Daily Papers

World models that forecast scene evolution by generating future video frames devote the bulk of their capacity to photometric details, yet the resulting predictions often remain geometrically inconsistent. We present VGGT-World, a geometry world model that side-steps video generation entirely and instead forecasts the temporal evolution of frozen geometry-foundation-model (GFM) features. Concretely, we repurpose the latent tokens of a frozen VGGT as the world state and train a lightweight temporal flow transformer to autoregressively predict their future trajectory. Two technical challenges arise in this high-dimensional (d=1024) feature space: (i) standard velocity-prediction flow matching collapses, and (ii) autoregressive rollout suffers from compounding exposure bias. We address the first with a clean-target (z-prediction) parameterization that yields a substantially higher signal-to-noise ratio, and the second with a two-stage latent flow-forcing curriculum that progressively conditions the model on its own partially denoised rollouts. Experiments on KITTI, Cityscapes, and TartanAir demonstrate that VGGT-World significantly outperforms the strongest baselines in depth forecasting while running 3.6-5 times faster with only 0.43B trainable parameters, establishing frozen GFM features as an effective and efficient predictive state for 3D world modeling.

Timestep sampling p(t) is a central design choice in Flow Matching models, yet common practice increasingly favors static middle-biased distributions (e.g., Logit-Normal). We show that this choice induces a speed--quality trade-off: middle-biased sampling accelerates early convergence but yields worse asymptotic fidelity than Uniform sampling. By analyzing per-timestep training losses, we identify a U-shaped difficulty profile with persistent errors near the boundary regimes, implying that under-sampling the endpoints leaves fine details unresolved. Guided by this insight, we propose Curriculum Sampling, a two-phase schedule that begins with middle-biased sampling for rapid structure learning and then switches to Uniform sampling for boundary refinement. On CIFAR-10, Curriculum Sampling improves the best FID from 3.85 (Uniform) to 3.22 while reaching peak performance at 100k rather than 150k training steps. Our results highlight that timestep sampling should be treated as an evolving curriculum rather than a fixed hyperparameter.

Modern language models rely on static vocabularies, fixed before pretraining, in contrast to the adaptive vocabulary acquisition observed in human language learning. To bridge this gap, we introduce vocabulary curriculum learning, an approach that improves pretraining efficiency with log-linear scaling gains relative to vocabulary size. Our method alternates between entropy-guided vocabulary expansion and model optimization, enabling models to learn transferable representations across diverse tokenization granularities. This approach naturally gives rise to an optimal computation allocation pattern: longer tokens capture predictable content, while shorter tokens focus on more complex, harder-to-predict contexts. Experiments on small-scale GPT models demonstrate improved scaling efficiency, reinforcing the effectiveness of dynamic tokenization. We release our code to support further research and plan to extend our experiments to larger models and diverse domains.

Few-step diffusion or flow-based generative models typically distill a velocity-predicting teacher into a student that predicts a shortcut towards denoised data. This format mismatch has led to complex distillation procedures that often suffer from a quality-diversity trade-off. To address this, we propose policy-based flow models (pi-Flow). pi-Flow modifies the output layer of a student flow model to predict a network-free policy at one timestep. The policy then produces dynamic flow velocities at future substeps with negligible overhead, enabling fast and accurate ODE integration on these substeps without extra network evaluations. To match the policy's ODE trajectory to the teacher's, we introduce a novel imitation distillation approach, which matches the policy's velocity to the teacher's along the policy's trajectory using a standard ell_2 flow matching loss. By simply mimicking the teacher's behavior, pi-Flow enables stable and scalable training and avoids the quality-diversity trade-off. On ImageNet 256^2, it attains a 1-NFE FID of 2.85, outperforming MeanFlow of the same DiT architecture. On FLUX.1-12B and Qwen-Image-20B at 4 NFEs, pi-Flow achieves substantially better diversity than state-of-the-art few-step methods, while maintaining teacher-level quality.

State-of-the-art flow models achieve remarkable quality but require slow, iterative sampling. To accelerate this, flow maps can be distilled from pre-trained teachers, a procedure that conventionally requires sampling from an external dataset. We argue that this data-dependency introduces a fundamental risk of Teacher-Data Mismatch, as a static dataset may provide an incomplete or even misaligned representation of the teacher's full generative capabilities. This leads us to question whether this reliance on data is truly necessary for successful flow map distillation. In this work, we explore a data-free alternative that samples only from the prior distribution, a distribution the teacher is guaranteed to follow by construction, thereby circumventing the mismatch risk entirely. To demonstrate the practical viability of this philosophy, we introduce a principled framework that learns to predict the teacher's sampling path while actively correcting for its own compounding errors to ensure high fidelity. Our approach surpasses all data-based counterparts and establishes a new state-of-the-art by a significant margin. Specifically, distilling from SiT-XL/2+REPA, our method reaches an impressive FID of 1.45 on ImageNet 256x256, and 1.49 on ImageNet 512x512, both with only 1 sampling step. We hope our work establishes a more robust paradigm for accelerating generative models and motivates the broader adoption of flow map distillation without data.

Large language models (LLMs) can perform remarkably complex tasks, yet the fine-grained details of how these capabilities emerge during pretraining remain poorly understood. Scaling laws on validation loss tell us how much a model improves with additional compute, but not what skills it acquires in which order. To remedy this, we propose the Implicit Curriculum Hypothesis: pretraining follows a compositional and predictable curriculum across models and data mixtures. We test this by designing a suite of simple, composable tasks spanning retrieval, morphological transformations, coreference, logical reasoning, and mathematics. Using these tasks, we track emergence points across four model families spanning sizes from 410M-13B parameters. We find that emergence orderings of when models reach fixed accuracy thresholds are strikingly consistent (ρ= .81 across 45 model pairs), and that composite tasks most often emerge after their component tasks. Furthermore, we find that this structure is encoded in model representations: tasks with similar function vector representations also tend to follow similar trajectories in training. By using the space of representations derived from our task set, we can effectively predict the training trajectories of simple held-out compositional tasks throughout the course of pretraining (R^2 = .68-.84 across models) without previously evaluating them. Together, these results suggest that pretraining is more structured than loss curves reveal: skills emerge in a compositional order that is consistent across models and readable from their internals.

Flow matching is a recent framework to train generative models that exhibits impressive empirical performance while being relatively easier to train compared with diffusion-based models. Despite its advantageous properties, prior methods still face the challenges of expensive computing and a large number of function evaluations of off-the-shelf solvers in the pixel space. Furthermore, although latent-based generative methods have shown great success in recent years, this particular model type remains underexplored in this area. In this work, we propose to apply flow matching in the latent spaces of pretrained autoencoders, which offers improved computational efficiency and scalability for high-resolution image synthesis. This enables flow-matching training on constrained computational resources while maintaining their quality and flexibility. Additionally, our work stands as a pioneering contribution in the integration of various conditions into flow matching for conditional generation tasks, including label-conditioned image generation, image inpainting, and semantic-to-image generation. Through extensive experiments, our approach demonstrates its effectiveness in both quantitative and qualitative results on various datasets, such as CelebA-HQ, FFHQ, LSUN Church & Bedroom, and ImageNet. We also provide a theoretical control of the Wasserstein-2 distance between the reconstructed latent flow distribution and true data distribution, showing it is upper-bounded by the latent flow matching objective. Our code will be available at https://github.com/VinAIResearch/LFM.git.

Reinforcement learning (RL) has proven effective for fine-tuning large language models (LLMs), significantly enhancing their reasoning abilities in domains such as mathematics and code generation. A crucial factor influencing RL fine-tuning success is the training curriculum: the order in which training problems are presented. While random curricula serve as common baselines, they remain suboptimal; manually designed curricula often rely heavily on heuristics, and online filtering methods can be computationally prohibitive. To address these limitations, we propose Self-Evolving Curriculum (SEC), an automatic curriculum learning method that learns a curriculum policy concurrently with the RL fine-tuning process. Our approach formulates curriculum selection as a non-stationary Multi-Armed Bandit problem, treating each problem category (e.g., difficulty level or problem type) as an individual arm. We leverage the absolute advantage from policy gradient methods as a proxy measure for immediate learning gain. At each training step, the curriculum policy selects categories to maximize this reward signal and is updated using the TD(0) method. Across three distinct reasoning domains: planning, inductive reasoning, and mathematics, our experiments demonstrate that SEC significantly improves models' reasoning capabilities, enabling better generalization to harder, out-of-distribution test problems. Additionally, our approach achieves better skill balance when fine-tuning simultaneously on multiple reasoning domains. These findings highlight SEC as a promising strategy for RL fine-tuning of LLMs.

The superior performance of modern deep networks usually comes with a costly training procedure. This paper presents a new curriculum learning approach for the efficient training of visual backbones (e.g., vision Transformers). Our work is inspired by the inherent learning dynamics of deep networks: we experimentally show that at an earlier training stage, the model mainly learns to recognize some 'easier-to-learn' discriminative patterns within each example, e.g., the lower-frequency components of images and the original information before data augmentation. Driven by this phenomenon, we propose a curriculum where the model always leverages all the training data at each epoch, while the curriculum starts with only exposing the 'easier-to-learn' patterns of each example, and introduces gradually more difficult patterns. To implement this idea, we 1) introduce a cropping operation in the Fourier spectrum of the inputs, which enables the model to learn from only the lower-frequency components efficiently, 2) demonstrate that exposing the features of original images amounts to adopting weaker data augmentation, and 3) integrate 1) and 2) and design a curriculum learning schedule with a greedy-search algorithm. The resulting approach, EfficientTrain, is simple, general, yet surprisingly effective. As an off-the-shelf method, it reduces the wall-time training cost of a wide variety of popular models (e.g., ResNet, ConvNeXt, DeiT, PVT, Swin, and CSWin) by >1.5x on ImageNet-1K/22K without sacrificing accuracy. It is also effective for self-supervised learning (e.g., MAE). Code is available at https://github.com/LeapLabTHU/EfficientTrain.

Curriculum learning has shown promise in improving training efficiency and generalization in various machine learning domains, yet its potential in pretraining language models remains underexplored, prompting our work as the first systematic investigation in this area. We experimented with different settings, including vanilla curriculum learning, pacing-based sampling, and interleaved curricula-guided by six difficulty metrics spanning linguistic and information-theoretic perspectives. We train models under these settings and evaluate their performance on eight diverse benchmarks. Our experiments reveal that curriculum learning consistently improves convergence in early and mid-training phases, and can yield lasting gains when used as a warmup strategy with up to 3.5% improvement. Notably, we identify compression ratio, lexical diversity, and readability as effective difficulty signals across settings. Our findings highlight the importance of data ordering in large-scale pretraining and provide actionable insights for scalable, data-efficient model development under realistic training scenarios.

Diffusion-based generative models have emerged as powerful tools in the realm of generative modeling. Despite extensive research on denoising across various timesteps and noise levels, a conflict persists regarding the relative difficulties of the denoising tasks. While various studies argue that lower timesteps present more challenging tasks, others contend that higher timesteps are more difficult. To address this conflict, our study undertakes a comprehensive examination of task difficulties, focusing on convergence behavior and changes in relative entropy between consecutive probability distributions across timesteps. Our observational study reveals that denoising at earlier timesteps poses challenges characterized by slower convergence and higher relative entropy, indicating increased task difficulty at these lower timesteps. Building on these observations, we introduce an easy-to-hard learning scheme, drawing from curriculum learning, to enhance the training process of diffusion models. By organizing timesteps or noise levels into clusters and training models with ascending orders of difficulty, we facilitate an order-aware training regime, progressing from easier to harder denoising tasks, thereby deviating from the conventional approach of training diffusion models simultaneously across all timesteps. Our approach leads to improved performance and faster convergence by leveraging benefits of curriculum learning, while maintaining orthogonality with existing improvements in diffusion training techniques. We validate these advantages through comprehensive experiments in image generation tasks, including unconditional, class-conditional, and text-to-image generation.

We describe our team's contribution to the STRICT-SMALL track of the BabyLM Challenge. The challenge requires training a language model from scratch using only a relatively small training dataset of ten million words. We experiment with three variants of cognitively-motivated curriculum learning and analyze their effect on the performance of the model on linguistic evaluation tasks. In the vocabulary curriculum, we analyze methods for constraining the vocabulary in the early stages of training to simulate cognitively more plausible learning curves. In the data curriculum experiments, we vary the order of the training instances based on i) infant-inspired expectations and ii) the learning behavior of the model. In the objective curriculum, we explore different variations of combining the conventional masked language modeling task with a more coarse-grained word class prediction task to reinforce linguistic generalization capabilities. Our results did not yield consistent improvements over our own non-curriculum learning baseline across a range of linguistic benchmarks; however, we do find marginal gains on select tasks. Our analysis highlights key takeaways for specific combinations of tasks and settings which benefit from our proposed curricula. We moreover determine that careful selection of model architecture, and training hyper-parameters yield substantial improvements over the default baselines provided by the BabyLM challenge.

Reinforcement Learning (RL) algorithms are often known for sample inefficiency and difficult generalization. Recently, Unsupervised Environment Design (UED) emerged as a new paradigm for zero-shot generalization by simultaneously learning a task distribution and agent policies on the generated tasks. This is a non-stationary process where the task distribution evolves along with agent policies; creating an instability over time. While past works demonstrated the potential of such approaches, sampling effectively from the task space remains an open challenge, bottlenecking these approaches. To this end, we introduce CLUTR: a novel unsupervised curriculum learning algorithm that decouples task representation and curriculum learning into a two-stage optimization. It first trains a recurrent variational autoencoder on randomly generated tasks to learn a latent task manifold. Next, a teacher agent creates a curriculum by maximizing a minimax REGRET-based objective on a set of latent tasks sampled from this manifold. Using the fixed-pretrained task manifold, we show that CLUTR successfully overcomes the non-stationarity problem and improves stability. Our experimental results show CLUTR outperforms PAIRED, a principled and popular UED method, in the challenging CarRacing and navigation environments: achieving 10.6X and 45\% improvement in zero-shot generalization, respectively. CLUTR also performs comparably to the non-UED state-of-the-art for CarRacing, while requiring 500X fewer environment interactions.

