum. It can be generally used for KD and self-KD to better use the soft labels for distillation loss. USKD generates customized soft labels for both target and non-target classes without a teacher. It smooths the target logit of the student as the soft target label and uses the rank of the intermediate feature to generate the soft non-target labels with Zipf's law. For KD with teachers, our NKD achieves state-of-the-art performance on CIFAR-100 and ImageNet datasets, boosting the ImageNet Top-1 accuracy of ResNet18 from 69.90% to 71.96% with a ResNet-34 teacher. For self-KD without teachers, USKD is the first self-KD method that can be effectively applied to both CNN and ViT models with negligible additional time and memory cost, resulting in new state-of-the-art results, such as 1.17% and 0.55% accuracy gains on ImageNet for MobileNet and DeiT-Tiny, respectively. Our codes are available at https://github.com/yzd-v/cls_KD.

Vision-Language Models (VLMs) adapted to remote sensing rely heavily on domain-specific image-text supervision, yet high-quality annotations for satellite and aerial imagery remain scarce and expensive to produce. Prevailing pseudo-labeling pipelines address this gap by distilling knowledge from large frontier models, but this dependence on large teachers is costly, limits scalability, and caps achievable performance at the ceiling of the teacher. We propose OSMDA: a self-contained domain adaptation framework that eliminates this dependency. Our key insight is that a capable base VLM can serve as its own annotation engine: by pairing aerial images with rendered OpenStreetMap (OSM) tiles, we leverage optical character recognition and chart comprehension capabilities of the model to generate captions enriched by OSM's vast auxiliary metadata. The model is then fine-tuned on the resulting corpus with satellite imagery alone, yielding OSMDA-VLM, a domain-adapted VLM that requires no manual labeling and no stronger external model. We conduct exhaustive evaluations spanning 10 benchmarks across image-text-to-text tasks and comparing against 9 competitive baselines. When equally mixed with real data, our method achieves state-of-the-art results, while being substantially cheaper to train than teacher-dependent alternatives. These results suggest that, given a strong foundation model, alignment with crowd-sourced geographic data is a practical and scalable path towards remote sensing domain adaptation. Dataset and model weights will be made publicly available.

Whole-body pose estimation localizes the human body, hand, face, and foot keypoints in an image. This task is challenging due to multi-scale body parts, fine-grained localization for low-resolution regions, and data scarcity. Meanwhile, applying a highly efficient and accurate pose estimator to widely human-centric understanding and generation tasks is urgent. In this work, we present a two-stage pose Distillation for Whole-body Pose estimators, named DWPose, to improve their effectiveness and efficiency. The first-stage distillation designs a weight-decay strategy while utilizing a teacher's intermediate feature and final logits with both visible and invisible keypoints to supervise the student from scratch. The second stage distills the student model itself to further improve performance. Different from the previous self-knowledge distillation, this stage finetunes the student's head with only 20% training time as a plug-and-play training strategy. For data limitations, we explore the UBody dataset that contains diverse facial expressions and hand gestures for real-life applications. Comprehensive experiments show the superiority of our proposed simple yet effective methods. We achieve new state-of-the-art performance on COCO-WholeBody, significantly boosting the whole-body AP of RTMPose-l from 64.8% to 66.5%, even surpassing RTMPose-x teacher with 65.3% AP. We release a series of models with different sizes, from tiny to large, for satisfying various downstream tasks. Our codes and models are available at https://github.com/IDEA-Research/DWPose.

Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies.

Current multimodal latent reasoning often relies on external supervision (e.g., auxiliary images), ignoring intrinsic visual attention dynamics. In this work, we identify a critical Perception Gap in distillation: student models frequently mimic a teacher's textual output while attending to fundamentally divergent visual regions, effectively relying on language priors rather than grounded perception. To bridge this, we propose LaViT, a framework that aligns latent visual thoughts rather than static embeddings. LaViT compels the student to autoregressively reconstruct the teacher's visual semantics and attention trajectories prior to text generation, employing a curriculum sensory gating mechanism to prevent shortcut learning. Extensive experiments show that LaViT significantly enhances visual grounding, achieving up to +16.9% gains on complex reasoning tasks and enabling a compact 3B model to outperform larger open-source variants and proprietary models like GPT-4o.

Recent advances in Large Language Models (LLMs) have sparked growing interest in applying them to Electronic Design Automation (EDA) tasks, particularly Register Transfer Level (RTL) code generation. While several RTL datasets have been introduced, most focus on syntactic validity rather than functional validation with tests, leading to training examples that compile but may not implement the intended behavior. We present VERICODER, a model for RTL code generation fine-tuned on a dataset validated for functional correctness. This fine-tuning dataset is constructed using a novel methodology that combines unit test generation with feedback-directed refinement. Given a natural language specification and an initial RTL design, we prompt a teacher model (GPT-4o-mini) to generate unit tests and iteratively revise the RTL design based on its simulation results using the generated tests. If necessary, the teacher model also updates the tests to ensure they comply with the natural language specification. As a result of this process, every example in our dataset is functionally validated, consisting of a natural language description, an RTL implementation, and passing tests. Fine-tuned on this dataset of over 125,000 examples, VERICODER achieves state-of-the-art metrics in functional correctness on VerilogEval and RTLLM, with relative gains of up to 71.7% and 27.4% respectively. An ablation study further shows that models trained on our functionally validated dataset outperform those trained on functionally non-validated datasets, underscoring the importance of high-quality datasets in RTL code generation.

Analyzing memes on the internet has emerged as a crucial endeavor due to the impact this multi-modal form of content wields in shaping online discourse. Memes have become a powerful tool for expressing emotions and sentiments, possibly even spreading hate and misinformation, through humor and sarcasm. In this paper, we present the overview of the Memotion 3 shared task, as part of the DeFactify 2 workshop at AAAI-23. The task released an annotated dataset of Hindi-English code-mixed memes based on their Sentiment (Task A), Emotion (Task B), and Emotion intensity (Task C). Each of these is defined as an individual task and the participants are ranked separately for each task. Over 50 teams registered for the shared task and 5 made final submissions to the test set of the Memotion 3 dataset. CLIP, BERT modifications, ViT etc. were the most popular models among the participants along with approaches such as Student-Teacher model, Fusion, and Ensembling. The best final F1 score for Task A is 34.41, Task B is 79.77 and Task C is 59.82.

Large Language Models for Code (Code LLM) are flourishing. New and powerful models are released on a weekly basis, demonstrating remarkable performance on the code generation task. Various approaches have been proposed to boost the code generation performance of pre-trained Code LLMs, such as supervised fine-tuning, instruction tuning, reinforcement learning, etc. In this paper, we propose a novel RRTF (Rank Responses to align Test&Teacher Feedback) framework, which can effectively and efficiently boost pre-trained large language models for code generation. Under this framework, we present PanGu-Coder2, which achieves 62.20% pass@1 on the OpenAI HumanEval benchmark. Furthermore, through an extensive evaluation on CoderEval and LeetCode benchmarks, we show that PanGu-Coder2 consistently outperforms all previous Code LLMs.

