Daily Papers

The exponential growth of Large Language Models (LLMs) continues to highlight the need for efficient strategies to meet ever-expanding computational and data demands. This survey provides a comprehensive analysis of two complementary paradigms: Knowledge Distillation (KD) and Dataset Distillation (DD), both aimed at compressing LLMs while preserving their advanced reasoning capabilities and linguistic diversity. We first examine key methodologies in KD, such as task-specific alignment, rationale-based training, and multi-teacher frameworks, alongside DD techniques that synthesize compact, high-impact datasets through optimization-based gradient matching, latent space regularization, and generative synthesis. Building on these foundations, we explore how integrating KD and DD can produce more effective and scalable compression strategies. Together, these approaches address persistent challenges in model scalability, architectural heterogeneity, and the preservation of emergent LLM abilities. We further highlight applications across domains such as healthcare and education, where distillation enables efficient deployment without sacrificing performance. Despite substantial progress, open challenges remain in preserving emergent reasoning and linguistic diversity, enabling efficient adaptation to continually evolving teacher models and datasets, and establishing comprehensive evaluation protocols. By synthesizing methodological innovations, theoretical foundations, and practical insights, our survey charts a path toward sustainable, resource-efficient LLMs through the tighter integration of KD and DD principles.

Recent work in probability-domain knowledge distillation has established axiomatic frameworks for temperature scaling, multi-teacher aggregation, and bias-variance trade-offs in single-stage settings. However, the mathematical behavior of recursive or multi-generation distillation remains poorly understood, with prior approaches relying primarily on empirical heuristics. In this work, we introduce an axiomatic and operator-theoretic framework for recursive meta-distillation, formalizing iterative knowledge distillation as a sequence of probability-distribution operators with explicit anchoring to base teachers. We define structural axioms for valid meta-teacher construction and prove the existence of non-trivial operator families satisfying these axioms without specifying particular algorithms or loss functions. Under mild realizability and convexity assumptions, we show that anchored recursive distillation induces contraction in KL divergence, yielding geometric convergence to base teacher distributions and a unique, globally attractive fixed point. The contribution is foundational rather than algorithmic: the framework characterizes when recursive distillation is mathematically well-posed and convergent rather than error-accumulating, independent of model architecture, optimization details, or specific operator instantiations. These results provide a theoretical basis for understanding stability, bias-variance behavior, and failure modes in iterative and multi-teacher distillation under capacity constraints.

Multi-modal RGB and Depth (RGBD) data are predominant in many domains such as robotics, autonomous driving and remote sensing. The combination of these multi-modal data enhances environmental perception by providing 3D spatial context, which is absent in standard RGB images. Although RGBD multi-modal data can be available to train computer vision models, accessing all sensor modalities during the inference stage may be infeasible due to sensor failures or resource constraints, leading to a mismatch between data modalities available during training and inference. Traditional Cross-Modal Knowledge Distillation (CMKD) frameworks, developed to address this task, are typically based on a teacher/student paradigm, where a multi-modal teacher distills knowledge into a single-modality student model. However, these approaches face challenges in teacher architecture choices and distillation process selection, thus limiting their adoption in real-world scenarios. To overcome these issues, we introduce CroDiNo-KD (Cross-Modal Disentanglement: a New Outlook on Knowledge Distillation), a novel cross-modal knowledge distillation framework for RGBD semantic segmentation. Our approach simultaneously learns single-modality RGB and Depth models by exploiting disentanglement representation, contrastive learning and decoupled data augmentation with the aim to structure the internal manifolds of neural network models through interaction and collaboration. We evaluated CroDiNo-KD on three RGBD datasets across diverse domains, considering recent CMKD frameworks as competitors. Our findings illustrate the quality of CroDiNo-KD, and they suggest reconsidering the conventional teacher/student paradigm to distill information from multi-modal data to single-modality neural networks.