Recent advances in reinforcement learning (RL)-based post-training have led to notable improvements in large language models (LLMs), particularly in enhancing their reasoning capabilities to handle complex tasks. However, most existing methods treat the training data as a unified whole, overlooking the fact that modern LLM training often involves a mixture of data from diverse distributions-varying in both source and difficulty. This heterogeneity introduces a key challenge: how to adaptively schedule training across distributions to optimize learning efficiency. In this paper, we present a principled curriculum learning framework grounded in the notion of distribution-level learnability. Our core insight is that the magnitude of policy advantages reflects how much a model can still benefit from further training on a given distribution. Based on this, we propose a distribution-level curriculum learning framework for RL-based LLM post-training, which leverages the Upper Confidence Bound (UCB) principle to dynamically adjust sampling probabilities for different distrubutions. This approach prioritizes distributions with either high average advantage (exploitation) or low sample count (exploration), yielding an adaptive and theoretically grounded training schedule. We instantiate our curriculum learning framework with GRPO as the underlying RL algorithm and demonstrate its effectiveness on logic reasoning datasets with multiple difficulties and sources. Our experiments show that our framework significantly improves convergence speed and final performance, highlighting the value of distribution-aware curriculum strategies in LLM post-training. Code: https://github.com/ZhentingWang/DUMP.

Curriculum Learning has been a popular strategy to improve the cognitive plausibility of Small-Scale Language Models (SSLMs) in the BabyLM Challenge. However, it has not led to considerable improvements over non-curriculum models. We assess whether theoretical linguistic acquisition theories can be used to specify more fine-grained curriculum learning strategies, creating age-ordered corpora of Child-Directed Speech for four typologically distant language families to implement SSLMs and acquisition-inspired curricula cross-lingually. Comparing the success of three objective curricula (Growing, Inwards and MMM) that precisely replicate the predictions of acquisition theories on a standard SSLM architecture, we find fine-grained acquisition-inspired curricula can outperform non-curriculum baselines and performance benefits of curricula strategies in SSLMs can be derived by specifying fine-grained language-specific curricula that precisely replicate language acquisition theories.

We introduce Youtu-LLM, a lightweight yet powerful language model that harmonizes high computational efficiency with native agentic intelligence. Unlike typical small models that rely on distillation, Youtu-LLM (1.96B) is pre-trained from scratch to systematically cultivate reasoning and planning capabilities. The key technical advancements are as follows: (1) Compact Architecture with Long-Context Support: Built on a dense Multi-Latent Attention (MLA) architecture with a novel STEM-oriented vocabulary, Youtu-LLM supports a 128k context window. This design enables robust long-context reasoning and state tracking within a minimal memory footprint, making it ideal for long-horizon agent and reasoning tasks. (2) Principled "Commonsense-STEM-Agent" Curriculum: We curated a massive corpus of approximately 11T tokens and implemented a multi-stage training strategy. By progressively shifting the pre-training data distribution from general commonsense to complex STEM and agentic tasks, we ensure the model acquires deep cognitive abilities rather than superficial alignment. (3) Scalable Agentic Mid-training: Specifically for the agentic mid-training, we employ diverse data construction schemes to synthesize rich and varied trajectories across math, coding, and tool-use domains. This high-quality data enables the model to internalize planning and reflection behaviors effectively. Extensive evaluations show that Youtu-LLM sets a new state-of-the-art for sub-2B LLMs. On general benchmarks, it achieves competitive performance against larger models, while on agent-specific tasks, it significantly surpasses existing SOTA baselines, demonstrating that lightweight models can possess strong intrinsic agentic capabilities.

Domain-specific large language models (LLMs), typically developed by fine-tuning a pre-trained general-purpose LLM on specialized datasets, represent a significant advancement in applied AI. A common strategy in LLM fine-tuning is curriculum learning, which pre-orders training samples based on metrics like difficulty to improve learning efficiency compared to a random sampling strategy. However, most existing methods for LLM fine-tuning rely on a static curriculum, designed prior to training, which lacks adaptability to the model's evolving needs during fine-tuning. To address this, we propose EDCO, a novel framework based on two key concepts: inference entropy and dynamic curriculum orchestration. Inspired by recent findings that maintaining high answer entropy benefits long-term reasoning gains, EDCO prioritizes samples with high inference entropy in a continuously adapted curriculum. EDCO integrates three core components: an efficient entropy estimator that uses prefix tokens to approximate full-sequence entropy, an entropy-based curriculum generator that selects data points with the highest inference entropy, and an LLM trainer that optimizes the model on the selected curriculum. Comprehensive experiments in communication, medicine and law domains, EDCO outperforms traditional curriculum strategies for fine-tuning Qwen3-4B and Llama3.2-3B models under supervised and reinforcement learning settings. Furthermore, the proposed efficient entropy estimation reduces computational time by 83.5% while maintaining high accuracy.

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.

Uniform-state discrete diffusion models hold the promise of fast text generation due to their inherent ability to self-correct. However, they are typically outperformed by autoregressive models and masked diffusion models. In this work, we narrow this performance gap by leveraging a key insight: Uniform-state diffusion processes naturally emerge from an underlying Gaussian diffusion. Our method, Duo, transfers powerful techniques from Gaussian diffusion to improve both training and sampling. First, we introduce a curriculum learning strategy guided by the Gaussian process, doubling training speed by reducing variance. Models trained with curriculum learning surpass autoregressive models in zero-shot perplexity on 3 of 7 benchmarks. Second, we present Discrete Consistency Distillation, which adapts consistency distillation from the continuous to the discrete setting. This algorithm unlocks few-step generation in diffusion language models by accelerating sampling by two orders of magnitude. We provide the code and model checkpoints on the project page: http://s-sahoo.github.io/duo

Large Language Models (LLMs) are changing the coding paradigm, known as vibe coding, yet synthesizing algorithmically sophisticated and robust code still remains a critical challenge. Incentivizing the deep reasoning capabilities of LLMs is essential to overcoming this hurdle. Reinforcement Fine-Tuning (RFT) has emerged as a promising strategy to address this need. However, most existing approaches overlook the heterogeneous difficulty and granularity inherent in test cases, leading to an imbalanced distribution of reward signals and consequently biased gradient updates during training. To address this, we propose Test-driven and cApability-adaptive cuRriculum reinfOrcement fine-Tuning (TAROT). TAROT systematically constructs, for each problem, a four-tier test suite (basic, intermediate, complex, edge), providing a controlled difficulty landscape for curriculum design and evaluation. Crucially, TAROT decouples curriculum progression from raw reward scores, enabling capability-conditioned evaluation and principled selection from a portfolio of curriculum policies rather than incidental test-case difficulty composition. This design fosters stable optimization and more efficient competency acquisition. Extensive experimental results reveal that the optimal curriculum for RFT in code generation is closely tied to a model's inherent capability, with less capable models achieving greater gains with an easy-to-hard progression, whereas more competent models excel under a hard-first curriculum. TAROT provides a reproducible method that adaptively tailors curriculum design to a model's capability, thereby consistently improving the functional correctness and robustness of the generated code. All code and data are released to foster reproducibility and advance community research at https://github.com/deep-diver/TAROT.

Artificial neural networks (ANN) are inspired by human learning. However, unlike human education, classical ANN does not use a curriculum. Curriculum Learning (CL) refers to the process of ANN training in which examples are used in a meaningful order. When using CL, training begins with a subset of the dataset and new samples are added throughout the training, or training begins with the entire dataset and the number of samples used is reduced. With these changes in training dataset size, better results can be obtained with curriculum, anti-curriculum, or random-curriculum methods than the vanilla method. However, a generally efficient CL method for various architectures and data sets is not found. In this paper, we propose cyclical curriculum learning (CCL), in which the data size used during training changes cyclically rather than simply increasing or decreasing. Instead of using only the vanilla method or only the curriculum method, using both methods cyclically like in CCL provides more successful results. We tested the method on 18 different data sets and 15 architectures in image and text classification tasks and obtained more successful results than no-CL and existing CL methods. We also have shown theoretically that it is less erroneous to apply CL and vanilla cyclically instead of using only CL or only vanilla method. The code of Cyclical Curriculum is available at https://github.com/CyclicalCurriculum/Cyclical-Curriculum.

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.

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.

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.

Directly learning from examples of random difficulty levels is often challenging for both humans and machine learning models. A more effective strategy involves exposing learners to examples in a progressive order, from easy to difficult. Curriculum Learning (CL) has been proposed to implement this strategy in machine learning model training. However, two key challenges persist in CL framework design: defining the difficulty of training data and determining the appropriate amount of data to input at each training step. This paper presents a Psychology-based Unified Dynamic Framework for Curriculum Learning (PUDF), drawing inspiration from psychometrics. We quantify the difficulty of training data by applying Item Response Theory (IRT) to responses from Artificial Crowds (AC). This theory-driven IRT-AC approach leads to global (i.e., model-independent) and interpretable difficulty values. Leveraging IRT, we propose a Dynamic Data Selection via Model Ability Estimation (DDS-MAE) strategy to schedule the appropriate amount of data during model training. Since our difficulty labeling and model ability estimation are based on a consistent theory, namely IRT, their values are comparable within the same scope, potentially leading to a faster convergence compared to the other CL methods. Experimental results demonstrate that fine-tuning pre-trained language models with PUDF enhances their performance on the GLUE benchmark. Moreover, PUDF surpasses other state-of-the-art (SOTA) CL methods on the GLUE benchmark. We further explore the components of PUDF, namely the difficulty measurer (IRT-AC) and the training scheduler (DDS-MAE) qualitatively and quantitatively. Lastly, we conduct an ablation study to clarify which components of PUDF contribute to faster convergence and higher accuracy.

An oft-cited open problem of federated learning is the existence of data heterogeneity at the clients. One pathway to understanding the drastic accuracy drop in federated learning is by scrutinizing the behavior of the clients' deep models on data with different levels of "difficulty", which has been left unaddressed. In this paper, we investigate a different and rarely studied dimension of FL: ordered learning. Specifically, we aim to investigate how ordered learning principles can contribute to alleviating the heterogeneity effects in FL. We present theoretical analysis and conduct extensive empirical studies on the efficacy of orderings spanning three kinds of learning: curriculum, anti-curriculum, and random curriculum. We find that curriculum learning largely alleviates non-IIDness. Interestingly, the more disparate the data distributions across clients the more they benefit from ordered learning. We provide analysis explaining this phenomenon, specifically indicating how curriculum training appears to make the objective landscape progressively less convex, suggesting fast converging iterations at the beginning of the training procedure. We derive quantitative results of convergence for both convex and nonconvex objectives by modeling the curriculum training on federated devices as local SGD with locally biased stochastic gradients. Also, inspired by ordered learning, we propose a novel client selection technique that benefits from the real-world disparity in the clients. Our proposed approach to client selection has a synergic effect when applied together with ordered learning in FL.

Collecting real-world optical flow datasets is a formidable challenge due to the high cost of labeling. A shortage of datasets significantly constrains the real-world performance of optical flow models. Building virtual datasets that resemble real scenarios offers a potential solution for performance enhancement, yet a domain gap separates virtual and real datasets. This paper introduces FlowDA, an unsupervised domain adaptive (UDA) framework for optical flow estimation. FlowDA employs a UDA architecture based on mean-teacher and integrates concepts and techniques in unsupervised optical flow estimation. Furthermore, an Adaptive Curriculum Weighting (ACW) module based on curriculum learning is proposed to enhance the training effectiveness. Experimental outcomes demonstrate that our FlowDA outperforms state-of-the-art unsupervised optical flow estimation method SMURF by 21.6%, real optical flow dataset generation method MPI-Flow by 27.8%, and optical flow estimation adaptive method FlowSupervisor by 30.9%, offering novel insights for enhancing the performance of optical flow estimation in real-world scenarios. The code will be open-sourced after the publication of this paper.

This paper presents a novel framework for aligning learnable latent spaces to arbitrary target distributions by leveraging flow-based generative models as priors. Our method first pretrains a flow model on the target features to capture the underlying distribution. This fixed flow model subsequently regularizes the latent space via an alignment loss, which reformulates the flow matching objective to treat the latents as optimization targets. We formally prove that minimizing this alignment loss establishes a computationally tractable surrogate objective for maximizing a variational lower bound on the log-likelihood of latents under the target distribution. Notably, the proposed method eliminates computationally expensive likelihood evaluations and avoids ODE solving during optimization. As a proof of concept, we demonstrate in a controlled setting that the alignment loss landscape closely approximates the negative log-likelihood of the target distribution. We further validate the effectiveness of our approach through large-scale image generation experiments on ImageNet with diverse target distributions, accompanied by detailed discussions and ablation studies. With both theoretical and empirical validation, our framework paves a new way for latent space alignment.

We introduce Prompt Curriculum Learning (PCL), a lightweight reinforcement learning (RL) algorithm that selects intermediate-difficulty prompts using a learned value model to post-train language models. Since post-training LLMs via RL remains sensitive to batching and prompt selection strategies, we first conduct a series of systematic experiments where we (1) determine the optimal training batch size that balances generation efficiency and gradient quality and (2) establish the importance of focusing on prompts of intermediate difficulty for the policy. We build upon these results to design PCL, which identifies prompts of intermediate difficulty for the current policy in an on-policy manner by using a value model that is concurrently updated based on the current policy. By focusing on informative prompts that yield high effective ratios, PCL achieves either the highest performance or requires significantly less time to reach comparable performance to its counterparts. Compared to rollout-based filtering methods, PCL avoids costly rollouts and achieves 12.1times and 16.9times faster speed on identifying intermediate-difficulty prompts when training on MATH and DeepScaleR, respectively. We further demonstrate that our value model accurately predicts prompt difficulty and allows PCL to focus on progressively more challenging prompts during RL. Our results present a new methodology that delivers improved tradeoff between upper-bound performance and efficiency for reasoning-focused RL.

MeanFlow has recently emerged as a powerful framework for few-step generative modeling trained from scratch, but its success is not yet fully understood. In this work, we show that the MeanFlow objective naturally decomposes into two parts: trajectory flow matching and trajectory consistency. Through gradient analysis, we find that these terms are strongly negatively correlated, causing optimization conflict and slow convergence. Motivated by these insights, we introduce alpha-Flow, a broad family of objectives that unifies trajectory flow matching, Shortcut Model, and MeanFlow under one formulation. By adopting a curriculum strategy that smoothly anneals from trajectory flow matching to MeanFlow, alpha-Flow disentangles the conflicting objectives, and achieves better convergence. When trained from scratch on class-conditional ImageNet-1K 256x256 with vanilla DiT backbones, alpha-Flow consistently outperforms MeanFlow across scales and settings. Our largest alpha-Flow-XL/2+ model achieves new state-of-the-art results using vanilla DiT backbones, with FID scores of 2.58 (1-NFE) and 2.15 (2-NFE).