In this paper, we propose Tutoring bot, a generative chatbot trained on a large scale of tutor-student conversations for English-language learning. To mimic a human tutor's behavior in language education, the tutor bot leverages diverse educational instructions and grounds to each instruction as additional input context for the tutor response generation. As a single instruction generally involves multiple dialogue turns to give the student sufficient speaking practice, the tutor bot is required to monitor and capture when the current instruction should be kept or switched to the next instruction. For that, the tutor bot is learned to not only generate responses but also infer its teaching action and progress on the current conversation simultaneously by a multi-task learning scheme. Our Tutoring bot is deployed under a non-commercial use license at https://tutoringai.com.

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

While many current neural speech codecs achieve impressive reconstructed speech quality, they often neglect latency and complexity considerations, limiting their practical deployment in downstream tasks such as real-time speech communication and efficient speech compression. In our previous work, we proposed StreamCodec, which enables streamable speech coding by leveraging model causalization and a scalar-vector-combined quantization strategy, but its reconstructed quality and complexity still have room for improvement. Therefore, this paper proposes an improved iteration of StreamCodec, named StreamCodec2. The StreamCodec2 supports streamable and lightweight speech coding by adopting a fully causal architecture and reducing the convolutional channels. To compensate for the speech quality degradation caused by model causalization and pruning, we introduce a non-causal, high-complexity teacher codec to guide the training of StreamCodec2 through knowledge distillation. Experimental results demonstrate that our proposed StreamCodec2, trained with the knowledge distillation strategy, can achieve high-quality speech reconstruction while maintaining low latency (only 20 ms), low computational complexity (only 910 MFLOPs), and low model complexity (only 5.4 M parameters).

Bias in LLMs can harm user experience and societal outcomes. However, current bias mitigation methods often require intensive human feedback, lack transferability to other topics or yield overconfident and random outputs. We find that involving LLMs in role-playing scenario boosts their ability to recognize and mitigate biases. Based on this, we propose Reinforcement Learning from Multi-role Debates as Feedback (RLDF), a novel approach for bias mitigation replacing human feedback in traditional RLHF. We utilize LLMs in multi-role debates to create a dataset that includes both high-bias and low-bias instances for training the reward model in reinforcement learning. Our approach comprises two modes: (1) self-reflection, where the same LLM participates in multi-role debates, and (2) teacher-student, where a more advanced LLM like GPT-3.5-turbo guides the LLM to perform this task. Experimental results across different LLMs on BBQ and our datasets demonstrate the effectiveness of our approach in bias mitigation. Our source code and datasets are available at https://anonymous.4open.science/r/RLDF-E344.

While Large Language Models (LLMs) have emerged with remarkable capabilities in complex tasks through Chain-of-Thought reasoning, practical resource constraints have sparked interest in transferring these abilities to smaller models. However, achieving both domain performance and cross-domain generalization remains challenging. Existing approaches typically restrict students to following a single golden rationale and treat different reasoning paths independently. Due to distinct inductive biases and intrinsic preferences, alongside the student's evolving capacity and reasoning preferences during training, a teacher's "optimal" rationale could act as out-of-distribution noise. This misalignment leads to a degeneration of the student's latent reasoning distribution, causing suboptimal performance. To bridge this gap, we propose MIND, a capability-adaptive framework that transitions distillation from passive mimicry to active cognitive construction. We synthesize diverse teacher perspectives through a novel "Teaching Assistant" network. By employing a Feedback-Driven Inertia Calibration mechanism, this network utilizes inertia-filtered training loss to align supervision with the student's current adaptability, effectively enhancing performance while mitigating catastrophic forgetting. Extensive experiments demonstrate that MIND achieves state-of-the-art performance on both in-distribution and out-of-distribution benchmarks, and our sophisticated latent space analysis further confirms the mechanism of reasoning ability internalization.

With advances in Artificial Intelligence in Education (AIEd) and the ever-growing scale of Interactive Educational Systems (IESs), data-driven approach has become a common recipe for various tasks such as knowledge tracing and learning path recommendation. Unfortunately, collecting real students' interaction data is often challenging, which results in the lack of public large-scale benchmark dataset reflecting a wide variety of student behaviors in modern IESs. Although several datasets, such as ASSISTments, Junyi Academy, Synthetic and STATICS, are publicly available and widely used, they are not large enough to leverage the full potential of state-of-the-art data-driven models and limits the recorded behaviors to question-solving activities. To this end, we introduce EdNet, a large-scale hierarchical dataset of diverse student activities collected by Santa, a multi-platform self-study solution equipped with artificial intelligence tutoring system. EdNet contains 131,441,538 interactions from 784,309 students collected over more than 2 years, which is the largest among the ITS datasets released to the public so far. Unlike existing datasets, EdNet provides a wide variety of student actions ranging from question-solving to lecture consumption and item purchasing. Also, EdNet has a hierarchical structure where the student actions are divided into 4 different levels of abstractions. The features of EdNet are domain-agnostic, allowing EdNet to be extended to different domains easily. The dataset is publicly released under Creative Commons Attribution-NonCommercial 4.0 International license for research purposes. We plan to host challenges in multiple AIEd tasks with EdNet to provide a common ground for the fair comparison between different state of the art models and encourage the development of practical and effective methods.

Small LLMs often struggle to match the agentic capabilities of large, costly models. While reinforcement learning can help, progress has been limited by two structural bottlenecks: existing open-source agentic training data are narrow in task variety and easily solved; real-world APIs lack diversity and are unstable for large-scale reinforcement learning rollout processes. We address these challenges with SYNTHAGENT, a framework that jointly synthesizes diverse tool-use training data and simulates complete environments. Specifically, a strong teacher model creates novel tasks and tool ecosystems, then rewrites them into intentionally underspecified instructions. This compels agents to actively query users for missing details. When handling synthetic tasks, an LLM-based user simulator provides user-private information, while a mock tool system delivers stable tool responses. For rewards, task-level rubrics are constructed based on required subgoals, user-agent interactions, and forbidden behaviors. Across 14 challenging datasets in math, search, and tool use, models trained on our synthetic data achieve substantial gains, with small models outperforming larger baselines.

AI assistance continues to help advance applications in education, from language learning to intelligent tutoring systems, yet current methods for providing students feedback are still quite limited. Most automatic feedback systems either provide binary correctness feedback, which may not help a student understand how to improve, or require hand-coding feedback templates, which may not generalize to new domains. This can be particularly challenging for physical control tasks, where the rich diversity in student behavior and specialized domains make it challenging to leverage general-purpose assistive tools for providing feedback. We design and build CORGI, a model trained to generate language corrections for physical control tasks, such as learning to ride a bike. CORGI takes in as input a pair of student and expert trajectories, and then generates natural language corrections to help the student improve. We collect and train CORGI over data from three diverse physical control tasks (drawing, steering, and joint movement). Through both automatic and human evaluations, we show that CORGI can (i) generate valid feedback for novel student trajectories, (ii) outperform baselines on domains with novel control dynamics, and (iii) improve student learning in an interactive drawing task.