RGB-Thermal (RGB-T) semantic segmentation is essential for robotic systems operating in low-light or dark environments. However, traditional approaches often overemphasize modality balance, resulting in limited robustness and severe performance degradation when sensor signals are partially missing. Recent advances such as cross-modal knowledge distillation and modality-adaptive fine-tuning attempt to enhance cross-modal interaction, but they typically decouple modality fusion and modality adaptation, requiring multi-stage training with frozen models or teacher-student frameworks. We present RTFDNet, a three-branch encoder-decoder that unifies fusion and decoupling for robust RGB-T segmentation. Synergistic Feature Fusion (SFF) performs channel-wise gated exchange and lightweight spatial attention to inject complementary cues. Cross-Modal Decouple Regularization (CMDR) isolates modality-specific components from the fused representation and supervises unimodal decoders via stop-gradient targets. Region Decouple Regularization (RDR) enforces class-selective prediction consistency in confident regions while blocking gradients to the fusion branch. This feedback loop strengthens unimodal paths without degrading the fused stream, enabling efficient standalone inference at test time. Extensive experiments demonstrate the effectiveness of RTFDNet, showing consistent performance across varying modality conditions. Our implementation will be released to facilitate further research. Our source code are publicly available at https://github.com/curapima/RTFDNet.

While 3DGS has emerged as a high-fidelity scene representation, encoding rich, general-purpose features directly from its primitives remains under-explored. We address this gap by introducing Chorus, a multi-teacher pretraining framework that learns a holistic feed-forward 3D Gaussian Splatting (3DGS) scene encoder by distilling complementary signals from 2D foundation models. Chorus employs a shared 3D encoder and teacher-specific projectors to learn from language-aligned, generalist, and object-aware teachers, encouraging a shared embedding space that captures signals from high-level semantics to fine-grained structure. We evaluate Chorus on a wide range of tasks: open-vocabulary semantic and instance segmentation, linear and decoder probing, as well as data-efficient supervision. Besides 3DGS, we also test Chorus on several benchmarks that only support point clouds by pretraining a variant using only Gaussians' centers, colors, estimated normals as inputs. Interestingly, this encoder shows strong transfer and outperforms the point clouds baseline while using 39.9 times fewer training scenes. Finally, we propose a render-and-distill adaptation that facilitates out-of-domain finetuning. Our code and model will be released upon publication.

Pathology foundation models (FMs) have driven significant progress in computational pathology. However, these high-performing models can easily exceed a billion parameters and produce high-dimensional embeddings, thus limiting their applicability for research or clinical use when computing resources are tight. Here, we introduce Pathryoshka, a multi-teacher distillation framework inspired by RADIO distillation and Matryoshka Representation Learning to reduce pathology FM sizes while allowing for adaptable embedding dimensions. We evaluate our framework with a distilled model on ten public pathology benchmarks with varying downstream tasks. Compared to its much larger teachers, Pathryoshka reduces the model size by 86-92% at on-par performance. It outperforms state-of-the-art single-teacher distillation models of comparable size by a median margin of 7.0 in accuracy. By enabling efficient local deployment without sacrificing accuracy or representational richness, Pathryoshka democratizes access to state-of-the-art pathology FMs for the broader research and clinical community.

Real-world audio often mixes speech and music, yet models typically handle only one domain. This paper introduces a multi-teacher distillation framework that unifies speech and music models into a single one while significantly reducing model size. Our approach leverages the strengths of domain-specific teacher models, such as HuBERT for speech and MERT for music, and explores various strategies to balance both domains. Experiments across diverse tasks demonstrate that our model matches the performance of domain-specific models, showing the effectiveness of cross-domain distillation. Additionally, we conduct few-shot learning experiments, highlighting the need for general models in real-world scenarios where labeled data is limited. Our results show that our model not only performs on par with specialized models but also outperforms them in few-shot scenarios, proving that a cross-domain approach is essential and effective for diverse tasks with limited data.