Sparse reward environments in reinforcement learning (RL) pose significant challenges for exploration, often leading to inefficient or incomplete learning processes. To tackle this issue, this work proposes a teacher-student RL framework that leverages Large Language Models (LLMs) as "teachers" to guide the agent's learning process by decomposing complex tasks into subgoals. Due to their inherent capability to understand RL environments based on a textual description of structure and purpose, LLMs can provide subgoals to accomplish the task defined for the environment in a similar fashion to how a human would do. In doing so, three types of subgoals are proposed: positional targets relative to the agent, object representations, and language-based instructions generated directly by the LLM. More importantly, we show that it is possible to query the LLM only during the training phase, enabling agents to operate within the environment without any LLM intervention. We assess the performance of this proposed framework by evaluating three state-of-the-art open-source LLMs (Llama, DeepSeek, Qwen) eliciting subgoals across various procedurally generated environment of the MiniGrid benchmark. Experimental results demonstrate that this curriculum-based approach accelerates learning and enhances exploration in complex tasks, achieving up to 30 to 200 times faster convergence in training steps compared to recent baselines designed for sparse reward environments.

Conditional image-to-video (cI2V) generation aims to synthesize a new plausible video starting from an image (e.g., a person's face) and a condition (e.g., an action class label like smile). The key challenge of the cI2V task lies in the simultaneous generation of realistic spatial appearance and temporal dynamics corresponding to the given image and condition. In this paper, we propose an approach for cI2V using novel latent flow diffusion models (LFDM) that synthesize an optical flow sequence in the latent space based on the given condition to warp the given image. Compared to previous direct-synthesis-based works, our proposed LFDM can better synthesize spatial details and temporal motion by fully utilizing the spatial content of the given image and warping it in the latent space according to the generated temporally-coherent flow. The training of LFDM consists of two separate stages: (1) an unsupervised learning stage to train a latent flow auto-encoder for spatial content generation, including a flow predictor to estimate latent flow between pairs of video frames, and (2) a conditional learning stage to train a 3D-UNet-based diffusion model (DM) for temporal latent flow generation. Unlike previous DMs operating in pixel space or latent feature space that couples spatial and temporal information, the DM in our LFDM only needs to learn a low-dimensional latent flow space for motion generation, thus being more computationally efficient. We conduct comprehensive experiments on multiple datasets, where LFDM consistently outperforms prior arts. Furthermore, we show that LFDM can be easily adapted to new domains by simply finetuning the image decoder. Our code is available at https://github.com/nihaomiao/CVPR23_LFDM.

Can a model learn to escape its own learning plateau? Reinforcement learning methods for finetuning large reasoning models stall on datasets with low initial success rates, and thus little training signal. We investigate a fundamental question: Can a pretrained LLM leverage latent knowledge to generate an automated curriculum for problems it cannot solve? To explore this, we design SOAR: A self-improvement framework designed to surface these pedagogical signals through meta-RL. A teacher copy of the model proposes synthetic problems for a student copy, and is rewarded with its improvement on a small subset of hard problems. Critically, SOAR grounds the curriculum in measured student progress rather than intrinsic proxy rewards. Our study on the hardest subsets of mathematical benchmarks (0/128 success) reveals three core findings. First, we show that it is possible to realize bi-level meta-RL that unlocks learning under sparse, binary rewards by sharpening a latent capacity of pretrained models to generate useful stepping stones. Second, grounded rewards outperform intrinsic reward schemes used in prior LLM self-play, reliably avoiding the instability and diversity collapse modes they typically exhibit. Third, analyzing the generated questions reveals that structural quality and well-posedness are more critical for learning progress than solution correctness. Our results suggest that the ability to generate useful stepping stones does not require the preexisting ability to actually solve the hard problems, paving a principled path to escape reasoning plateaus without additional curated data.

Providing high-quality feedback is crucial for student success but is constrained by time, cost, and limited data availability. We introduce Synthetic Educational Feedback Loops (SEFL), a novel framework designed to deliver immediate, on-demand feedback at scale without relying on extensive, real-world student data. In SEFL, two large language models (LLMs) operate in teacher--student roles to simulate assignment completion and formative feedback, generating abundant synthetic pairs of student work and corresponding critiques. We then fine-tune smaller, more computationally efficient LLMs on these synthetic pairs, enabling them to replicate key features of high-quality, goal-oriented feedback. Unlike personalized tutoring approaches that offer multi-turn, individualized instruction, SEFL specifically focuses on replicating the teacher-->student feedback loop for diverse assignments. Through both LLM-as-a-judge and human evaluations, we demonstrate that SEFL-tuned models outperform their non-tuned counterparts in feedback quality, clarity, and timeliness. These findings reveal SEFL's potential to transform feedback processes for higher education and beyond, offering an ethical and scalable alternative to conventional manual feedback cycles.

Due to the scarcity of high-quality data, large language models (LLMs) are often trained on mixtures of data with varying quality levels, even after sophisticated data curation. A natural approach to better leverage high-quality data is curriculum-based pretraining, where the model is trained on data sorted in ascending order of quality as determined by a quality metric. However, prior studies have reported limited improvements from such curriculum-based pretraining strategies. This work identifies a critical factor constraining these methods: the incompatibility between the ascending data quality order and the decaying learning rate (LR) schedule. We find that while curriculum-based training substantially outperforms random shuffling when using a constant LR, its advantage diminishes under standard LR decay schedules. Our experiments show this incompatibility can be mitigated by two simple strategies: (1) employing a more moderate LR decay schedule, where the final LR is only moderately smaller than the peak LR, and (2) replacing LR decay with model averaging, i.e., computing a weighted average of the final few checkpoints. By combining these strategies, we improve the average score on a suite of standard benchmarks by 1.64% over random shuffling, without additional data refinement. Validated on 1.5B-parameter models trained over 30B tokens with various data-quality metrics, our findings call for a re-evaluation of curriculum-based LLM pretraining and underscore the potential of co-designing data curricula with optimization methods.

Large language models (LLMs) have significant potential for generating educational questions and problems, enabling educators to create large-scale learning materials. However, LLMs are fundamentally limited by the ``Artificial Hivemind'' effect, where they generate similar responses within the same model and produce homogeneous outputs across different models. As a consequence, students may be exposed to overly similar and repetitive LLM-generated problems, which harms diversity of thought. Drawing inspiration from Wallas's theory of creativity and Guilford's framework of divergent-convergent thinking, we propose CreativeDC, a two-phase prompting method that explicitly scaffolds the LLM's reasoning into distinct phases. By decoupling creative exploration from constraint satisfaction, our method enables LLMs to explore a broader space of ideas before committing to a final problem. We evaluate CreativeDC for creative problem generation using a comprehensive set of metrics that capture diversity, novelty, and utility. The results show that CreativeDC achieves significantly higher diversity and novelty compared to baselines while maintaining high utility. Moreover, scaling analysis shows that CreativeDC generates a larger effective number of distinct problems as more are sampled, increasing at a faster rate than baseline methods.

Large language models, such as OpenAI's ChatGPT, have demonstrated exceptional language understanding capabilities in various NLP tasks. Sparsely activated mixture-of-experts (MoE) has emerged as a promising solution for scaling models while maintaining a constant number of computational operations. Existing MoE model adopts a fixed gating network where each token is computed by the same number of experts. However, this approach contradicts our intuition that the tokens in each sequence vary in terms of their linguistic complexity and, consequently, require different computational costs. Little is discussed in prior research on the trade-off between computation per token and model performance. This paper introduces adaptive gating in MoE, a flexible training strategy that allows tokens to be processed by a variable number of experts based on expert probability distribution. The proposed framework preserves sparsity while improving training efficiency. Additionally, curriculum learning is leveraged to further reduce training time. Extensive experiments on diverse NLP tasks show that adaptive gating reduces at most 22.5% training time while maintaining inference quality. Moreover, we conduct a comprehensive analysis of the routing decisions and present our insights when adaptive gating is used.

Recent AI-based 3D content creation has largely evolved along two paths: feed-forward image-to-3D reconstruction approaches and 3D generative models trained with 2D or 3D supervision. In this work, we show that existing feed-forward reconstruction methods can serve as effective latent encoders for training 3D generative models, thereby bridging these two paradigms. By reusing powerful pre-trained reconstruction models, we avoid computationally expensive encoder network training and obtain rich 3D latent features for generative modeling for free. However, the latent spaces of reconstruction models are not well-suited for generative modeling due to their unstructured nature. To enable flow-based model training on these latent features, we develop post-processing pipelines, including protocols to standardize the features and spatial weighting to concentrate on important regions. We further incorporate a 2D image space perceptual rendering loss to handle the high-dimensional latent spaces. Finally, we propose a multi-stream transformer-based rectified flow architecture to achieve linear scaling and high-quality text-conditioned 3D generation. Our framework leverages the advancements of feed-forward reconstruction models to enhance the scalability of 3D generative modeling, achieving both high computational efficiency and state-of-the-art performance in text-to-3D generation.

Retrieval-Augmented Language Models (RALMs) represent a classic paradigm where models enhance generative capabilities using external knowledge retrieved via a specialized module. Recent advancements in Agent techniques enable Large Language Models (LLMs) to autonomously utilize tools for retrieval, planning, and reasoning. While existing training-based methods show promise, their agentic abilities are limited by inherent characteristics of the task-specific data used during training. To further enhance the universal search capability of agents, we propose a novel pre-training framework, MaskSearch. In the pre-training stage, we introduce the Retrieval Augmented Mask Prediction (RAMP) task, where the model learns to leverage search tools to fill masked spans on a large number of pre-training data, thus acquiring universal retrieval and reasoning capabilities for LLMs. After that, the model is trained on downstream tasks to achieve further improvement. We apply both Supervised Fine-tuning (SFT) and Reinforcement Learning (RL) for training. For SFT, we combine agent-based and distillation-based methods to generate training data, starting with a multi-agent system consisting of a planner, rewriter, observer, and followed by a self-evolving teacher model. While for RL, we employ DAPO as the training framework and adopt a hybrid reward system consisting of answer rewards and format rewards. Additionally, we introduce a curriculum learning approach that allows the model to learn progressively from easier to more challenging instances based on the number of masked spans. We evaluate the effectiveness of our framework in the scenario of open-domain multi-hop question answering. Through extensive experiments, we demonstrate that MaskSearch significantly enhances the performance of LLM-based search agents on both in-domain and out-of-domain downstream tasks.

Knowledge-Based Visual Question Answering (KB-VQA) requires models to answer questions about an image by integrating external knowledge, posing significant challenges due to noisy retrieval and the structured, encyclopedic nature of the knowledge base. These characteristics create a distributional gap from pretrained multimodal large language models (MLLMs), making effective reasoning and domain adaptation difficult in the post-training stage. In this work, we propose Wiki-R1, a data-generation-based curriculum reinforcement learning framework that systematically incentivizes reasoning in MLLMs for KB-VQA. Wiki-R1 constructs a sequence of training distributions aligned with the model's evolving capability, bridging the gap from pretraining to the KB-VQA target distribution. We introduce controllable curriculum data generation, which manipulates the retriever to produce samples at desired difficulty levels, and a curriculum sampling strategy that selects informative samples likely to yield non-zero advantages during RL updates. Sample difficulty is estimated using observed rewards and propagated to unobserved samples to guide learning. Experiments on two KB-VQA benchmarks, Encyclopedic VQA and InfoSeek, demonstrate that Wiki-R1 achieves new state-of-the-art results, improving accuracy from 35.5\% to 37.1\% on Encyclopedic VQA and from 40.1\% to 44.1\% on InfoSeek. The project page is available at https://artanic30.github.io/project_pages/WikiR1/.

Unified Multimodal Models (UMMs) have shown remarkable progress in visual generation. Yet, existing benchmarks predominantly assess Crystallized Intelligence, which relies on recalling accumulated knowledge and learned schemas. This focus overlooks Generative Fluid Intelligence (GFI): the capacity to induce patterns, reason through constraints, and adapt to novel scenarios on the fly. To rigorously assess this capability, we introduce GENIUS (GEN Fluid Intelligence EvalUation Suite). We formalize GFI as a synthesis of three primitives. These include Inducing Implicit Patterns (e.g., inferring personalized visual preferences), Executing Ad-hoc Constraints (e.g., visualizing abstract metaphors), and Adapting to Contextual Knowledge (e.g., simulating counter-intuitive physics). Collectively, these primitives challenge models to solve problems grounded entirely in the immediate context. Our systematic evaluation of 12 representative models reveals significant performance deficits in these tasks. Crucially, our diagnostic analysis disentangles these failure modes. It demonstrates that deficits stem from limited context comprehension rather than insufficient intrinsic generative capability. To bridge this gap, we propose a training-free attention intervention strategy. Ultimately, GENIUS establishes a rigorous standard for GFI, guiding the field beyond knowledge utilization toward dynamic, general-purpose reasoning. Our dataset and code will be released at: https://github.com/arctanxarc/GENIUS{https://github.com/arctanxarc/GENIUS}.

The order of training samples plays a crucial role in large language models (LLMs), significantly impacting both their external performance and internal learning dynamics. Traditional methods for investigating this effect generally require retraining the model with various sample orders, which is computationally infeasible for LLMs. In this work, we improve traditional methods by designing a retraining-free framework. By approximating Adam optimizer updates with first- and second-order Taylor expansions and utilizing random projection methods to store intermediate checkpoints, our framework can efficiently estimate model parameters for arbitrary training sample orders. Next, we apply our framework to two downstream research problems: (1) Training curriculum design for LLMs -- we base our retraining-free framework to propose a novel curriculum learning strategy that augments curriculum proposals with estimated model performances, enabling more informed sample scheduling. (2) LLMs' memorization and generalization effect analysis -- we use our retraining-free framework to estimate how the positions of training samples influence LLMs' capacity for memorization and generalization. We conduct extensive experiments to validate the effectiveness of our retraining-free framework in reproducing the true model performances, and further demonstrate its potential in optimizing LLM training curricula and analyzing the memorization and generalization effects of LLMs.

We present a new algorithm, Cross-Episodic Curriculum (CEC), to boost the learning efficiency and generalization of Transformer agents. Central to CEC is the placement of cross-episodic experiences into a Transformer's context, which forms the basis of a curriculum. By sequentially structuring online learning trials and mixed-quality demonstrations, CEC constructs curricula that encapsulate learning progression and proficiency increase across episodes. Such synergy combined with the potent pattern recognition capabilities of Transformer models delivers a powerful cross-episodic attention mechanism. The effectiveness of CEC is demonstrated under two representative scenarios: one involving multi-task reinforcement learning with discrete control, such as in DeepMind Lab, where the curriculum captures the learning progression in both individual and progressively complex settings; and the other involving imitation learning with mixed-quality data for continuous control, as seen in RoboMimic, where the curriculum captures the improvement in demonstrators' expertise. In all instances, policies resulting from CEC exhibit superior performance and strong generalization. Code is open-sourced at https://cec-agent.github.io/ to facilitate research on Transformer agent learning.