We introduce AI University (AI-U), a flexible framework for AI-driven course content delivery that adapts to instructors' teaching styles. At its core, AI-U fine-tunes a large language model (LLM) with retrieval-augmented generation (RAG) to generate instructor-aligned responses from lecture videos, notes, and textbooks. Using a graduate-level finite-element-method (FEM) course as a case study, we present a scalable pipeline to systematically construct training data, fine-tune an open-source LLM with Low-Rank Adaptation (LoRA), and optimize its responses through RAG-based synthesis. Our evaluation - combining cosine similarity, LLM-based assessment, and expert review - demonstrates strong alignment with course materials. We also have developed a prototype web application, available at https://my-ai-university.com, that enhances traceability by linking AI-generated responses to specific sections of the relevant course material and time-stamped instances of the open-access video lectures. Our expert model is found to have greater cosine similarity with a reference on 86% of test cases. An LLM judge also found our expert model to outperform the base Llama 3.2 model approximately four times out of five. AI-U offers a scalable approach to AI-assisted education, paving the way for broader adoption in higher education. Here, our framework has been presented in the setting of a class on FEM - a subject that is central to training PhD and Master students in engineering science. However, this setting is a particular instance of a broader context: fine-tuning LLMs to research content in science.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify their knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs' over-competence as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs' competence and makes them initiate "why" and "how" questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo's problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo's questions led to knowledge-dense conversations (effect size=0.73). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.

Benchmarks like Massive Multitask Language Understanding (MMLU) have played a pivotal role in evaluating AI's knowledge and abilities across diverse domains. However, existing benchmarks predominantly focus on content knowledge, leaving a critical gap in assessing models' understanding of pedagogy - the method and practice of teaching. This paper introduces The Pedagogy Benchmark, a novel dataset designed to evaluate large language models on their Cross-Domain Pedagogical Knowledge (CDPK) and Special Education Needs and Disability (SEND) pedagogical knowledge. These benchmarks are built on a carefully curated set of questions sourced from professional development exams for teachers, which cover a range of pedagogical subdomains such as teaching strategies and assessment methods. Here we outline the methodology and development of these benchmarks. We report results for 97 models, with accuracies spanning a range from 28% to 89% on the pedagogical knowledge questions. We consider the relationship between cost and accuracy and chart the progression of the Pareto value frontier over time. We provide online leaderboards at https://rebrand.ly/pedagogy which are updated with new models and allow interactive exploration and filtering based on various model properties, such as cost per token and open-vs-closed weights, as well as looking at performance in different subjects. LLMs and generative AI have tremendous potential to influence education and help to address the global learning crisis. Education-focused benchmarks are crucial to measure models' capacities to understand pedagogical concepts, respond appropriately to learners' needs, and support effective teaching practices across diverse contexts. They are needed for informing the responsible and evidence-based deployment of LLMs and LLM-based tools in educational settings, and for guiding both development and policy decisions.

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.

Knowledge distillation aims at transferring knowledge acquired in one model (a teacher) to another model (a student) that is typically smaller. Previous approaches can be expressed as a form of training the student to mimic output activations of individual data examples represented by the teacher. We introduce a novel approach, dubbed relational knowledge distillation (RKD), that transfers mutual relations of data examples instead. For concrete realizations of RKD, we propose distance-wise and angle-wise distillation losses that penalize structural differences in relations. Experiments conducted on different tasks show that the proposed method improves educated student models with a significant margin. In particular for metric learning, it allows students to outperform their teachers' performance, achieving the state of the arts on standard benchmark datasets.

Multivariate time series forecasting (MTSF) endeavors to predict future observations given historical data, playing a crucial role in time series data management systems. With advancements in large language models (LLMs), recent studies employ textual prompt tuning to infuse the knowledge of LLMs into MTSF. However, the deployment of LLMs often suffers from low efficiency during the inference phase. To address this problem, we introduce TimeKD, an efficient MTSF framework that leverages the calibrated language models and privileged knowledge distillation. TimeKD aims to generate high-quality future representations from the proposed cross-modality teacher model and cultivate an effective student model. The cross-modality teacher model adopts calibrated language models (CLMs) with ground truth prompts, motivated by the paradigm of Learning Under Privileged Information (LUPI). In addition, we design a subtractive cross attention (SCA) mechanism to refine these representations. To cultivate an effective student model, we propose an innovative privileged knowledge distillation (PKD) mechanism including correlation and feature distillation. PKD enables the student to replicate the teacher's behavior while minimizing their output discrepancy. Extensive experiments on real data offer insight into the effectiveness, efficiency, and scalability of the proposed TimeKD.

How can "weak teacher models" such as average human annotators or existing AI systems, effectively supervise LLMs to improve performance on hard reasoning tasks, especially those that challenge and requires expertise or daily practice from the teacher models? In this paper, we seek for empirical answers to this question by investigating various data-driven strategies that offer supervision data at different quality levels upon tasks of varying complexity. Two intuitive strategies emerge for teacher models to provide supervision during alignment training: 1) using lower-quality supervision from complete tasks that match the difficulty of the target reasoning tasks, and 2) leveraging higher-quality supervision from easier subtasks that are less challenging. Interestingly, we find that even when the outcome error rate for hard task supervision is high (e.g., 90\%), training on such data can outperform perfectly correct supervision on easier subtasks on multiple hard math benchmarks. We further identify a more critical factor influencing training performance: step-wise error rates, which indicate the severity of errors in solutions. Specifically, training on hard task supervision with the same outcome error rates but disparate step-wise error rates can lead to a 30\% accuracy gap on MATH benchmark. Our results also reveal that supplementing hard task supervision with the corresponding subtask supervision can yield notable performance improvements than simply combining rephrased hard full task supervision, suggesting new avenues for data augmentation. Data and code are released at https://github.com/hexuan21/Weak-to-Strong.

Knowledge distillation (KD) aims to transfer knowledge from a large teacher model to a smaller student model. Previous work applying KD in the field of large language models (LLMs) typically focused on the post-training phase, where the student LLM learns directly from instructions and corresponding responses generated by the teacher model. In this paper, we extend KD to the pre-training phase of LLMs, named pre-training distillation (PD). We first conduct a preliminary experiment using GLM-4-9B as the teacher LLM to distill a 1.9B parameter student LLM, validating the effectiveness of PD. Considering the key impact factors of distillation, we systematically explore the design space of pre-training distillation across four aspects: logits processing, loss selection, scaling law, and offline or online logits. We conduct extensive experiments to explore the design space of pre-training distillation and find better configurations and interesting conclusions, such as larger student LLMs generally benefiting more from pre-training distillation, while a larger teacher LLM does not necessarily guarantee better results. We hope our exploration of the design space will inform future practices in pre-training distillation.