Monocular depth estimation (MDE) aims to predict scene depth from a single RGB image and plays a crucial role in 3D scene understanding. Recent advances in zero-shot MDE leverage normalized depth representations and distillation-based learning to improve generalization across diverse scenes. However, current depth normalization methods for distillation, relying on global normalization, can amplify noisy pseudo-labels, reducing distillation effectiveness. In this paper, we systematically analyze the impact of different depth normalization strategies on pseudo-label distillation. Based on our findings, we propose Cross-Context Distillation, which integrates global and local depth cues to enhance pseudo-label quality. Additionally, we introduce a multi-teacher distillation framework that leverages complementary strengths of different depth estimation models, leading to more robust and accurate depth predictions. Extensive experiments on benchmark datasets demonstrate that our approach significantly outperforms state-of-the-art methods, both quantitatively and qualitatively.

Deep learning has achieved significant success in the field of remote sensing image change detection (CD), yet two major challenges remain: the scarcity of sub-meter, all-inclusive open-source CD datasets, and the difficulty of achieving consistent and satisfactory detection results across images with varying change areas. To address these issues, we introduce the JL1-CD dataset, which contains 5,000 pairs of 512 x 512 pixel images with a resolution of 0.5 to 0.75 meters. Additionally, we propose a multi-teacher knowledge distillation (MTKD) framework for CD. Experimental results on the JL1-CD and SYSU-CD datasets demonstrate that the MTKD framework significantly improves the performance of CD models with various network architectures and parameter sizes, achieving new state-of-the-art results. The code is available at https://github.com/circleLZY/MTKD-CD.

2D/3D human pose estimation is needed to develop novel intelligent tools for the operating room that can analyze and support the clinical activities. The lack of annotated data and the complexity of state-of-the-art pose estimation approaches limit, however, the deployment of such techniques inside the OR. In this work, we propose to use knowledge distillation in a teacher/student framework to harness the knowledge present in a large-scale non-annotated dataset and in an accurate but complex multi-stage teacher network to train a lightweight network for joint 2D/3D pose estimation. The teacher network also exploits the unlabeled data to generate both hard and soft labels useful in improving the student predictions. The easily deployable network trained using this effective self-supervision strategy performs on par with the teacher network on MVOR+, an extension of the public MVOR dataset where all persons have been fully annotated, thus providing a viable solution for real-time 2D/3D human pose estimation in the OR.

Building on the probability-domain distillation framework of Sparse-KD, we develop an axiomatic, operator-theoretic framework for multi-teacher ensemble knowledge distillation. Rather than prescribing a specific aggregation formula, we define five core axioms governing valid knowledge aggregation operators, encompassing convexity, positivity, continuity, weight monotonicity, and temperature coherence. We prove the existence and non-uniqueness of operator families satisfying these axioms, establishing that multiple distinct aggregation mechanisms conform to the same foundational principles. Within this framework, we establish operator-agnostic guarantees showing that multi-teacher aggregation reduces both stochastic variance and systematic supervisory bias under heterogeneous teachers, while providing Jensen-type bounds, log-loss guarantees, and safety attenuation properties. For aggregation operators linear in teacher weights, we further establish classical ensemble variance-reduction results under standard independence assumptions, with extensions to correlated-error regimes. The framework provides theoretical grounding for multi-teacher distillation from diverse frontier models while admitting multiple valid implementation strategies.

Knowledge distillation with multiple teachers is increasingly used to improve robustness, efficiency, and safety, yet existing approaches rely largely on heuristic or implementation-specific weighting schemes. This paper develops an operator-agnostic axiomatic framework for adaptive weighting in multi-teacher knowledge distillation across three complementary scales: token, task, and context. We formalize structural conditions under which adaptive weighting operators are well-defined, admit multiple non-equivalent implementations, and can be hierarchically composed via product-structure normalization. Within this framework, we establish existence and non-uniqueness of conforming operators, characterize convergence of gradient-based optimization under standard assumptions, analyze stability and perturbation robustness, and provide an abstract formulation of safety-constrained distillation. The results decouple theoretical guarantees from specific weighting formulas, enabling principled analysis of adaptive distillation methods under heterogeneity, distribution shift, and safety constraints.