Automatic Curriculum Learning (ACL) has become a cornerstone of recent successes in Deep Reinforcement Learning (DRL).These methods shape the learning trajectories of agents by challenging them with tasks adapted to their capacities. In recent years, they have been used to improve sample efficiency and asymptotic performance, to organize exploration, to encourage generalization or to solve sparse reward problems, among others. The ambition of this work is dual: 1) to present a compact and accessible introduction to the Automatic Curriculum Learning literature and 2) to draw a bigger picture of the current state of the art in ACL to encourage the cross-breeding of existing concepts and the emergence of new ideas.

Curriculum learning (CL), motivated by the intuition that learning in increasing order of difficulty should ease generalization, is commonly adopted both in pre-training and post-training of large language models (LLMs). The intuition of CL is particularly compelling for compositional reasoning, where complex problems are built from elementary inference rules; however, the actual impact of CL on such tasks remains largely underexplored. We present a systematic empirical study of CL for post-training of LLMs, using synthetic arithmetic and logical benchmarks where difficulty is characterized by reasoning complexity rather than surface-level proxies. Surprisingly, across multiple model families and curriculum schedules, we find no robust advantage in difficulty-based sequencing over standard random sampling in either accuracy or response length. These findings persist across both supervised fine-tuning (SFT) and reinforcement learning (RL) methods. Our study suggests that, in the context of deductive reasoning, the specific ordering of training examples plays a negligible role in achieving compositional generalization, challenging the practical utility of curriculum-based post-training.

The advent of Intelligent Tutoring Systems (ITSs) has marked a paradigm shift in education, enabling highly personalized learning pathways. However, true personalization requires adapting to learners' complex knowledge states (multi-source) and diverse goals (multi-sink); existing ITSs often lack the necessary structural-reasoning capability and knowledge dynamism to generate genuinely effective learning paths, and they lack scientifically rigorous validation paradigms. In this paper we propose GraphMASAL (A Graph-based Multi-Agent System for Adaptive Learning), which integrates (i) a dynamic knowledge graph for persistent, stateful learner modeling; (ii) a LangGraph-orchestrated trio of agents (Diagnostician, Planner, Tutor); (iii) a knowledge-graph-grounded two-stage neural IR component (dual-encoder dense retrieval with cross-encoder listwise re-ranking and calibrated score fusion); and (iv) a multi-source multi-sink (MSMS) planning engine with a cognitively grounded cost and an approximation guarantee via greedy set cover. Under blinded automated evaluations with matched inputs and inference settings across diverse student profiles, GraphMASAL consistently outperforms LLM prompting and structured ablations in planning--achieving stronger structural/sequence alignment of learning paths, higher coverage of weak concepts, and lower learning cost--while also surpassing prompt-based baselines in cognitive diagnosis. Agreement with expert/LLM-proxy ratings further supports the validity of our evaluation protocol. These findings indicate that grounding LLM agents in a dynamic knowledge graph, coupled with optimization under educational constraints, yields reliable, interpretable, and pedagogically plausible learning plans, advancing personalized and goal-oriented education.

Recent self-supervised learning approaches focus on using a few thousand data points to learn policies for high-level, low-dimensional action spaces. However, scaling this framework for high-dimensional control require either scaling up the data collection efforts or using a clever sampling strategy for training. We present a novel approach - Curriculum Accelerated Self-Supervised Learning (CASSL) - to train policies that map visual information to high-level, higher- dimensional action spaces. CASSL orders the sampling of training data based on control dimensions: the learning and sampling are focused on few control parameters before other parameters. The right curriculum for learning is suggested by variance-based global sensitivity analysis of the control space. We apply our CASSL framework to learning how to grasp using an adaptive, underactuated multi-fingered gripper, a challenging system to control. Our experimental results indicate that CASSL provides significant improvement and generalization compared to baseline methods such as staged curriculum learning (8% increase) and complete end-to-end learning with random exploration (14% improvement) tested on a set of novel objects.

Existing dialog state tracking (DST) models are trained with dialog data in a random order, neglecting rich structural information in a dataset. In this paper, we propose to use curriculum learning (CL) to better leverage both the curriculum structure and schema structure for task-oriented dialogs. Specifically, we propose a model-agnostic framework called Schema-aware Curriculum Learning for Dialog State Tracking (SaCLog), which consists of a preview module that pre-trains a DST model with schema information, a curriculum module that optimizes the model with CL, and a review module that augments mispredicted data to reinforce the CL training. We show that our proposed approach improves DST performance over both a transformer-based and RNN-based DST model (TripPy and TRADE) and achieves new state-of-the-art results on WOZ2.0 and MultiWOZ2.1.

Reinforcement finetuning (RFT) has shown great potential for enhancing the mathematical reasoning capabilities of large language models (LLMs), but it is often sample- and compute-inefficient, requiring extensive training. In this work, we introduce AdaRFT (Adaptive Curriculum Reinforcement Finetuning), a method that significantly improves both the efficiency and final accuracy of RFT through adaptive curriculum learning. AdaRFT dynamically adjusts the difficulty of training problems based on the model's recent reward signals, ensuring that the model consistently trains on tasks that are challenging but solvable. This adaptive sampling strategy accelerates learning by maintaining an optimal difficulty range, avoiding wasted computation on problems that are too easy or too hard. AdaRFT requires only a lightweight extension to standard RFT algorithms like Proximal Policy Optimization (PPO), without modifying the reward function or model architecture. Experiments on competition-level math datasets-including AMC, AIME, and IMO-style problems-demonstrate that AdaRFT significantly improves both training efficiency and reasoning performance. We evaluate AdaRFT across multiple data distributions and model sizes, showing that it reduces the number of training steps by up to 2x and improves accuracy by a considerable margin, offering a more scalable and effective RFT framework.

Imitation learning uses data for training policies to solve complex tasks. However, when the training data is collected from human demonstrators, it often leads to multimodal distributions because of the variability in human actions. Most imitation learning methods rely on a maximum likelihood (ML) objective to learn a parameterized policy, but this can result in suboptimal or unsafe behavior due to the mode-averaging property of the ML objective. In this work, we propose Information Maximizing Curriculum, a curriculum-based approach that assigns a weight to each data point and encourages the model to specialize in the data it can represent, effectively mitigating the mode-averaging problem by allowing the model to ignore data from modes it cannot represent. To cover all modes and thus, enable diverse behavior, we extend our approach to a mixture of experts (MoE) policy, where each mixture component selects its own subset of the training data for learning. A novel, maximum entropy-based objective is proposed to achieve full coverage of the dataset, thereby enabling the policy to encompass all modes within the data distribution. We demonstrate the effectiveness of our approach on complex simulated control tasks using diverse human demonstrations, achieving superior performance compared to state-of-the-art methods.

Real-world digital environments are highly diverse and dynamic. These characteristics cause agents to frequently encounter unseen scenarios and distribution shifts, making continual learning in specific environments essential for computer-use agents (CUAs). However, a key challenge lies in obtaining high-quality and environment-grounded agent data without relying on costly human annotation. In this work, we introduce ACuRL, an Autonomous Curriculum Reinforcement Learning framework that continually adapts agents to specific environments with zero human data. The agent first explores target environments to acquire initial experiences. During subsequent iterative training, a curriculum task generator leverages these experiences together with feedback from the previous iteration to synthesize new tasks tailored for the agent's current capabilities. To provide reliable reward signals, we introduce CUAJudge, a robust automatic evaluator for CUAs that achieves 93% agreement with human judgments. Empirically, our method effectively enables both intra-environment and cross-environment continual learning, yielding 4-22% performance gains without catastrophic forgetting on existing environments. Further analyses show highly sparse updates (e.g., 20% parameters), which helps explain the effective and robust adaptation. Our data and code are available at https://github.com/OSU-NLP-Group/ACuRL.

We propose a principled and effective framework for one-step generative modeling. We introduce the notion of average velocity to characterize flow fields, in contrast to instantaneous velocity modeled by Flow Matching methods. A well-defined identity between average and instantaneous velocities is derived and used to guide neural network training. Our method, termed the MeanFlow model, is self-contained and requires no pre-training, distillation, or curriculum learning. MeanFlow demonstrates strong empirical performance: it achieves an FID of 3.43 with a single function evaluation (1-NFE) on ImageNet 256x256 trained from scratch, significantly outperforming previous state-of-the-art one-step diffusion/flow models. Our study substantially narrows the gap between one-step diffusion/flow models and their multi-step predecessors, and we hope it will motivate future research to revisit the foundations of these powerful models.

Reinforcement learning with verifiable rewards (RLVR) has demonstrated superior performance in enhancing the reasoning capability of large language models (LLMs). However, this accuracy-oriented learning paradigm often suffers from entropy collapse, which reduces policy exploration and limits reasoning capabilities. To address this challenge, we propose an efficient reinforcement learning framework that leverages entropy signals at both the semantic and token levels to improve reasoning. From the data perspective, we introduce semantic entropy-guided curriculum learning, organizing training data from low to high semantic entropy to guide progressive optimization from easier to more challenging tasks. For the algorithmic design, we adopt non-uniform token treatment by imposing KL regularization on low-entropy tokens that critically impact policy exploration and applying stronger constraints on high-covariance portions within these tokens. By jointly optimizing data organization and algorithmic design, our method effectively mitigates entropy collapse and enhances LLM reasoning. Experimental results across 6 benchmarks with 3 different parameter-scale base models demonstrate that our method outperforms other entropy-based approaches in improving reasoning.

Flow-based latent generative models such as Stable Diffusion 3 are able to generate images with remarkable quality, even enabling photorealistic text-to-image generation. Their impressive performance suggests that these models should also constitute powerful priors for inverse imaging problems, but that approach has not yet led to comparable fidelity. There are several key obstacles: (i) the encoding into a lower-dimensional latent space makes the underlying (forward) mapping non-linear; (ii) the data likelihood term is usually intractable; and (iii) learned generative models struggle to recover rare, atypical data modes during inference. We present FLAIR, a novel training free variational framework that leverages flow-based generative models as a prior for inverse problems. To that end, we introduce a variational objective for flow matching that is agnostic to the type of degradation, and combine it with deterministic trajectory adjustments to recover atypical modes. To enforce exact consistency with the observed data, we decouple the optimization of the data fidelity and regularization terms. Moreover, we introduce a time-dependent calibration scheme in which the strength of the regularization is modulated according to off-line accuracy estimates. Results on standard imaging benchmarks demonstrate that FLAIR consistently outperforms existing diffusion- and flow-based methods in terms of reconstruction quality and sample diversity.

Large language models (LLMs) excel at answering questions but remain passive learners--absorbing static data without the ability to question and refine knowledge. This paper explores how LLMs can transition to interactive, question-driven learning through student-teacher dialogues. We introduce INTERACT (INTEReractive Learning for Adaptive Concept Transfer), a framework in which a "student" LLM engages a "teacher" LLM through iterative inquiries to acquire knowledge across 1,347 contexts, including song lyrics, news articles, movie plots, academic papers, and images. Our experiments show that across a wide range of scenarios and LLM architectures, interactive learning consistently enhances performance, achieving up to a 25% improvement, with 'cold-start' student models matching static learning baselines in as few as five dialogue turns. Interactive setups can also mitigate the disadvantages of weaker teachers, showcasing the robustness of question-driven learning.

Large language models (LLMs) are typically developed through large-scale pre-training followed by task-specific fine-tuning. Recent advances highlight the importance of an intermediate mid-training stage, where models undergo multiple annealing-style phases that refine data quality, adapt optimization schedules, and extend context length. This stage mitigates diminishing returns from noisy tokens, stabilizes convergence, and expands model capability in late training. Its effectiveness can be explained through gradient noise scale, the information bottleneck, and curriculum learning, which together promote generalization and abstraction. Despite widespread use in state-of-the-art systems, there has been no prior survey of mid-training as a unified paradigm. We introduce the first taxonomy of LLM mid-training spanning data distribution, learning-rate scheduling, and long-context extension. We distill practical insights, compile evaluation benchmarks, and report gains to enable structured comparisons across models. We also identify open challenges and propose avenues for future research and practice.

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.

Multimodal large language models (MLLMs) still perform poorly on scientific tasks, particularly those requiring multi-step and interpretable reasoning. Their limitations include insufficient scientific reasoning patterns, lack of global coherence in multi-step inference, and the absence of reflective self-correction, making them unreliable in structured scientific contexts. We introduce EduFlow, the first end-to-end framework that covers the full pipeline of educational scientific reasoning, including data selection, MCTS-based trajectory construction, model training, and output optimization. At its core is EduPRM, a process-aware reward model that critiques reasoning steps with tags and justifications. EduPRM is trained via curriculum learning on three complementary supervision sources: MCTS-guided trajectories, error-injected critiques, and teacher-student dialogues, enabling dynamic adaptation to multi-stage problem solving and iterative refinement during inference. We further propose EduMCTS, a domain-adapted search framework that introduces bootstrapping actions specifically designed for educational reasoning, such as a self-reflection mechanism that promotes reflective error correction. It further leverages EduPRM's fine-grained feedback to guide the search toward higher-quality reasoning trajectories. By applying self-consistency and rejection sampling, we constructed EduMCTS-160K, a large-scale dataset of educational reasoning trajectories. Extensive experiments demonstrate that EduFlow enhances reasoning consistency and coherence. Code, data, and models will be released.

Flow-based generative models achieve state-of-the-art sample quality, but require the expensive solution of a differential equation at inference time. Flow map models, commonly known as consistency models, encompass many recent efforts to improve inference-time efficiency by learning the solution operator of this differential equation. Yet despite their promise, these models lack a unified description that clearly explains how to learn them efficiently in practice. Here, building on the methodology proposed in Boffi et. al. (2024), we present a systematic algorithmic framework for directly learning the flow map associated with a flow or diffusion model. By exploiting a relationship between the velocity field underlying a continuous-time flow and the instantaneous rate of change of the flow map, we show how to convert any distillation scheme into a direct training algorithm via self-distillation, eliminating the need for pre-trained teachers. We introduce three algorithmic families based on different mathematical characterizations of the flow map: Eulerian, Lagrangian, and Progressive methods, which we show encompass and extend all known distillation and direct training schemes for consistency models. We find that the novel class of Lagrangian methods, which avoid both spatial derivatives and bootstrapping from small steps by design, achieve significantly more stable training and higher performance than more standard Eulerian and Progressive schemes. Our methodology unifies existing training schemes under a single common framework and reveals new design principles for accelerated generative modeling. Associated code is available at https://github.com/nmboffi/flow-maps.