CLIP has become a promising language-supervised visual pre-training framework and achieves excellent performance over a wide range of tasks. This paper aims to distill small CLIP models supervised by a large teacher CLIP model. We propose several distillation strategies, including relation, feature, gradient and contrastive paradigm, to examine the impact on CLIP distillation. We show that the simplest feature mimicry with MSE loss performs best. Moreover, interactive contrastive learning and relation-based distillation are also critical in performance improvement. We apply the unified method to distill several student networks trained on 15 million (image, text) pairs. Distillation improves the student CLIP models consistently over zero-shot ImageNet classification and cross-modal retrieval benchmarks. We hope our empirical study will become an important baseline for future CLIP distillation research. The code is available at https://github.com/winycg/CLIP-KD.

Knowledge distillation aims to learn a lightweight student network from a pre-trained teacher network. In practice, existing knowledge distillation methods are usually infeasible when the original training data is unavailable due to some privacy issues and data management considerations. Therefore, data-free knowledge distillation approaches proposed to collect training instances from the Internet. However, most of them have ignored the common distribution shift between the instances from original training data and webly collected data, affecting the reliability of the trained student network. To solve this problem, we propose a novel method dubbed ``Knowledge Distillation between Different Distributions" (KD^{3}), which consists of three components. Specifically, we first dynamically select useful training instances from the webly collected data according to the combined predictions of teacher network and student network. Subsequently, we align both the weighted features and classifier parameters of the two networks for knowledge memorization. Meanwhile, we also build a new contrastive learning block called MixDistribution to generate perturbed data with a new distribution for instance alignment, so that the student network can further learn a distribution-invariant representation. Intensive experiments on various benchmark datasets demonstrate that our proposed KD^{3} can outperform the state-of-the-art data-free knowledge distillation approaches.

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

Standard training pipelines for large language models (LLMs) are typically unidirectional, progressing from pre-training to post-training. However, the potential for a bidirectional process--where insights from post-training retroactively improve the pre-trained foundation--remains unexplored. We aim to establish a self-reinforcing flywheel: a cycle in which reinforcement learning (RL)-tuned model strengthens the base model, which in turn enhances subsequent post-training performance, requiring no specially trained teacher or reference model. To realize this, we analyze training dynamics and identify the mid-training (annealing) phase as a critical turning point for model capabilities. This phase typically occurs at the end of pre-training, utilizing high-quality corpora under a rapidly decaying learning rate. Building upon this insight, we introduce ReMiT (Reinforcement Learning-Guided Mid-Training). Specifically, ReMiT leverages the reasoning priors of RL-tuned models to dynamically reweight tokens during the mid-training phase, prioritizing those pivotal for reasoning. Empirically, ReMiT achieves an average improvement of 3\% on 10 pre-training benchmarks, spanning math, code, and general reasoning, and sustains these gains by over 2\% throughout the post-training pipeline. These results validate an iterative feedback loop, enabling continuous and self-reinforcing evolution of LLMs.

Electrocardiogram (ECG) is a widely used tool for assessing cardiac function due to its low cost and accessibility. Emergent research shows that ECGs can help make predictions on key outcomes traditionally derived from more complex modalities such as echocardiograms (ECHO), enabling the use of ECGs as a more accessible method to predict broader measurements of cardiac function. ECHO, in particular, are of great importance because they require considerable hospital resources while playing a key role in clinical cardiac assessment. To aid this use case, we introduce EchoingECG, a probabilistic student-teacher model that leverages uncertainty-aware ECG embeddings and ECHO supervision to improve ECG-based cardiac function prediction. Our approach integrates Probabilistic Cross-Modal Embeddings (PCME++), a probabilistic contrastive framework, with ECHO-CLIP, a vision-language pre-trained model trained on ECHO-text pairs, to distill ECHO knowledge into ECG representations. Through experiments and external validation, we showed that EchoingECG outperforms state-of-the-art foundation ECG models in zero-shot, few-shot, and fine-tune settings for ECHO predictions based on ECG. We also highlighted that variance estimation (enabled through our method) enhanced our understanding of model performance by identifying underlying regions of uncertainty within ECGs. The code is available: https://github.com/mcintoshML/EchoingECG.

We aim to identify how different components in the KD pipeline affect the resulting performance and how much the optimal KD pipeline varies across different datasets/tasks, such as the data augmentation policy, the loss function, and the intermediate representation for transferring the knowledge between teacher and student. To tease apart their effects, we propose Distiller, a meta KD framework that systematically combines a broad range of techniques across different stages of the KD pipeline, which enables us to quantify each component's contribution. Within Distiller, we unify commonly used objectives for distillation of intermediate representations under a universal mutual information (MI) objective and propose a class of MI-alpha objective functions with better bias/variance trade-off for estimating the MI between the teacher and the student. On a diverse set of NLP datasets, the best Distiller configurations are identified via large-scale hyperparameter optimization. Our experiments reveal the following: 1) the approach used to distill the intermediate representations is the most important factor in KD performance, 2) among different objectives for intermediate distillation, MI-alpha performs the best, and 3) data augmentation provides a large boost for small training datasets or small student networks. Moreover, we find that different datasets/tasks prefer different KD algorithms, and thus propose a simple AutoDistiller algorithm that can recommend a good KD pipeline for a new dataset.

Long-form chain-of-thought reasoning has become a cornerstone of advanced reasoning in large language models. While recent verification-refinement frameworks have enabled proprietary models to solve Olympiad-level problems, their effectiveness hinges on strong, reliable verification and correction capabilities, which remain fragile in open-weight, smaller-scale models. This work demonstrates that even with weak verification and refinement capabilities on hard tasks, the reasoning limits of such models can be substantially extended through a probabilistic paradigm we call Deep Self-Evolving Reasoning (DSER). We conceptualize iterative reasoning as a Markov chain, where each step represents a stochastic transition in the solution space. The key insight is that convergence to a correct solution is guaranteed as long as the probability of improvement marginally exceeds that of degradation. By running multiple long-horizon, self-evolving processes in parallel, DSER amplifies these small positive tendencies, enabling the model to asymptotically approach correct answers. Empirically, we apply DSER to the DeepSeek-R1-0528-Qwen3-8B model. On the challenging AIME 2024-2025 benchmark, DSER solves 5 out of 9 previously unsolvable problems and boosts overall performance, enabling this compact model to surpass the single-turn accuracy of its 600B-parameter teacher through majority voting. Beyond its immediate utility for test-time scaling, the DSER framework serves to diagnose the fundamental limitations of current open-weight reasoners. By clearly delineating their shortcomings in self-verification, refinement, and stability, our findings establish a clear research agenda for developing next-generation models with powerful, intrinsic self-evolving capabilities.

Knowledge distillation is a technique aimed at enhancing the performance of a smaller student network without increasing its parameter size by transferring knowledge from a larger, pre-trained teacher network. Previous approaches have predominantly focused on distilling global feature information while overlooking the importance of disentangling the diverse types of information embedded within different regions of the feature. In this work, we introduce multi-scale decoupling in the feature transfer process for the first time, where the decoupled local features are individually processed and integrated with contrastive learning. Moreover, compared to previous contrastive learning-based distillation methods, our approach not only reduces computational costs but also enhances efficiency, enabling performance improvements for the student network using only single-batch samples. Extensive evaluations on CIFAR-100 and ImageNet demonstrate our method's superiority, with some student networks distilled using our method even surpassing the performance of their pre-trained teacher networks. These results underscore the effectiveness of our approach in enabling student networks to thoroughly absorb knowledge from teacher networks.

GNN-to-MLP distillation aims to utilize knowledge distillation (KD) to learn computationally-efficient multi-layer perceptron (student MLP) on graph data by mimicking the output representations of teacher GNN. Existing methods mainly make the MLP to mimic the GNN predictions over a few class labels. However, the class space may not be expressive enough for covering numerous diverse local graph structures, thus limiting the performance of knowledge transfer from GNN to MLP. To address this issue, we propose to learn a new powerful graph representation space by directly labeling nodes' diverse local structures for GNN-to-MLP distillation. Specifically, we propose a variant of VQ-VAE to learn a structure-aware tokenizer on graph data that can encode each node's local substructure as a discrete code. The discrete codes constitute a codebook as a new graph representation space that is able to identify different local graph structures of nodes with the corresponding code indices. Then, based on the learned codebook, we propose a new distillation target, namely soft code assignments, to directly transfer the structural knowledge of each node from GNN to MLP. The resulting framework VQGraph achieves new state-of-the-art performance on GNN-to-MLP distillation in both transductive and inductive settings across seven graph datasets. We show that VQGraph with better performance infers faster than GNNs by 828x, and also achieves accuracy improvement over GNNs and stand-alone MLPs by 3.90% and 28.05% on average, respectively. Code: https://github.com/YangLing0818/VQGraph.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

Robots operating in human spaces must be able to engage in natural language interaction with people, both understanding and executing instructions, and using conversation to resolve ambiguity and recover from mistakes. To study this, we introduce TEACh, a dataset of over 3,000 human--human, interactive dialogues to complete household tasks in simulation. A Commander with access to oracle information about a task communicates in natural language with a Follower. The Follower navigates through and interacts with the environment to complete tasks varying in complexity from "Make Coffee" to "Prepare Breakfast", asking questions and getting additional information from the Commander. We propose three benchmarks using TEACh to study embodied intelligence challenges, and we evaluate initial models' abilities in dialogue understanding, language grounding, and task execution.

On-policy knowledge distillation (OPD) trains a student on its own rollouts under token-level supervision from a teacher. Not all token positions matter equally, but existing views of token importance are incomplete. We ask a direct question: which tokens carry the most useful learning signal in OPD? Our answer is that informative tokens come from two regions: positions with high student entropy, and positions with low student entropy plus high teacher--student divergence, where the student is overconfident and wrong. Empirically, student entropy is a strong first-order proxy: retaining 50% of tokens with entropy-based sampling matches or exceeds all-token training while reducing peak memory by up to 47%. But entropy alone misses a second important region. When we isolate low-entropy, high-divergence tokens, training on fewer than 10% of all tokens nearly matches full-token baselines, showing that overconfident tokens carry dense corrective signal despite being nearly invisible to entropy-only rules. We organize these findings with TIP (Token Importance in on-Policy distillation), a two-axis taxonomy over student entropy and teacher--student divergence, and give a theoretical explanation for why entropy is useful yet structurally incomplete. This view motivates type-aware token selection rules that combine uncertainty and disagreement. We validate this picture across three teacher--student pairs spanning Qwen3, Llama, and Qwen2.5 on MATH-500 and AIME 2024/2025, and on the DeepPlanning benchmark for long-horizon agentic planning, where Q3-only training on <20% of tokens surpasses full-token OPD. Our experiments are implemented by extending the OPD repository https://github.com/HJSang/OPSD_OnPolicyDistillation, which supports memory-efficient distillation of larger models under limited GPU budgets.

Language model (LM) distillation is a trending area that aims to distil the knowledge resided in a large teacher LM to a small student one. While various methods have been proposed to push the distillation to its limits, it is still a pain distilling LMs when a large capacity gap is exhibited between the teacher and the student LMs. The pain is mainly resulted by the curse of capacity gap, which describes that a larger teacher LM cannot always lead to a better student LM than one distilled from a smaller teacher LM due to the affect of capacity gap increment. That is, there is likely an optimal point yielding the best student LM along the scaling course of the teacher LM. Even worse, the curse of capacity gap can be only partly yet not fully lifted as indicated in previous studies. However, the tale is not ever one-sided. Although a larger teacher LM has better performance than a smaller teacher LM, it is much more resource-demanding especially in the context of recent large LMs (LLMs). Consequently, instead of sticking to lifting the curse, leaving the curse as is should be arguably fine. Even better, in this paper, we reveal that the optimal capacity gap is almost consistent across different student scales and architectures, fortunately turning the curse into the law of capacity gap. The law later guides us to distil a 3B student LM (termed MiniMA) from a 7B teacher LM (adapted LLaMA2-7B). MiniMA is demonstrated to yield a new compute-performance pareto frontier among existing 3B LMs on commonly used benchmarks, and its instruction-tuned version (termed MiniChat) outperforms a wide range of 3B competitors in GPT4 evaluation and could even compete with several 7B chat models.

End-to-end autonomous driving aims to build a fully differentiable system that takes raw sensor data as inputs and directly outputs the planned trajectory or control signals of the ego vehicle. State-of-the-art methods usually follow the `Teacher-Student' paradigm. The Teacher model uses privileged information (ground-truth states of surrounding agents and map elements) to learn the driving strategy. The student model only has access to raw sensor data and conducts behavior cloning on the data collected by the teacher model. By eliminating the noise of the perception part during planning learning, state-of-the-art works could achieve better performance with significantly less data compared to those coupled ones. However, under the current Teacher-Student paradigm, the student model still needs to learn a planning head from scratch, which could be challenging due to the redundant and noisy nature of raw sensor inputs and the casual confusion issue of behavior cloning. In this work, we aim to explore the possibility of directly adopting the strong teacher model to conduct planning while letting the student model focus more on the perception part. We find that even equipped with a SOTA perception model, directly letting the student model learn the required inputs of the teacher model leads to poor driving performance, which comes from the large distribution gap between predicted privileged inputs and the ground-truth. To this end, we propose DriveAdapter, which employs adapters with the feature alignment objective function between the student (perception) and teacher (planning) modules. Additionally, since the pure learning-based teacher model itself is imperfect and occasionally breaks safety rules, we propose a method of action-guided feature learning with a mask for those imperfect teacher features to further inject the priors of hand-crafted rules into the learning process.