Modern continuous-time generative models typically induce V-shaped flows: each sample travels independently along a nearly straight trajectory from the prior to the data. Although effective, this independent movement overlooks the hierarchical structures that exist in real-world data. To address this, we introduce Y-shaped generative flows, a framework in which samples travel together along shared pathways before branching off to target-specific endpoints. Our formulation is theoretically justified, yet remains practical, requiring only minimal modifications to standard velocity-driven models. We implement this through a scalable, neural network-based training objective. Experiments on synthetic, image, and biological datasets demonstrate that our method recovers hierarchy-aware structures, improves distributional metrics over strong flow-based baselines, and reaches targets in fewer steps.

Flow-based generative models (Dinh et al., 2014) are conceptually attractive due to tractability of the exact log-likelihood, tractability of exact latent-variable inference, and parallelizability of both training and synthesis. In this paper we propose Glow, a simple type of generative flow using an invertible 1x1 convolution. Using our method we demonstrate a significant improvement in log-likelihood on standard benchmarks. Perhaps most strikingly, we demonstrate that a generative model optimized towards the plain log-likelihood objective is capable of efficient realistic-looking synthesis and manipulation of large images. The code for our model is available at https://github.com/openai/glow

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

Large Language Models (LLMs) have shown remarkable performance on complex reasoning tasks, especially when equipped with long chain-of-thought (CoT) reasoning. However, eliciting long CoT typically requires large-scale reinforcement learning (RL) training, while often leading to overthinking with redundant intermediate steps. To improve learning and reasoning efficiency, while preserving or even enhancing performance, we propose TACLer, a model-tailored curriculum reinforcement learning framework that gradually increases the complexity of the data based on the model's proficiency in multi-stage RL training. TACLer features two core components: (i) tailored curriculum learning that determines what knowledge the model lacks and needs to learn in progressive stages; (ii) a hybrid Thinking/NoThinking reasoning paradigm that balances accuracy and efficiency by enabling or disabling the Thinking mode. Our experiments show that TACLer yields a twofold advantage in learning and reasoning: (i) it reduces computational cost, cutting training compute by over 50% compared to long thinking models and reducing inference token usage by over 42% relative to the base model; and (ii) it improves accuracy by over 9% on the base model, consistently outperforming state-of-the-art Nothinking and Thinking baselines across four math datasets with complex problems.

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.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

In this work, we investigate how Large Language Models (LLMs) adapt their internal representations when encountering inputs of increasing difficulty, quantified as the degree of out-of-distribution (OOD) shift. We reveal a consistent and quantifiable phenomenon: as task difficulty increases, whether through harder reasoning questions, longer contexts, or adding answer choices, the last hidden states of LLMs become substantially sparser. In short, \textit{the farther the shift, the sparser the representations}. This sparsity--difficulty relation is observable across diverse models and domains, suggesting that language models respond to unfamiliar or complex inputs by concentrating computation into specialized subspaces in the last hidden state. Through a series of controlled analyses with a learning dynamic explanation, we demonstrate that this sparsity is not incidental but an adaptive mechanism for stabilizing reasoning under OOD. Leveraging this insight, we design Sparsity-Guided Curriculum In-Context Learning (SG-ICL), a strategy that explicitly uses representation sparsity to schedule few-shot demonstrations, leading to considerable performance enhancements. Our study provides new mechanistic insights into how LLMs internalize OOD challenges. The source code is available at the URL: https://github.com/MingyuJ666/sparsityLLM.

Diffusion models have achieved remarkable generation quality, but they suffer from significant inference cost due to their reliance on multiple sequential denoising steps, motivating recent efforts to distill this inference process into a few-step regime. However, existing distillation methods typically approximate the teacher trajectory by using linear shortcuts, which makes it difficult to match its constantly changing tangent directions as velocities evolve across timesteps, thereby leading to quality degradation. To address this limitation, we propose ArcFlow, a few-step distillation framework that explicitly employs non-linear flow trajectories to approximate pre-trained teacher trajectories. Concretely, ArcFlow parameterizes the velocity field underlying the inference trajectory as a mixture of continuous momentum processes. This enables ArcFlow to capture velocity evolution and extrapolate coherent velocities to form a continuous non-linear trajectory within each denoising step. Importantly, this parameterization admits an analytical integration of this non-linear trajectory, which circumvents numerical discretization errors and results in high-precision approximation of the teacher trajectory. To train this parameterization into a few-step generator, we implement ArcFlow via trajectory distillation on pre-trained teacher models using lightweight adapters. This strategy ensures fast, stable convergence while preserving generative diversity and quality. Built on large-scale models (Qwen-Image-20B and FLUX.1-dev), ArcFlow only fine-tunes on less than 5% of original parameters and achieves a 40x speedup with 2 NFEs over the original multi-step teachers without significant quality degradation. Experiments on benchmarks show the effectiveness of ArcFlow both qualitatively and quantitatively.

Most dataset distillation methods struggle to accommodate large-scale datasets due to their substantial computational and memory requirements. In this paper, we present a curriculum-based dataset distillation framework designed to harmonize scalability with efficiency. This framework strategically distills synthetic images, adhering to a curriculum that transitions from simple to complex. By incorporating curriculum evaluation, we address the issue of previous methods generating images that tend to be homogeneous and simplistic, doing so at a manageable computational cost. Furthermore, we introduce adversarial optimization towards synthetic images to further improve their representativeness and safeguard against their overfitting to the neural network involved in distilling. This enhances the generalization capability of the distilled images across various neural network architectures and also increases their robustness to noise. Extensive experiments demonstrate that our framework sets new benchmarks in large-scale dataset distillation, achieving substantial improvements of 11.1\% on Tiny-ImageNet, 9.0\% on ImageNet-1K, and 7.3\% on ImageNet-21K. The source code will be released to the community.

Language acquisition is vital to revealing the nature of human language intelligence and has recently emerged as a promising perspective for improving the interpretability of large language models (LLMs). However, it is ethically and practically infeasible to conduct experiments that require controlling human learners' language inputs. This poses challenges for the verifiability and scalability of language acquisition modeling, particularly in Chinese second language acquisition (SLA). While LLMs provide a controllable and reproducible alternative, a systematic benchmark to support phase-wise modeling and assessment is still lacking. In this paper, we present HSKBenchmark, the first benchmark for staged modeling and writing assessment of LLMs in Chinese SLA. It covers HSK levels 3 to 6 and includes authentic textbooks with 6.76 million tokens, 16K synthetic instruction samples, 30 test topics, and a linguistically grounded evaluation system. To simulate human learning trajectories, we introduce a curriculum-tuning framework that trains models from beginner to advanced levels. An evaluation system is created to examine level-based grammar coverage, writing errors, lexical and syntactic complexity, and holistic scoring. We also build HSKAgent, fine-tuned on 10K learner compositions. Extensive experimental results demonstrate that HSKBenchmark not only models Chinese SLA effectively, but also serves as a reliable benchmark for dynamic writing assessment in LLMs. Our fine-tuned LLMs have writing performance on par with advanced human learners and exhibit human-like acquisition characteristics. The HSKBenchmark, HSKAgent, and checkpoints serve as foundational tools and resources, with the potential to pave the way for future research on language acquisition modeling and LLMs interpretability. Code and data are publicly available at: https://github.com/CharlesYang030/HSKB.

We consider the problem of eliciting compositional generalization capabilities in large language models (LLMs) with a novel type of prompting strategy. Compositional generalization empowers the LLMs to solve problems that are harder than the ones they have seen (i.e., easy-to-hard generalization), which is a critical reasoning capability of human-like intelligence. However, even the current state-of-the-art LLMs still struggle with this form of reasoning. To bridge this gap, we propose skills-in-context (SKiC) prompting, which instructs LLMs how to compose basic skills to resolve more complex problems. We find that it is crucial to demonstrate both the skills and the compositional examples within the same prompting context. With as few as two examplars, our SKiC prompting initiates strong synergies between skills and their composition capabilities. Notably, it empowers LLMs to solve unseen problems that require innovative skill compositions, achieving near-perfect generalization on a broad range of challenging compositionality tasks. Intriguingly, SKiC prompting unlocks the latent potential of LLMs, enabling them to leverage pre-existing internal skills acquired during earlier pre-training stages, even when these skills are not explicitly presented in the prompting context. This results in the capability of LLMs to solve unseen complex problems by activating and composing internal competencies. With such prominent features, SKiC prompting is able to achieve state-of-the-art performance on challenging mathematical reasoning benchmarks (e.g., MATH).

AI creation, such as poem or lyrics generation, has attracted increasing attention from both industry and academic communities, with many promising models proposed in the past few years. Existing methods usually estimate the outputs based on single and independent visual or textual information. However, in reality, humans usually make creations according to their experiences, which may involve different modalities and be sequentially correlated. To model such human capabilities, in this paper, we define and solve a novel AI creation problem based on human experiences. More specifically, we study how to generate texts based on sequential multi-modal information. Compared with the previous works, this task is much more difficult because the designed model has to well understand and adapt the semantics among different modalities and effectively convert them into the output in a sequential manner. To alleviate these difficulties, we firstly design a multi-channel sequence-to-sequence architecture equipped with a multi-modal attention network. For more effective optimization, we then propose a curriculum negative sampling strategy tailored for the sequential inputs. To benchmark this problem and demonstrate the effectiveness of our model, we manually labeled a new multi-modal experience dataset. With this dataset, we conduct extensive experiments by comparing our model with a series of representative baselines, where we can demonstrate significant improvements in our model based on both automatic and human-centered metrics. The code and data are available at: https://github.com/Aman-4-Real/MMTG.

One-step generative modeling seeks to generate high-quality data samples in a single function evaluation, significantly improving efficiency over traditional diffusion or flow-based models. In this work, we introduce Modular MeanFlow (MMF), a flexible and theoretically grounded approach for learning time-averaged velocity fields. Our method derives a family of loss functions based on a differential identity linking instantaneous and average velocities, and incorporates a gradient modulation mechanism that enables stable training without sacrificing expressiveness. We further propose a curriculum-style warmup schedule to smoothly transition from coarse supervision to fully differentiable training. The MMF formulation unifies and generalizes existing consistency-based and flow-matching methods, while avoiding expensive higher-order derivatives. Empirical results across image synthesis and trajectory modeling tasks demonstrate that MMF achieves competitive sample quality, robust convergence, and strong generalization, particularly under low-data or out-of-distribution settings.

While state-of-the-art vision-language models (VLMs) have demonstrated remarkable capabilities in complex visual-text tasks, their success heavily relies on massive model scaling, limiting their practical deployment. Small-scale VLMs offer a more practical alternative but face significant challenges when trained with traditional supervised fine-tuning (SFT), particularly in two aspects: out-of-domain (OOD) generalization and reasoning abilities, which significantly lags behind the contemporary Large language models (LLMs). To address these challenges, we propose Curriculum Reinforcement Finetuning (Curr-ReFT), a novel post-training paradigm specifically designed for small-scale VLMs. Inspired by the success of reinforcement learning in LLMs, Curr-ReFT comprises two sequential stages: (1) Curriculum Reinforcement Learning, which ensures steady progression of model capabilities through difficulty-aware reward design, transitioning from basic visual perception to complex reasoning tasks; and (2) Rejected Sampling-based Self-improvement, which maintains the fundamental capabilities of VLMs through selective learning from high-quality multimodal and language examples. Extensive experiments demonstrate that models trained with Curr-ReFT paradigm achieve state-of-the-art performance across various visual tasks in both in-domain and out-of-domain settings. Moreover, our Curr-ReFT enhanced 3B model matches the performance of 32B-parameter models, demonstrating that efficient training paradigms can effectively bridge the gap between small and large models.

Direct Preference Optimization (DPO) has been proposed as an effective and efficient alternative to reinforcement learning from human feedback (RLHF). In this paper, we propose a novel and enhanced version of DPO based on curriculum learning for text-to-image generation. Our method is divided into two training stages. First, a ranking of the examples generated for each prompt is obtained by employing a reward model. Then, increasingly difficult pairs of examples are sampled and provided to a text-to-image generative (diffusion or consistency) model. Generated samples that are far apart in the ranking are considered to form easy pairs, while those that are close in the ranking form hard pairs. In other words, we use the rank difference between samples as a measure of difficulty. The sampled pairs are split into batches according to their difficulty levels, which are gradually used to train the generative model. Our approach, Curriculum DPO, is compared against state-of-the-art fine-tuning approaches on nine benchmarks, outperforming the competing methods in terms of text alignment, aesthetics and human preference. Our code is available at https://github.com/CroitoruAlin/Curriculum-DPO.

Large Language Models (LLMs) have shown strong in-context learning (ICL) abilities with a few demonstrations. However, one critical challenge is how to select demonstrations to elicit the full potential of LLMs. In this paper, we propose Curriculum Demonstration Selection (CDS), a novel demonstration selection method for ICL. Instead of merely using similarity, CDS additionally partitions samples by their complexity measurements. Following curriculum learning, CDS then selects demonstrations from easy to difficult. Thus the selected demonstrations cover a wide range of difficulty levels, enabling LLMs to learn from varied complexities within the training set. Experiments demonstrate that our CDS consistently outperforms baseline methods, achieving notable improvements across nine LLMs on three benchmarks. Moreover, CDS proves especially effective in enhancing LLM performance in solving challenging problems.

Reinforcement learning has emerged as a paradigm for post-training large language models, boosting their reasoning capabilities. Such approaches compute an advantage value for each sample, reflecting better or worse performance than expected, thereby yielding both positive and negative signals for training. However, the indiscriminate mixing of the two signals in existing methods, especially from the early stages, may lead to ambiguous guidance and limited gains. To address this issue, we propose **CAPO** (**C**urriculum **A**dvantage **P**olicy **O**ptimization), an adaptive curriculum mechanism based on advantage signals. The proposed mechanism bootstraps imitation learning with positive-only advantage samples to establish robust foundations, and subsequently introduces negative signals to cultivate discriminative capabilities, thereby improving generalization across complex scenarios. Compatible with diverse optimization methods including GRPO, PPO, RLOO, and Reinforce++, our method consistently achieves stable and significant improvements in mathematical reasoning tasks, and further generalizes effectively to multimodal Graphical User Interface (GUI) reasoning scenarios, establishing itself as a versatile and robust optimization framework.