While depth tends to improve network performances, it also makes gradient-based training more difficult since deeper networks tend to be more non-linear. The recently proposed knowledge distillation approach is aimed at obtaining small and fast-to-execute models, and it has shown that a student network could imitate the soft output of a larger teacher network or ensemble of networks. In this paper, we extend this idea to allow the training of a student that is deeper and thinner than the teacher, using not only the outputs but also the intermediate representations learned by the teacher as hints to improve the training process and final performance of the student. Because the student intermediate hidden layer will generally be smaller than the teacher's intermediate hidden layer, additional parameters are introduced to map the student hidden layer to the prediction of the teacher hidden layer. This allows one to train deeper students that can generalize better or run faster, a trade-off that is controlled by the chosen student capacity. For example, on CIFAR-10, a deep student network with almost 10.4 times less parameters outperforms a larger, state-of-the-art teacher network.

Reasoning models have made rapid progress on many benchmarks involving math, code, and science. Yet, there are still many open questions about the best training recipes for reasoning since state-of-the-art models often rely on proprietary datasets with little to no public information available. To address this, the goal of the OpenThoughts project is to create open-source datasets for training reasoning models. After initial explorations, our OpenThoughts2-1M dataset led to OpenThinker2-32B, the first model trained on public reasoning data to match DeepSeek-R1-Distill-32B on standard reasoning benchmarks such as AIME and LiveCodeBench. We then improve our dataset further by systematically investigating each step of our data generation pipeline with 1,000+ controlled experiments, which led to OpenThoughts3. Scaling the pipeline to 1.2M examples and using QwQ-32B as teacher yields our OpenThinker3-7B model, which achieves state-of-the-art results: 53% on AIME 2025, 51% on LiveCodeBench 06/24-01/25, and 54% on GPQA Diamond. All of our datasets and models are available on https://openthoughts.ai.

Intelligent tutoring systems combined with large language models offer a promising approach to address students' diverse needs and promote self-efficacious learning. While large language models possess good foundational knowledge of electrical engineering basics, they remain insufficiently capable of addressing specific questions about electrical circuits. In this paper, we present AITEE, an agent-based tutoring system for electrical engineering designed to accompany students throughout their learning process, offer individualized support, and promote self-directed learning. AITEE supports both hand-drawn and digital circuits through an adapted circuit reconstruction process, enabling natural interaction with students. Our novel graph-based similarity measure identifies relevant context from lecture materials through a retrieval augmented generation approach, while parallel Spice simulation further enhances accuracy in applying solution methodologies. The system implements a Socratic dialogue to foster learner autonomy through guided questioning. Experimental evaluations demonstrate that AITEE significantly outperforms baseline approaches in domain-specific knowledge application, with even medium-sized LLM models showing acceptable performance. Our results highlight the potential of agentic tutors to deliver scalable, personalized, and effective learning environments for electrical engineering education.

Visual tokens consume substantial computational resources in multi-modal large models (MLLMs), significantly compromising their efficiency. Recent works have attempted to improve efficiency by compressing visual tokens during training, either through modifications to model components or by introducing additional parameters. However, they often overlook the increased learning difficulty caused by such compression, as the model's parameter space struggles to quickly adapt to the substantial perturbations in the feature space induced by token compression. In this work, we propose to develop Efficient MLLMs via Progressive Consistency Distillation (EPIC), a progressive learning framework. Specifically, by decomposing the feature space perturbations introduced by token compression along the token-wise and layer-wise dimensions, we introduce token consistency distillation and layer consistency distillation, respectively, aiming to reduce the training difficulty by leveraging guidance from a teacher model and following a progressive learning trajectory. Extensive experiments demonstrate the superior effectiveness, robustness, and generalization capabilities of our proposed framework.

Large Foundation Models like Dust3r can produce high quality outputs such as pointmaps, camera intrinsics, and depth estimation, given stereo-image pairs as input. However, the application of these outputs on tasks like Visual Localization requires a large amount of inference time and compute resources. To address these limitations, in this paper, we propose the use of a knowledge distillation pipeline, where we aim to build a student-teacher model with Dust3r as the teacher and explore multiple architectures of student models that are trained using the 3D reconstructed points output by Dust3r. Our goal is to build student models that can learn scene-specific representations and output 3D points with replicable performance such as Dust3r. The data set we used to train our models is 12Scenes. We test two main architectures of models: a CNN-based architecture and a Vision Transformer based architecture. For each architecture, we also compare the use of pre-trained models against models built from scratch. We qualitatively compare the reconstructed 3D points output by the student model against Dust3r's and discuss the various features learned by the student model. We also perform ablation studies on the models through hyperparameter tuning. Overall, we observe that the Vision Transformer presents the best performance visually and quantitatively.

Large Language Models (LLMs) have shown promising performance in text-to-SQL, which involves translating natural language questions into SQL queries. However, current text-to-SQL LLMs are computationally expensive and challenging to deploy in real-world applications, highlighting the importance of compressing them. To achieve this goal, knowledge distillation (KD) is a common approach, which aims to distill the larger teacher model into a smaller student model. While numerous KD methods for autoregressive LLMs have emerged recently, it is still under-explored whether they work well in complex text-to-SQL scenarios. To this end, we conduct a series of analyses and reveal that these KD methods generally fall short in balancing performance and efficiency. In response to this problem, we propose to improve the KD with Imperfect Data, namely KID, which effectively boosts the performance without introducing much training budget. The core of KID is to efficiently mitigate the training-inference mismatch by simulating the cascading effect of inference in the imperfect training data. Extensive experiments on 5 text-to-SQL benchmarks show that, KID can not only achieve consistent and significant performance gains (up to +5.83% average score) across all model types and sizes, but also effectively improve the training efficiency.

Prompt learning has emerged as a valuable technique in enhancing vision-language models (VLMs) such as CLIP for downstream tasks in specific domains. Existing work mainly focuses on designing various learning forms of prompts, neglecting the potential of prompts as effective distillers for learning from larger teacher models. In this paper, we introduce an unsupervised domain prompt distillation framework, which aims to transfer the knowledge of a larger teacher model to a lightweight target model through prompt-driven imitation using unlabeled domain images. Specifically, our framework consists of two distinct stages. In the initial stage, we pre-train a large CLIP teacher model using domain (few-shot) labels. After pre-training, we leverage the unique decoupled-modality characteristics of CLIP by pre-computing and storing the text features as class vectors only once through the teacher text encoder. In the subsequent stage, the stored class vectors are shared across teacher and student image encoders for calculating the predicted logits. Further, we align the logits of both the teacher and student models via KL divergence, encouraging the student image encoder to generate similar probability distributions to the teacher through the learnable prompts. The proposed prompt distillation process eliminates the reliance on labeled data, enabling the algorithm to leverage a vast amount of unlabeled images within the domain. Finally, the well-trained student image encoders and pre-stored text features (class vectors) are utilized for inference. To our best knowledge, we are the first to (1) perform unsupervised domain-specific prompt-driven knowledge distillation for CLIP, and (2) establish a practical pre-storing mechanism of text features as shared class vectors between teacher and student. Extensive experiments on 11 datasets demonstrate the effectiveness of our method.