The dominant paradigm for instruction tuning is the random-shuffled training of maximally diverse instruction-response pairs. This paper explores the potential benefits of applying a structured cognitive learning approach to instruction tuning in contemporary large language models like ChatGPT and GPT-4. Unlike the previous conventional randomized instruction dataset, we propose a highly structured synthetic dataset that mimics the progressive and organized nature of human education. We curate our dataset by aligning it with educational frameworks, incorporating meta information including its topic and cognitive rigor level for each sample. Our dataset covers comprehensive fine-grained topics spanning diverse educational stages (from middle school to graduate school) with various questions for each topic to enhance conceptual depth using Bloom's taxonomy-a classification framework distinguishing various levels of human cognition for each concept. The results demonstrate that this cognitive rigorous training approach yields significant performance enhancements - +3.06 on the MMLU benchmark and an additional +1.28 on AI2 Reasoning Challenge (hard set) - compared to conventional randomized training, all while avoiding additional computational costs. This research highlights the potential of leveraging human learning principles to enhance the capabilities of language models in comprehending and responding to complex instructions and tasks.

Despite the significant recent progress in deep generative models, the underlying structure of their latent spaces is still poorly understood, thereby making the task of performing semantically meaningful latent traversals an open research challenge. Most prior work has aimed to solve this challenge by modeling latent structures linearly, and finding corresponding linear directions which result in `disentangled' generations. In this work, we instead propose to model latent structures with a learned dynamic potential landscape, thereby performing latent traversals as the flow of samples down the landscape's gradient. Inspired by physics, optimal transport, and neuroscience, these potential landscapes are learned as physically realistic partial differential equations, thereby allowing them to flexibly vary over both space and time. To achieve disentanglement, multiple potentials are learned simultaneously, and are constrained by a classifier to be distinct and semantically self-consistent. Experimentally, we demonstrate that our method achieves both more qualitatively and quantitatively disentangled trajectories than state-of-the-art baselines. Further, we demonstrate that our method can be integrated as a regularization term during training, thereby acting as an inductive bias towards the learning of structured representations, ultimately improving model likelihood on similarly structured data.

The foundational pretraining phase determines a model's capability ceiling, as post-training struggles to overcome capability foundations established during pretraining, yet it remains critically under-explored. This stems from a structural paradox: organizations with computational resources operate under commercial pressures that inhibit transparent disclosure, while academic institutions possess research freedom but lack pretraining-scale computational resources. daVinci-LLM occupies this unexplored intersection, combining industrial-scale resources with full research freedom to advance the science of pretraining. We adopt a fully-open paradigm that treats openness as scientific methodology, releasing complete data processing pipelines, full training processes, and systematic exploration results. Recognizing that the field lacks systematic methodology for data processing, we employ the Data Darwinism framework, a principled L0-L9 taxonomy from filtering to synthesis. We train a 3B-parameter model from random initialization across 8T tokens using a two-stage adaptive curriculum that progressively shifts from foundational capabilities to reasoning-intensive enhancement. Through 200+ controlled ablations, we establish that: processing depth systematically enhances capabilities, establishing it as a critical dimension alongside volume scaling; different domains exhibit distinct saturation dynamics, necessitating adaptive strategies from proportion adjustments to format shifts; compositional balance enables targeted intensification while preventing performance collapse; how evaluation protocol choices shape our understanding of pretraining progress. By releasing the complete exploration process, we enable the community to build upon our findings and systematic methodologies to form accumulative scientific knowledge in pretraining.

Large language models excel at short-horizon reasoning tasks, but performance drops as reasoning horizon lengths increase. Existing approaches to combat this rely on inference-time scaffolding or costly step-level supervision, neither of which scales easily. In this work, we introduce a scalable method to bootstrap long-horizon reasoning capabilities using only existing, abundant short-horizon data. Our approach synthetically composes simple problems into complex, multi-step dependency chains of arbitrary length. We train models on this data using outcome-only rewards under a curriculum that automatically increases in complexity, allowing RL training to be scaled much further without saturating. Empirically, our method generalizes remarkably well: curriculum training on composed 6th-grade level math problems (GSM8K) boosts accuracy on longer, competition-level benchmarks (GSM-Symbolic, MATH-500, AIME) by up to 2.06x. It also transfers significantly to diverse out-of-distribution ReasoningGym domains and long-context benchmarks, indicating broader generalization. Importantly, our long-horizon improvements are significantly higher than baselines even at high pass@k, showing that models can learn new reasoning paths under RL. Theoretically, we show that curriculum RL with outcome rewards achieves an exponential improvement in sample complexity over full-horizon training, providing training signal comparable to dense supervision. h1 therefore introduces an efficient path towards scaling RL for long-horizon problems using only existing data.

Large language models (LLM) have recently shown the extraordinary ability to perform unseen tasks based on few-shot examples provided as text, also known as in-context learning (ICL). While recent works have attempted to understand the mechanisms driving ICL, few have explored training strategies that incentivize these models to generalize to multiple tasks. Multi-task learning (MTL) for generalist models is a promising direction that offers transfer learning potential, enabling large parameterized models to be trained from simpler, related tasks. In this work, we investigate the combination of MTL with ICL to build models that efficiently learn tasks while being robust to out-of-distribution examples. We propose several effective curriculum learning strategies that allow ICL models to achieve higher data efficiency and more stable convergence. Our experiments reveal that ICL models can effectively learn difficult tasks by training on progressively harder tasks while mixing in prior tasks, denoted as mixed curriculum in this work. Our code and models are available at https://github.com/harmonbhasin/curriculum_learning_icl .

The rapid advancement of large language models (LLMs) has significantly advanced the capabilities of artificial intelligence across various domains. However, their massive scale and high computational costs render them unsuitable for direct deployment in resource-constrained edge environments. This creates a critical need for high-performance small models that can operate efficiently at the edge. Yet, after pre-training alone, these smaller models often fail to meet the performance requirements of complex tasks. To bridge this gap, we introduce a systematic post-training pipeline that efficiently enhances small model accuracy. Our post training pipeline consists of curriculum-based supervised fine-tuning (SFT) and offline on-policy knowledge distillation. The resulting instruction-tuned model achieves state-of-the-art performance among billion-parameter models, demonstrating strong generalization under strict hardware constraints while maintaining competitive accuracy across a variety of tasks. This work provides a practical and efficient solution for developing high-performance language models on Ascend edge devices.

Curriculum learning plays a crucial role in enhancing the training efficiency of large language models (LLMs) on reasoning tasks. However, existing methods often fail to adequately account for variations in prompt difficulty or rely on simplistic filtering mechanisms to select prompt datasets within a narrow criterion range, resulting in significant computational waste. In this work, we approach the problem from the perspective of reinforcement learning gradient optimization, offering a systematic and theoretical investigation into how to improve the training efficiency of LLMs. We identify two key factors influencing training efficiency: the selection of training prompts and the allocation of rollout quantities across different prompts. Our theoretical analysis reveals that the sampling distribution of prompts dictates the convergence rate of gradient descent, while the allocation of the rollout quantity influences the consistency and stability of overall gradient updates. Based on these insights, we propose CurES, an efficient training method that accelerates convergence and employs Bayesian posterior estimation to minimize computational overhead. Experiments demonstrate that our CurES outperforms Group Relative Policy Optimization (GRPO) by +3.30 points and +4.82 points with 1.5B and 7B models, respectively. Additionally, CurES exhibits faster convergence compared to baselines, including GRPO.

We present MindGPT-4ov, a multimodal large language model (MLLM) that introduces a general post-training paradigm spanning data production, model training, and efficient deployment. It achieves state-of-the-art performance across multiple benchmarks at low cost, effectively enhancing the foundational capabilities of MLLMs and the generalization ability. Focusing on data construction, supervised fine-tuning strategies, and multimodal reinforcement learning methods, this work proposes three key innovations: (1) An information density-based data generation scheme, integrated with a dual-dimensional tree-structured label system, enabling automated generation of high-quality cross-domain data. (2) A collaborative curriculum supervised fine-tuning approach that balances the injection of domain-specific knowledge with the preservation of general capabilities. (3) A hybrid reinforcement learning paradigm that enhances reasoning ability while simultaneously addressing multi-objective optimization such as diversity exploration, maintenance of multimodal perception, and response conciseness. Moreover, we implement a series of infrastructure optimizations, such as 5D parallel training, operator optimization, and inference quantization to enhance training and inference efficiency while reducing the cost of domain adaptation. Experimental results demonstrate that the MindGPT-4ov model outperforms state-of-the-art models on benchmarks such as MMBench, MMStar, MathVision, and MathVista. In addition, MindGPT-4ov also demonstrates superior user experience in vertical domain tasks, enabling a seamless transition from academic research to industrial deployment. MindGPT-4ov provides a general post-training paradigm applicable to a wide range of MLLMs. The model weights, datasets, and code for the Qwen3-VL-based variants will be recently open-sourced to support the community's development of MLLMs.

We propose TraceRL, a trajectory-aware reinforcement learning framework for diffusion language models (DLMs) that incorporates preferred inference trajectory into post-training, and is applicable across different architectures. Equipped with a diffusion-based value model that enhances training stability, we demonstrate improved reasoning performance on complex math and coding tasks. Besides, it can also be applied to adapt block-specific models to larger blocks, which improves sampling flexibility. Employing TraceRL, we derive a series of state-of-the-art diffusion language models, namely TraDo. Although smaller than 7B-scale AR models, TraDo-4B-Instruct still consistently outperforms them across complex math reasoning tasks. TraDo-8B-Instruct achieves relative accuracy improvements of 6.1% over Qwen2.5-7B-Instruct and 51.3% over Llama3.1-8B-Instruct on mathematical reasoning benchmarks. Through curriculum learning, we also derive the first long-CoT DLM, outperforming Qwen2.5-7B-Instruct on MATH500 with an 18.1% relative accuracy gain. To facilitate reproducible research and practical applications, we release a comprehensive open-source framework for building, training, and deploying diffusion LLMs across diverse architectures. The framework integrates accelerated KV-cache techniques and inference engines for both inference and reinforcement learning, and includes implementations of various supervised fine-tuning and RL methods for mathematics, coding, and general tasks. Code and Models: https://github.com/Gen-Verse/dLLM-RL

Watch time prediction (WTP) has emerged as a pivotal task in short video recommendation systems, designed to quantify user engagement through continuous interaction modeling. Predicting users' watch times on videos often encounters fundamental challenges, including wide value ranges and imbalanced data distributions, which can lead to significant estimation bias when directly applying regression techniques. Recent studies have attempted to address these issues by converting the continuous watch time estimation into an ordinal regression task. While these methods demonstrate partial effectiveness, they exhibit notable limitations: (1) the discretization process frequently relies on bucket partitioning, inherently reducing prediction flexibility and accuracy and (2) the interdependencies among different partition intervals remain underutilized, missing opportunities for effective error correction. Inspired by language modeling paradigms, we propose a novel Generative Regression (GR) framework that reformulates WTP as a sequence generation task. Our approach employs structural discretization to enable nearly lossless value reconstruction while maintaining prediction fidelity. Through carefully designed vocabulary construction and label encoding schemes, each watch time is bijectively mapped to a token sequence. To mitigate the training-inference discrepancy caused by teacher-forcing, we introduce a curriculum learning with embedding mixup strategy that gradually transitions from guided to free-generation modes. We evaluate our method against state-of-the-art approaches on two public datasets and one industrial dataset. We also perform online A/B testing on the Kuaishou App to confirm the real-world effectiveness. The results conclusively show that GR outperforms existing techniques significantly.

This work investigates whether small-scale LMs can benefit from instruction tuning. We compare conversational and question-answering instruction tuning datasets, applied either in a merged or sequential curriculum, using decoder-only models with 100M and 140M parameters. Evaluation spans both fine-tuning (SuperGLUE) and zero-shot (BLiMP, EWoK, WUGs, entity tracking, and psycholinguistic correlation) settings. Results show that instruction tuning yields small but consistent gains in fine-tuning scenarios, with sequential curricula outperforming merged data; however, improvements do not consistently transfer to zero-shot tasks, suggesting a trade-off between interaction-focused adaptation and broad linguistic generalization. These results highlight both the potential and the constraints of adapting human-inspired learning strategies to low-resource LMs, and point toward hybrid, curriculum-based approaches for enhancing generalization under ecological training limits.

Can Large Language Models understand how students learn? As LLMs are deployed for adaptive testing and personalized tutoring, this question becomes urgent -- yet we cannot answer it with existing resources. Current educational datasets provide only question identifiers and binary correctness labels, rendering them opaque to LLMs that reason in natural language. We address this gap with FoundationalASSIST, the first English educational dataset providing the complete information needed for research on LLMs in education: full question text, actual student responses (not just right/wrong), records of which wrong answers students chose, and alignment to Common Core K-12 standards. These 1.7 million interactions from 5,000 students enable research directions that were previously impossible to pursue, from fine-tuning student models to analyzing misconception patterns. To demonstrate the dataset's utility, we evaluate four frontier models (GPT-OSS-120B, Llama-3.3-70B, Qwen3-Next-80B variants) on two complementary task families: Knowledge Tracing, testing whether LLMs can predict student performance on questions, and the exact answer a student will give; and Pedagogical Grounding, testing whether LLMs understand the properties that make assessment items effective. Our evaluation reveals significant gaps in current LLM capabilities. Every model barely achieves a trivial baseline on knowledge tracing. All models fall below random chance on item discrimination, indicating that LLMs do not understand what makes one problem more diagnostic than another. Models do show competence at judging relative difficulty (up to 68.6%), but this partial success only highlights the gaps elsewhere. These results establish that substantial advances are needed before LLMs can reliably support personalized learning at scale. We release FoundationalASSIST to support progress on these foundational challenges.

Reinforcement Learning (RL) agents often struggle with efficiency and performance in complex environments. We propose a novel framework that uses a Large Language Model (LLM) to dynamically generate a curriculum over available actions, enabling the agent to incorporate each action individually. We apply this framework to the game of Blackjack, where the LLM creates a multi-stage training path that progressively introduces complex actions to a Tabular Q-Learning and a Deep Q-Network (DQN) agent. Our evaluation in a realistic 8-deck simulation over 10 independent runs demonstrates significant performance gains over standard training methods. The curriculum-based approach increases the DQN agent's average win rate from 43.97% to 47.41%, reduces the average bust rate from 32.9% to 28.0%, and accelerates the overall workflow by over 74%, with the agent's full training completing faster than the baseline's evaluation phase alone. These results validate that LLM-guided curricula can build more effective, robust, and efficient RL agents.