Effective mathematics education requires identifying and responding to students' mistakes. For AI to support pedagogical applications, models must perform well across different levels of student proficiency. Our work provides an extensive, year-long snapshot of how 11 vision-language models (VLMs) perform on DrawEduMath, a QA benchmark involving real students' handwritten, hand-drawn responses to math problems. We find that models' weaknesses concentrate on a core component of math education: student error. All evaluated VLMs underperform when describing work from students who require more pedagogical help, and across all QA, they struggle the most on questions related to assessing student error. Thus, while VLMs may be optimized to be math problem solving experts, our results suggest that they require alternative development incentives to adequately support educational use cases.

Intelligent tutoring agents powered by large language models (LLMs) have been increasingly explored to deliver personalized guidance in areas such as language learning and science education. However, their capabilities in guiding users to solve complex real-world tasks remain underexplored. To address this limitation, in this work, we focus on coding tutoring, a challenging problem that requires tutors to proactively guide students toward completing predefined coding tasks. We propose a novel agent workflow, Trace-and-Verify (TRAVER), which combines knowledge tracing to estimate a student's knowledge state and turn-by-turn verification to ensure effective guidance toward task completion. We introduce DICT, an automatic evaluation protocol that assesses tutor agents holistically using controlled student simulation and code generation tests. Extensive experiments reveal the challenges of coding tutoring and demonstrate that TRAVER achieves a significantly higher success rate. Although we use code tutoring as an example in this paper, our results and findings can be extended beyond coding, providing valuable insights into advancing tutoring agents for a variety of tasks.

Recent developments in Generative Artificial Intelligence (GenAI) have created significant uncertainty in education, particularly in terms of assessment practices. Against this backdrop, we present an updated version of the AI Assessment Scale (AIAS), a framework with two fundamental purposes: to facilitate open dialogue between educators and students about appropriate GenAI use and to support educators in redesigning assessments in an era of expanding AI capabilities. Grounded in social constructivist principles and designed with assessment validity in mind, the AIAS provides a structured yet flexible approach that can be adapted across different educational contexts. Building on implementation feedback from global adoption across both the K-12 and higher education contexts, this revision represents a significant change from the original AIAS. Among these changes is a new visual guide that moves beyond the original traffic light system and utilises a neutral colour palette that avoids implied hierarchies between the levels. The scale maintains five distinct levels of GenAI integration in assessment, from "No AI" to "AI Exploration", but has been refined to better reflect rapidly advancing technological capabilities and emerging pedagogical needs. This paper presents the theoretical foundations of the revised framework, provides detailed implementation guidance through practical vignettes, and discusses its limitations and future directions. As GenAI capabilities continue to expand, particularly in multimodal content generation, the AIAS offers a starting point for reimagining assessment design in an era of disruptive technologies.

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

Drawing supports learning by externalizing mental models, but providing timely feedback at scale remains challenging. We present Draw2Learn, a system that explores how AI can act as a supportive teammate during drawing-based learning. The design translates learning principles into concrete interaction patterns: AI generates structured drawing quests, provides optional visual scaffolds, monitors progress, and delivers multidimensional feedback. We collected formative user feedback during system development and open-ended comments. Feedback showed positive ratings for usability, usefulness, and user experience, with themes highlighting AI scaffolding value and learner autonomy. This work contributes a design framework for teammate-oriented AI in generative learning and identifies key considerations for future research.

We present a method for using previously-trained 'teacher' agents to kickstart the training of a new 'student' agent. To this end, we leverage ideas from policy distillation and population based training. Our method places no constraints on the architecture of the teacher or student agents, and it regulates itself to allow the students to surpass their teachers in performance. We show that, on a challenging and computationally-intensive multi-task benchmark (DMLab-30), kickstarted training improves the data efficiency of new agents, making it significantly easier to iterate on their design. We also show that the same kickstarting pipeline can allow a single student agent to leverage multiple 'expert' teachers which specialize on individual tasks. In this setting kickstarting yields surprisingly large gains, with the kickstarted agent matching the performance of an agent trained from scratch in almost 10x fewer steps, and surpassing its final performance by 42 percent. Kickstarting is conceptually simple and can easily be incorporated into reinforcement learning experiments.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

While Generative AI has demonstrated strong potential and versatility in content generation, its application to educational contexts presents several challenges. Models often fail to align with curriculum standards and maintain grade-appropriate reading levels consistently. Furthermore, STEM education poses additional challenges in balancing scientific explanations with everyday language when introducing complex and abstract ideas and phenomena to younger students. In this work, we propose COGENT, a curriculum-oriented framework for generating grade-appropriate educational content. We incorporate three curriculum components (science concepts, core ideas, and learning objectives), control readability through length, vocabulary, and sentence complexity, and adopt a ``wonder-based'' approach to increase student engagement and interest. We conduct a multi-dimensional evaluation via both LLM-as-a-judge and human expert analysis. Experimental results show that COGENT consistently produces grade-appropriate passages that are comparable or superior to human references. Our work establishes a viable approach for scaling adaptive and high-quality learning resources.

Allowing humans to interactively train artificial agents to understand language instructions is desirable for both practical and scientific reasons, but given the poor data efficiency of the current learning methods, this goal may require substantial research efforts. Here, we introduce the BabyAI research platform to support investigations towards including humans in the loop for grounded language learning. The BabyAI platform comprises an extensible suite of 19 levels of increasing difficulty. The levels gradually lead the agent towards acquiring a combinatorially rich synthetic language which is a proper subset of English. The platform also provides a heuristic expert agent for the purpose of simulating a human teacher. We report baseline results and estimate the amount of human involvement that would be required to train a neural network-based agent on some of the BabyAI levels. We put forward strong evidence that current deep learning methods are not yet sufficiently sample efficient when it comes to learning a language with compositional properties.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

Large language models (LLMs) have been employed in various intelligent educational tasks to assist teaching. While preliminary explorations have focused on independent LLM-empowered agents for specific educational tasks, the potential for LLMs within a multi-agent collaborative framework to simulate a classroom with real user participation remains unexplored. In this work, we propose SimClass, a multi-agent classroom simulation framework involving user participation. We recognize representative class roles and introduce a novel class control mechanism for automatic classroom teaching, and conduct user experiments in two real-world courses. Utilizing the Flanders Interactive Analysis System and Community of Inquiry theoretical frame works from educational analysis, we demonstrate that LLMs can simulate traditional classroom interaction patterns effectively while enhancing user's experience. We also observe emergent group behaviors among agents in SimClass, where agents collaborate to create enlivening interactions in classrooms to improve user learning process. We hope this work pioneers the application of LLM-empowered multi-agent systems in virtual classroom teaching.