Multi-token prediction (MTP) is a recently proposed pre-training objective for language models. Rather than predicting only the next token (NTP), MTP predicts the next k tokens at each prediction step, using multiple prediction heads. MTP has shown promise in improving downstream performance, inference speed, and training efficiency, particularly for large models. However, prior work has shown that smaller language models (SLMs) struggle with the MTP objective. To address this, we propose a curriculum learning strategy for MTP training, exploring two variants: a forward curriculum, which gradually increases the complexity of the pre-training objective from NTP to MTP, and a reverse curriculum, which does the opposite. Our experiments show that the forward curriculum enables SLMs to better leverage the MTP objective during pre-training, improving downstream NTP performance and generative output quality, while retaining the benefits of self-speculative decoding. The reverse curriculum achieves stronger NTP performance and output quality, but fails to provide any self-speculative decoding benefits.

We introduce a new paradigm for generative modeling built on Continuous Normalizing Flows (CNFs), allowing us to train CNFs at unprecedented scale. Specifically, we present the notion of Flow Matching (FM), a simulation-free approach for training CNFs based on regressing vector fields of fixed conditional probability paths. Flow Matching is compatible with a general family of Gaussian probability paths for transforming between noise and data samples -- which subsumes existing diffusion paths as specific instances. Interestingly, we find that employing FM with diffusion paths results in a more robust and stable alternative for training diffusion models. Furthermore, Flow Matching opens the door to training CNFs with other, non-diffusion probability paths. An instance of particular interest is using Optimal Transport (OT) displacement interpolation to define the conditional probability paths. These paths are more efficient than diffusion paths, provide faster training and sampling, and result in better generalization. Training CNFs using Flow Matching on ImageNet leads to consistently better performance than alternative diffusion-based methods in terms of both likelihood and sample quality, and allows fast and reliable sample generation using off-the-shelf numerical ODE solvers.

Large language models (LLMs) have made impressive strides in mathematical reasoning, often fine-tuned using rejection sampling that retains only correct reasoning trajectories. While effective, this paradigm treats supervision as a binary filter that systematically excludes teacher-generated errors, leaving a gap in how reasoning failures are modeled during training. In this paper, we propose TrajFusion, a fine-tuning strategy that reframes rejection sampling as a structured supervision construction process. Specifically, TrajFusion forms fused trajectories that explicitly model trial-and-error reasoning by interleaving selected incorrect trajectories with reflection prompts and correct trajectories. The length of each fused sample is adaptively controlled based on the frequency and diversity of teacher errors, providing richer supervision for challenging problems while safely reducing to vanilla rejection sampling fine-tuning (RFT) when error signals are uninformative. TrajFusion requires no changes to the architecture or training objective. Extensive experiments across multiple math benchmarks demonstrate that TrajFusion consistently outperforms RFT, particularly on challenging and long-form reasoning problems.

Agent skills, structured packages of procedural knowledge and executable resources that agents dynamically load at inference time, have become a reliable mechanism for augmenting LLM agents. Yet inference-time skill augmentation is fundamentally limited: retrieval noise introduces irrelevant guidance, injected skill content imposes substantial token overhead, and the model never truly acquires the knowledge it merely follows. We ask whether skills can instead be internalized into model parameters, enabling zero-shot autonomous behavior without any runtime skill retrieval. We introduce SKILL0, an in-context reinforcement learning framework designed for skill internalization. SKILL0 introduces a training-time curriculum that begins with full skill context and progressively withdraws it. Skills are grouped offline by category and rendered with interaction history into a compact visual context, teaching he model tool invocation and multi-turn task completion. A Dynamic Curriculum then evaluates each skill file's on-policy helpfulness, retaining only those from which the current policy still benefits within a linearly decaying budget, until the agent operates in a fully zero-shot setting. Extensive agentic experiments demonstrate that SKILL0 achieves substantial improvements over the standard RL baseline (+9.7\% for ALFWorld and +6.6\% for Search-QA), while maintaining a highly efficient context of fewer than 0.5k tokens per step. Our code is available at https://github.com/ZJU-REAL/SkillZero.

Recent breakthroughs in large language models (LLMs) on reasoning tasks rely heavily on massive, high-quality datasets-typically human-annotated and thus difficult to scale. While data synthesis or distillation offers a promising alternative, existing methods struggle with inconsistent data quality and an inability to dynamically adapt to the evolving capabilities of the model, leading to suboptimal training signals. To address these limitations, we introduce Socratic-Zero, a fully autonomous framework that generates high-quality training data from minimal seed examples through the co-evolution of three agents: the Teacher, the Solver, and the Generator. The Solver continuously refines its reasoning by learning from preference feedback on both successful and failed trajectories; the Teacher adaptively crafts increasingly challenging questions based on the Solver's weaknesses; and the Generator distills the Teacher's question-design strategy to enable scalable, high-fidelity curriculum generation. This closed-loop system produces a self-improving curriculum-requiring no pre-existing tasks or labels. Remarkably, starting from only 100 seed questions, our Socratic-Solver-8B achieves an average gain of +20.2 percentage points over prior data synthesis methods across seven mathematical reasoning benchmarks (AMC23, AIME24-25, Olympiad, MATH-500, Minerva, and GSM8K), with consistent gains on both Qwen3 and GLM4 series models. Even more surprisingly, synthetic data from Socratic-Generator-32B enables student LLMs to achieve superior performance compared to other state-of-the-art (SOTA) commercial LLMs on these benchmarks, including Qwen3-235B-A22B, DeepSeek-V3.1-671B, GPT-5, Gemini-2.5-Pro, Grok-4, and Claude-4.1-Opus.

Recent work shows that reinforcement learning(RL) can markedly sharpen the reasoning ability of large language models (LLMs) by prompting them to "think before answering." Yet whether and how these gains transfer to audio-language reasoning remains largely unexplored. We extend the Group-Relative Policy Optimization (GRPO) framework from DeepSeek-R1 to a Large Audio-Language Model (LALM), and construct a 32k sample multiple-choice corpus. Using a two-stage regimen supervised fine-tuning on structured and unstructured chains-of-thought, followed by curriculum-guided GRPO, we systematically compare implicit vs. explicit, and structured vs. free form reasoning under identical architectures. Our structured audio reasoning model, SARI (Structured Audio Reasoning via Curriculum-Guided Reinforcement Learning), achieves a 16.35% improvement in average accuracy over the base model Qwen2-Audio-7B-Instruct. Furthermore, the variant built upon Qwen2.5-Omni reaches state-of-the-art performance of 67.08% on the MMAU test-mini benchmark. Ablation experiments show that on the base model we use: (i) SFT warm-up is important for stable RL training, (ii) structured chains yield more robust generalization than unstructured ones, and (iii) easy-to-hard curricula accelerate convergence and improve final performance. These findings demonstrate that explicit, structured reasoning and curriculum learning substantially enhances audio-language understanding.

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.

Large language models (LLMs) have created new opportunities to assist teachers and support student learning. Methods such as chain-of-thought (CoT) prompting enable LLMs to grade formative assessments in science, providing scores and relevant feedback to students. However, the extent to which these methods generalize across curricula in multiple domains (such as science, computing, and engineering) remains largely untested. In this paper, we introduce Chain-of-Thought Prompting + Active Learning (CoTAL), an LLM-based approach to formative assessment scoring that (1) leverages Evidence-Centered Design (ECD) principles to develop curriculum-aligned formative assessments and rubrics, (2) applies human-in-the-loop prompt engineering to automate response scoring, and (3) incorporates teacher and student feedback to iteratively refine assessment questions, grading rubrics, and LLM prompts for automated grading. Our findings demonstrate that CoTAL improves GPT-4's scoring performance, achieving gains of up to 24.5% over a non-prompt-engineered baseline. Both teachers and students view CoTAL as effective in scoring and explaining student responses, each providing valuable refinements to enhance grading accuracy and explanation quality.

Supervised learning usually requires a large amount of labelled data. However, attaining ground-truth labels is costly for many tasks. Alternatively, weakly supervised methods learn with cheap weak signals that only approximately label some data. Many existing weakly supervised learning methods learn a deterministic function that estimates labels given the input data and weak signals. In this paper, we develop label learning flows (LLF), a general framework for weakly supervised learning problems. Our method is a generative model based on normalizing flows. The main idea of LLF is to optimize the conditional likelihoods of all possible labelings of the data within a constrained space defined by weak signals. We develop a training method for LLF that trains the conditional flow inversely and avoids estimating the labels. Once a model is trained, we can make predictions with a sampling algorithm. We apply LLF to three weakly supervised learning problems. Experiment results show that our method outperforms many baselines we compare against.

Despite impressive progress in areas like mathematical reasoning, large language models still face significant challenges in consistently solving complex problems. Drawing inspiration from key human learning strategies, we propose two novel strategies to enhance the capability of large language models to solve these complex problems. First, Adaptive Difficulty Curriculum Learning (ADCL) is a novel curriculum learning strategy that tackles the Difficulty Shift phenomenon (i.e., a model's perception of problem difficulty dynamically changes during training) by periodically re-estimating difficulty within upcoming data batches to maintain alignment with the model's evolving capabilities. Second, Expert-Guided Self-Reformulation (EGSR) is a novel reinforcement learning strategy that bridges the gap between imitation learning and pure exploration by guiding models to reformulate expert solutions within their own conceptual framework, rather than relying on direct imitation, fostering deeper understanding and knowledge assimilation. Extensive experiments on challenging mathematical reasoning benchmarks, using Qwen2.5-7B as the base model, demonstrate that these human-inspired strategies synergistically and significantly enhance performance. Notably, their combined application improves performance over the standard Zero-RL baseline by 10% on the AIME24 benchmark and 16.6% on AIME25.

Large language models (LLMs) have made significant advances in complex reasoning tasks, yet they remain bottlenecked by two core challenges: architectural inefficiency due to reliance on Transformers, and a lack of structured fine-tuning for high-difficulty domains. We introduce \ourmodel, an attention-free language model that addresses both issues through architectural and data-centric innovations. Built on the state space dual (SSD) layers of Mamba-2, our model eliminates the need for self-attention and key-value caching, enabling fixed-memory, constant-time inference. To train it for complex reasoning, we propose a two-phase curriculum fine-tuning strategy based on the PromptCoT synthesis paradigm, which generates pedagogically structured problems via abstract concept selection and rationale-guided generation. On benchmark evaluations, \ourmodel-7B outperforms strong Transformer and hybrid models of comparable scale, and even surpasses the much larger Gemma3-27B by 2.6\% on AIME 24, 0.6\% on AIME 25, and 3.0\% on Livecodebench. These results highlight the potential of state space models as efficient and scalable alternatives to attention-based architectures for high-capacity reasoning.

We introduce Generalized Instruction Tuning (called GLAN), a general and scalable method for instruction tuning of Large Language Models (LLMs). Unlike prior work that relies on seed examples or existing datasets to construct instruction tuning data, GLAN exclusively utilizes a pre-curated taxonomy of human knowledge and capabilities as input and generates large-scale synthetic instruction data across all disciplines. Specifically, inspired by the systematic structure in human education system, we build the taxonomy by decomposing human knowledge and capabilities to various fields, sub-fields and ultimately, distinct disciplines semi-automatically, facilitated by LLMs. Subsequently, we generate a comprehensive list of subjects for every discipline and proceed to design a syllabus tailored to each subject, again utilizing LLMs. With the fine-grained key concepts detailed in every class session of the syllabus, we are able to generate diverse instructions with a broad coverage across the entire spectrum of human knowledge and skills. Extensive experiments on large language models (e.g., Mistral) demonstrate that GLAN excels in multiple dimensions from mathematical reasoning, coding, academic exams, logical reasoning to general instruction following without using task-specific training data of these tasks. In addition, GLAN allows for easy customization and new fields or skills can be added by simply incorporating a new node into our taxonomy.

Recent advances in few-step diffusion models have demonstrated their efficiency and effectiveness by shortcutting the probabilistic paths of diffusion models, especially in training one-step diffusion models from scratch (a.k.a. shortcut models). However, their theoretical derivation and practical implementation are often closely coupled, which obscures the design space. To address this, we propose a common design framework for representative shortcut models. This framework provides theoretical justification for their validity and disentangles concrete component-level choices, thereby enabling systematic identification of improvements. With our proposed improvements, the resulting one-step model achieves a new state-of-the-art FID50k of 2.85 on ImageNet-256x256 under the classifier-free guidance setting with one step generation, and further reaches FID50k of 2.53 with 2x training steps. Remarkably, the model requires no pre-training, distillation, or curriculum learning. We believe our work lowers the barrier to component-level innovation in shortcut models and facilitates principled exploration of their design space.

We tackle the problem of sampling from intractable high-dimensional density functions, a fundamental task that often appears in machine learning and statistics. We extend recent sampling-based approaches that leverage controlled stochastic processes to model approximate samples from these target densities. The main drawback of these approaches is that the training objective requires full trajectories to compute, resulting in sluggish credit assignment issues due to use of entire trajectories and a learning signal present only at the terminal time. In this work, we present Diffusion Generative Flow Samplers (DGFS), a sampling-based framework where the learning process can be tractably broken down into short partial trajectory segments, via parameterizing an additional "flow function". Our method takes inspiration from the theory developed for generative flow networks (GFlowNets), allowing us to make use of intermediate learning signals. Through various challenging experiments, we demonstrate that DGFS achieves more accurate estimates of the normalization constant than closely-related prior methods.

Recent advances in pre-trained language models have improved the performance for text classification tasks. However, little attention is paid to the priority scheduling strategy on the samples during training. Humans acquire knowledge gradually from easy to complex concepts, and the difficulty of the same material can also vary significantly in different learning stages. Inspired by this insights, we proposed a novel self-paced dynamic curriculum learning (SPDCL) method for imbalanced text classification, which evaluates the sample difficulty by both linguistic character and model capacity. Meanwhile, rather than using static curriculum learning as in the existing research, our SPDCL can reorder and resample training data by difficulty criterion with an adaptive from easy to hard pace. The extensive experiments on several classification tasks show the effectiveness of SPDCL strategy, especially for the imbalanced dataset.

User simulation is important for developing and evaluating human-centered AI, yet current student simulation in educational applications has significant limitations. Existing approaches focus on single learning experiences and do not account for students' gradual knowledge construction and evolving skill sets. Moreover, large language models are optimized to produce direct and accurate responses, making it challenging to represent the incomplete understanding and developmental constraints that characterize real learners. In this paper, we introduce a novel framework for memory-based student simulation that incorporates developmental trajectories through a hierarchical memory mechanism with structured knowledge representation. The framework also integrates metacognitive processes and personality traits to enrich the individual learner profiling, through dynamical consolidation of both cognitive development and personal learning characteristics. In practice, we implement a curriculum-aligned simulator grounded on the Next Generation Science Standards. Experimental results show that our approach can effectively reflect the gradual nature of knowledge development and the characteristic difficulties students face, providing a more accurate representation of learning processes.

With the availability of various instruction datasets, a pivotal challenge is how to effectively select and integrate these instructions to fine-tune large language models (LLMs). Previous research mainly focuses on selecting individual high-quality instructions. However, these works overlooked the joint interactions and dependencies between different categories of instructions, leading to suboptimal selection strategies. Moreover, the nature of these interaction patterns remains largely unexplored, let alone optimize the instruction set with regard to them. To fill these gaps, in this paper, we: (1) systemically investigate interaction and dependency patterns between different categories of instructions, (2) manage to optimize the instruction set concerning the interaction patterns using a linear programming-based method, and optimize the learning schema of SFT using an instruction dependency taxonomy guided curriculum learning. Experimental results across different LLMs demonstrate improved performance over strong baselines on widely adopted benchmarks.

Training Large Language Models (LLMs) incurs substantial data-related costs, motivating the development of data-efficient training methods through optimised data ordering and selection. Human-inspired learning strategies, such as curriculum learning, offer possibilities for efficient training by organising data according to common human learning practices. Despite evidence that fine-tuning with curriculum learning improves the performance of LLMs for natural language understanding tasks, its effectiveness is typically assessed using a single model. In this work, we extend previous research by evaluating both curriculum-based and non-curriculum-based learning strategies across multiple LLMs, using human-defined and automated data labels for medical question answering. Our results indicate a moderate impact of using human-inspired learning strategies for fine-tuning LLMs, with maximum accuracy gains of 1.77% per model and 1.81% per dataset. Crucially, we demonstrate that the effectiveness of these strategies varies significantly across different model-dataset combinations, emphasising that the benefits of a specific human-inspired strategy for fine-tuning LLMs do not generalise. Additionally, we find evidence that curriculum learning using LLM-defined question difficulty outperforms human-defined difficulty, highlighting the potential of using model-generated measures for optimal curriculum design.

Flow-based generative models have become a strong framework for high-quality generative modeling, yet pretrained models are rarely used in their vanilla conditional form: conditional samples without guidance often appear diffuse and lack fine-grained detail due to the smoothing effects of neural networks. Existing guidance techniques such as classifier-free guidance (CFG) improve fidelity but double the inference cost and typically reduce sample diversity. We introduce Momentum Guidance (MG), a new dimension of guidance that leverages the ODE trajectory itself. MG extrapolates the current velocity using an exponential moving average of past velocities and preserves the standard one-evaluation-per-step cost. It matches the effect of standard guidance without extra computation and can further improve quality when combined with CFG. Experiments demonstrate MG's effectiveness across benchmarks. Specifically, on ImageNet-256, MG achieves average improvements in FID of 36.68% without CFG and 25.52% with CFG across various sampling settings, attaining an FID of 1.597 at 64 sampling steps. Evaluations on large flow-based models like Stable Diffusion 3 and FLUX.1-dev further confirm consistent quality enhancements across standard metrics.

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

The process of instruction tuning aligns pre-trained large language models (LLMs) with open-domain instructions and human-preferred responses. While several studies have explored autonomous approaches to distilling and annotating instructions from more powerful proprietary LLMs, such as ChatGPT, they often neglect the impact of task distributions and the varying difficulty of instructions of the training sets. This oversight can lead to imbalanced knowledge capabilities and poor generalization powers of small student LLMs. To address this challenge, we introduce Task-Aware Curriculum Planning for Instruction Refinement (TAPIR), a multi-round distillation framework with balanced task distributions and dynamic difficulty adjustment. This approach utilizes an oracle LLM to select instructions that are difficult for a student LLM to follow and distill instructions with balanced task distributions. By incorporating curriculum planning, our approach systematically escalates the difficulty levels, progressively enhancing the student LLM's capabilities. We rigorously evaluate TAPIR using two widely recognized benchmarks, including AlpacaEval 2.0 and MT-Bench. The empirical results demonstrate that the student LLMs, trained with our method and less training data, outperform larger instruction-tuned models and strong distillation baselines. The improvement is particularly notable in complex tasks, such as logical reasoning and code generation.

Reinforcement learning (RL) is the dominant paradigm for sharpening strategic tool use capabilities of LLMs on long-horizon, sparsely-rewarded agent tasks, yet it faces a fundamental challenge of exploration-exploitation trade-off. Existing studies stimulate exploration through the lens of policy entropy, but such mechanical entropy maximization is prone to RL training instability due to the multi-turn distribution shifting. In this paper, we target the progressive exploration-exploitation balance under the guidance of the agent own experiences without succumbing to either entropy collapsing or runaway divergence. We propose SPEAR, a curriculum-based self-imitation learning (SIL) recipe for training agentic LLMs. It extends the vanilla SIL framework, where a replay buffer stores self-generated promising trajectories for off-policy update, by gradually steering the policy evolution within a well-balanced range of entropy across stages. Specifically, our approach incorporates a curriculum to manage the exploration process, utilizing intrinsic rewards to foster skill-level exploration and facilitating action-level exploration through SIL. At first, the auxiliary tool call reward plays a critical role in the accumulation of tool-use skills, enabling broad exposure to the unfamiliar distributions of the environment feedback with an upward entropy trend. As training progresses, self-imitation gets strengthened to exploit existing successful patterns from replayed experiences for comparative action-level exploration, accelerating solution iteration without unbounded entropy growth. To further stabilize training, we recalibrate the advantages of experiences in the replay buffer to address the potential policy drift. Reugularizations such as the clipping of tokens with high covariance between probability and advantage are introduced to the trajectory-level entropy control to curb over-confidence.

Recently, multi-modal content generation has attracted lots of attention from researchers by investigating the utilization of visual instruction tuning based on large language models (LLMs). To enhance the performance and generalization ability of such LLMs, the practice of distilling knowledge from pretrained multi-modal models (a.k.a. teachers) to more compact multi-modal LLMs (students) has gained considerable interest. However, the prevailing paradigm of instructiontuning in multi-modal LLMs knowledge distillation is resource-intensive and unidirectional, neglecting the potential for mutual feedback between the student and teacher models. Thus, we propose an innovative Competitive Multi-modal Distillation framework (CoMD), which captures bidirectional feedback between teacher and student models and continually updates the multi-modal capabilities that the student model has learned. It comprises two stages: multi-modal pre-training and multi-modal competitive distillation. The first stage pre-trains the student model on a large number of filtered multi-modal datasets. The second stage facilitates a bidirectional knowledge transfer between the student and teacher models. Our experimental analysis of diverse datasets shows that our knowledge transfer method consistently improves the capabilities of the student model. Finally, the 7B-sized student model after four distillations surpassed the current state-of-the-art model LLaVA-13B on the ScienceQA and LLaVA Test dataset, also outperforms other strong baselines in the zero-shot setting.

Current Reinforcement Fine-tuning (RFT) paradigms for Large Language Models (LLMs) suffer from sample inefficiency due to the redundant exposure of identical queries under uniform data sampling. While previous work has explored curriculum learning via heuristic difficulty metrics, these strategies exhibit limitations by neglecting the intrinsic learning signals generated by the model itself, thus leading to suboptimal training regimes. In this paper, we identify a model-inherent signal termed angle concentration that effectively reflects an LLM's capacity to learn from specific data. We theoretically and empirically demonstrate a correlation between the angular distribution of token hidden state vectors and the resulting gradient, revealing a learning preference for data exhibiting higher angle concentration. Inspired by this finding, we propose GAIN-RL, a Gradient-driven Angle-Informed Navigated RL framework. By leveraging the model's intrinsic angle concentration signal, GAIN-RL dynamically selects training data in each epoch, ensuring consistently impactful gradient updates and thus significantly enhancing overall training efficiency. Empirical evaluations show that GAIN-RL (GRPO) achieves over a 2.5x acceleration in training efficiency across diverse mathematical and coding tasks and varying model scales. Furthermore, GAIN-RL (GRPO)'s efficient sampling yields data-efficient training, achieving better performance with half the original data compared to vanilla GRPO with full training data. Code is realsed at https://github.com/wangqinsi1/GAINRL/tree/main.

Humans are good at learning on the job: We learn how to solve the tasks we face as we go along. Can a model do the same? We propose an agent that assembles a task-specific curriculum, called test-time curriculum (TTC-RL), and applies reinforcement learning to continue training the model for its target task. The test-time curriculum avoids time-consuming human curation of datasets by automatically selecting the most task-relevant data from a large pool of available training data. Our experiments demonstrate that reinforcement learning on a test-time curriculum consistently improves the model on its target tasks, across a variety of evaluations and models. Notably, on challenging math and coding benchmarks, TTC-RL improves the pass@1 of Qwen3-8B by approximately 1.8x on AIME25 and 2.1x on CodeElo. Moreover, we find that TTC-RL significantly raises the performance ceiling compared to the initial model, increasing pass@8 on AIME25 from 40% to 62% and on CodeElo from 28% to 43%. Our findings show the potential of test-time curricula in extending the test-time scaling paradigm to continual training on thousands of task-relevant experiences during test-time.

We aim to improve the reasoning capabilities of language models via reinforcement learning (RL). Recent RL post-trained models like DeepSeek-R1 have demonstrated reasoning abilities on mathematical and coding tasks. However, prior studies suggest that using RL alone to improve reasoning on inherently difficult tasks is less effective. Here, we draw inspiration from curriculum learning and propose to schedule tasks from easy to hard (E2H), allowing LLMs to build reasoning skills gradually. Our method is termed E2H Reasoner. Empirically, we observe that, although easy tasks are important initially, fading them out through appropriate scheduling is essential in preventing overfitting. Theoretically, we establish convergence guarantees for E2H Reasoner within an approximate policy iteration framework. We derive finite-sample complexity bounds and show that when tasks are appropriately decomposed and conditioned, learning through curriculum stages requires fewer total samples than direct learning. Experiments across multiple domains show that E2H Reasoner significantly improves the reasoning ability of small LLMs (1.5B to 3B), which otherwise struggle when trained with vanilla RL alone, highlighting the effectiveness of our method. Our code can be found on https://github.com/divelab/E2H-Reasoning.

The advancement of large language models (LLMs) has opened new frontiers in natural language processing, particularly in specialized domains like healthcare. In this paper, we propose the Incremental Curriculum-Based Fine-Tuning (ICFT) framework to enhance the generative capabilities of medical large language models (MLLMs). ICFT combines curriculum-based learning, dual-stage memory coordination, and parameter-efficient fine-tuning to enable a progressive transition from general linguistic knowledge to strong domain-specific expertise. Experimental results across diverse medical NLP tasks, including question answering, preference classification, and response generation, demonstrate that ICFT consistently outperforms state-of-the-art baselines, achieving improvements in both accuracy and efficiency. Further analysis reveals the framework's ability to generalize to unseen data, reduce errors, and deliver diverse, contextually relevant medical responses. These findings establish ICFT as a robust and scalable solution for adapting LLMs to the medical domain, offering practical benefits for real-world healthcare applications.

Reinforcement Learning with Verifiable Rewards (RLVR) has emerged as a prevailing paradigm for enhancing reasoning in Multimodal Large Language Models (MLLMs). However, relying solely on outcome supervision risks reward hacking, where models learn spurious reasoning patterns to satisfy final answer checks. While recent rubric-based approaches offer fine-grained supervision signals, they suffer from high computational costs of instance-level generation and inefficient training dynamics caused by treating all rubrics as equally learnable. In this paper, we propose Stratified Rubric-based Curriculum Learning (RuCL), a novel framework that reformulates curriculum learning by shifting the focus from data selection to reward design. RuCL generates generalized rubrics for broad applicability and stratifies them based on the model's competence. By dynamically adjusting rubric weights during training, RuCL guides the model from mastering foundational perception to tackling advanced logical reasoning. Extensive experiments on various visual reasoning benchmarks show that RuCL yields a remarkable +7.83% average improvement over the Qwen2.5-VL-7B model, achieving a state-of-the-art accuracy of 60.06%.

Large Language Models (LLMs) are typically fine-tuned for reasoning tasks through a two-stage pipeline of Supervised Fine-Tuning (SFT) followed by Reinforcement Learning (RL), a process fraught with catastrophic forgetting and suboptimal trade-offs between imitation and exploration. Recent single-stage methods attempt to unify SFT and RL using heuristics, but lack a principled mechanism for dynamically balancing the two paradigms. In this paper, we reframe this challenge through the theoretical lens of implicit rewards, viewing SFT and RL not as distinct methods but as complementary reward signals. We introduce Adaptive Meta Fine-Tuning (AMFT), a novel single-stage algorithm that learns the optimal balance between SFT's implicit, path-level reward and RL's explicit, outcome-based reward. The core of AMFT is a meta-gradient adaptive weight controller that treats the SFT-RL balance as a learnable parameter, dynamically optimizing it to maximize long-term task performance. This forward-looking approach, regularized by policy entropy for stability, autonomously discovers an effective training curriculum. We conduct a comprehensive evaluation on challenging benchmarks spanning mathematical reasoning, abstract visual reasoning (General Points), and vision-language navigation (V-IRL). AMFT consistently establishes a new state-of-the-art and demonstrats superior generalization on out-of-distribution (OOD) tasks. Ablation studies and training dynamic analysis confirm that the meta-learning controller is crucial for AMFT's stability, sample efficiency, and performance, offering a more principled and effective paradigm for LLM alignment.Our codes are open-sourced via https://github.com/hlxtsyj/AMFT.

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.

Few-shot video action recognition is an effective approach to recognizing new categories with only a few labeled examples, thereby reducing the challenges associated with collecting and annotating large-scale video datasets. Existing methods in video action recognition rely on large labeled datasets from the same domain. However, this setup is not realistic as novel categories may come from different data domains that may have different spatial and temporal characteristics. This dissimilarity between the source and target domains can pose a significant challenge, rendering traditional few-shot action recognition techniques ineffective. To address this issue, in this work, we propose a novel cross-domain few-shot video action recognition method that leverages self-supervised learning and curriculum learning to balance the information from the source and target domains. To be particular, our method employs a masked autoencoder-based self-supervised training objective to learn from both source and target data in a self-supervised manner. Then a progressive curriculum balances learning the discriminative information from the source dataset with the generic information learned from the target domain. Initially, our curriculum utilizes supervised learning to learn class discriminative features from the source data. As the training progresses, we transition to learning target-domain-specific features. We propose a progressive curriculum to encourage the emergence of rich features in the target domain based on class discriminative supervised features in the source domain. %a schedule that helps with this transition. We evaluate our method on several challenging benchmark datasets and demonstrate that our approach outperforms existing cross-domain few-shot learning techniques. Our code is available at https://github.com/Sarinda251/CDFSL-V{https://github.com/Sarinda251/CDFSL-V}