The use of artificial intelligence (AI) offers various possibilities to expand and support educational research. Specifically, the implementation of AI can be used to develop new frameworks to establish new research tools that accelerate and meaningfully expand the efficiency of data evaluation and interpretation (Buckingham Shum et al., 2023). This article presents the prototype of the FACTS-V1 (Filtering and Analysis of Content in Textual Sources) framework. With the help of the application, numerous scientific papers can be automatically extracted, analyzed and interpreted from open access document servers without having to rely on proprietary applications and their limitations. The FACTS-V1 prototype consists of three building blocks. The first part deals with the extraction of texts, the second with filtering and interpretation, and the last with the actual statistical evaluation (topic modeling) using an interactive overview. The aim of the framework is to provide recommendations for future scientific questions based on existing data. The functionality is illustrated by asking how the use of AI will change the education sector. The data used to answer the question comes from 82 scientific papers on the topic of AI from 2024. The papers are publicly available on the peDOCS document server of the Leibniz Institute for Educational Research and Educational Information.

The world currently has an abundance of ideas for how to use new LLM agents, and developers seek to rapidly prototype and test new agentic designs. However, executing agents at scale using high-capacity LLMs incurs high inference costs. We propose a simple method for reducing LLM agent inference costs without incurring the development friction costs associated with LLM fine-tuning (long training cycles, optimization hyperparameter tweaking loops) or manual prompt engineering (laborious trial and error). Most importantly, we introduce in-context distillation, which adapts the idea of knowledge distillation (training a low cost-student model to mimic a high-cost teacher) to an in-context learning setting. Our approach retrieves relevant teacher demonstrations at each agent step and provides them to the student as in-context examples, enabling the student to imitate teacher behavior on-the-fly. We combine in-context distillation with the established idea of self-consistency cascades to know when the trust the student. This adaptive strategy realizes the cost benefits of model specialization while preserving the productivity of working with frozen models. On the multi-step embodied reasoning benchmark ALFWorld, our method matches teacher-level accuracy at 2.5\times lower cost, reducing per-episode costs from \0.059 to 0.024. The upfront demonstration cost amortizes after just 843 episodes, yielding cumulative savings exceeding \34,900 at deployment scale (1M episodes). On AppWorld, a complex agent benchmark requiring multi-step API workflows, we shift the Pareto frontier by achieving a 2times cost reduction$ at iso-accuracy. By reducing operational costs while maintaining rapid experimentation cycles with frozen models, our approach makes advanced agentic systems economically viable for a broader range of applications.

Creating Automatic Speech Recognition (ASR) systems that are robust and resilient to classroom conditions is paramount to the development of AI tools to aid teachers and students. In this work, we study the efficacy of continued pretraining (CPT) in adapting Wav2vec2.0 to the classroom domain. We show that CPT is a powerful tool in that regard and reduces the Word Error Rate (WER) of Wav2vec2.0-based models by upwards of 10%. More specifically, CPT improves the model's robustness to different noises, microphones and classroom conditions.

Automated teaching assistants and chatbots have significant potential to reduce the workload of human instructors, especially for logistics-related question answering, which is important to students yet repetitive for instructors. However, due to privacy concerns, there is a lack of publicly available datasets. We introduce SyllabusQA, an open-source dataset with 63 real course syllabi covering 36 majors, containing 5,078 open-ended course logistics-related question-answer pairs that are diverse in both question types and answer formats. Since many logistics-related questions contain critical information like the date of an exam, it is important to evaluate the factuality of answers. We benchmark several strong baselines on this task, from large language model prompting to retrieval-augmented generation. We introduce Fact-QA, an LLM-based (GPT-4) evaluation metric to evaluate the factuality of predicted answers. We find that despite performing close to humans on traditional metrics of textual similarity, there remains a significant gap between automated approaches and humans in terms of fact precision.

Recent advances in generative artificial intelligence (AI) have shown promise in accurately grading open-ended student responses. However, few prior works have explored grading handwritten responses due to a lack of data and the challenge of combining visual and textual information. In this work, we leverage state-of-the-art multi-modal AI models, in particular GPT-4o, to automatically grade handwritten responses to college-level math exams. Using real student responses to questions in a probability theory exam, we evaluate GPT-4o's alignment with ground-truth scores from human graders using various prompting techniques. We find that while providing rubrics improves alignment, the model's overall accuracy is still too low for real-world settings, showing there is significant room for growth in this task.

The integration of large language models (LLMs) into education presents unprecedented opportunities for scalable personalized learning. However, standard LLMs often function as generic information providers, lacking alignment with fundamental pedagogical principles such as helpfulness, student-centered personalization, and creativity cultivation. To bridge this gap, we propose EduAlign, a novel framework designed to guide LLMs toward becoming more effective and responsible educational assistants. EduAlign consists of two main stages. In the first stage, we curate a dataset of 8k educational interactions and annotate them-both manually and automatically-along three key educational dimensions: Helpfulness, Personalization, and Creativity (HPC). These annotations are used to train HPC-RM, a multi-dimensional reward model capable of accurately scoring LLM outputs according to these educational principles. We further evaluate the consistency and reliability of this reward model. In the second stage, we leverage HPC-RM as a reward signal to fine-tune a pre-trained LLM using Group Relative Policy Optimization (GRPO) on a set of 2k diverse prompts. We then assess the pre- and post-finetuning models on both educational and general-domain benchmarks across the three HPC dimensions. Experimental results demonstrate that the fine-tuned model exhibits significantly improved alignment with pedagogical helpfulness, personalization, and creativity stimulation. This study presents a scalable and effective approach to aligning LLMs with nuanced and desirable educational traits, paving the way for the development of more engaging, pedagogically aligned AI tutors.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

Generative AI and large language models hold great promise in enhancing computing education by powering next-generation educational technologies for introductory programming. Recent works have studied these models for different scenarios relevant to programming education; however, these works are limited for several reasons, as they typically consider already outdated models or only specific scenario(s). Consequently, there is a lack of a systematic study that benchmarks state-of-the-art models for a comprehensive set of programming education scenarios. In our work, we systematically evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, and compare their performance with human tutors for a variety of scenarios. We evaluate using five introductory Python programming problems and real-world buggy programs from an online platform, and assess performance using expert-based annotations. Our results show that GPT-4 drastically outperforms ChatGPT (based on GPT-3.5) and comes close to human tutors' performance for several scenarios. These results also highlight settings where GPT-4 still struggles, providing exciting future directions on developing techniques to improve the performance of these models.

In the age of AI-powered educational (AIED) innovation, evaluating the developmental consequences of novel designs before they are exposed to students has become both essential and challenging. Since such interventions may carry irreversible effects, it is critical to anticipate not only potential benefits but also possible harms. This study proposes a student development agent framework based on large language models (LLMs), designed to simulate how students with diverse characteristics may evolve under different educational settings without administering them to real students. By validating the approach through a case study on a multi-agent learning environment (MAIC), we demonstrate that the agent's predictions align with real student outcomes in non-cognitive developments. The results suggest that LLM-based simulations hold promise for evaluating AIED innovations efficiently and ethically. Future directions include enhancing profile structures, incorporating fine-tuned or small task-specific models, validating effects of empirical findings, interpreting simulated data and optimizing evaluation methods.