Reinforcement Learning with Verifiable Rewards (RLVR) is a promising paradigm for enhancing the reasoning ability in Large Language Models (LLMs). However, prevailing methods primarily rely on self-exploration or a single off-policy teacher to elicit long chain-of-thought (LongCoT) reasoning, which may introduce intrinsic model biases and restrict exploration, ultimately limiting reasoning diversity and performance. Drawing inspiration from multi-teacher strategies in knowledge distillation, we introduce Adaptive Multi-Guidance Policy Optimization (AMPO), a novel framework that adaptively leverages guidance from multiple proficient teacher models, but only when the on-policy model fails to generate correct solutions. This "guidance-on-demand" approach expands exploration while preserving the value of self-discovery. Moreover, AMPO incorporates a comprehension-based selection mechanism, prompting the student to learn from the reasoning paths that it is most likely to comprehend, thus balancing broad exploration with effective exploitation. Extensive experiments show AMPO substantially outperforms a strong baseline (GRPO), with a 4.3% improvement on mathematical reasoning tasks and 12.2% on out-of-distribution tasks, while significantly boosting Pass@k performance and enabling more diverse exploration. Notably, using four peer-sized teachers, our method achieves comparable results to approaches that leverage a single, more powerful teacher (e.g., DeepSeek-R1) with more data. These results demonstrate a more efficient and scalable path to superior reasoning and generalizability. Our code is available at https://github.com/SII-Enigma/AMPO.

Fine-grained image labels are desirable for many computer vision applications, such as visual search or mobile AI assistant. These applications rely on image classification models that can produce hundreds of thousands (e.g. 100K) of diversified fine-grained image labels on input images. However, training a network at this vocabulary scale is challenging, and suffers from intolerable large model size and slow training speed, which leads to unsatisfying classification performance. A straightforward solution would be training separate expert networks (specialists), with each specialist focusing on learning one specific vertical (e.g. cars, birds...). However, deploying dozens of expert networks in a practical system would significantly increase system complexity and inference latency, and consumes large amounts of computational resources. To address these challenges, we propose a Knowledge Concentration method, which effectively transfers the knowledge from dozens of specialists (multiple teacher networks) into one single model (one student network) to classify 100K object categories. There are three salient aspects in our method: (1) a multi-teacher single-student knowledge distillation framework; (2) a self-paced learning mechanism to allow the student to learn from different teachers at various paces; (3) structurally connected layers to expand the student network capacity with limited extra parameters. We validate our method on OpenImage and a newly collected dataset, Entity-Foto-Tree (EFT), with 100K categories, and show that the proposed model performs significantly better than the baseline generalist model.

Post-training paradigms for Large Language Models (LLMs), primarily Supervised Fine-Tuning (SFT) and Reinforcement Learning (RL), face a fundamental dilemma: SFT provides stability (low variance) but suffers from high fitting bias, while RL enables exploration (low bias) but grapples with high gradient variance. Existing unified optimization strategies often employ naive loss weighting, overlooking the statistical conflict between these distinct gradient signals. In this paper, we provide a rigorous theoretical analysis of this bias-variance trade-off and propose DYPO (Dynamic Policy Optimization), a unified framework designed to structurally mitigate this conflict. DYPO integrates three core components: (1) a Group Alignment Loss (GAL) that leverages intrinsic group dynamics to significantly reduce RL gradient variance; (2) a Multi-Teacher Distillation mechanism that corrects SFT fitting bias via diverse reasoning paths; and (3) a Dynamic Exploitation-Exploration Gating mechanism that adaptively arbitrates between stable SFT and exploratory RL based on reward feedback. Theoretical analysis confirms that DYPO linearly reduces fitting bias and minimizes overall variance. Extensive experiments demonstrate that DYPO significantly outperforms traditional sequential pipelines, achieving an average improvement of 4.8\% on complex reasoning benchmarks and 13.3\% on out-of-distribution tasks. Our code is publicly available at https://github.com/Tocci-Zhu/DYPO.

Multi-turn dialogues between a child and a caregiver are characterized by a property called contingency - that is, prompt, direct, and meaningful exchanges between interlocutors. We introduce ContingentChat, a teacher-student framework that benchmarks and improves multi-turn contingency in a BabyLM trained on 100M words. Using a novel alignment dataset for post-training, BabyLM generates responses that are more grammatical and cohesive. Experiments with adaptive teacher decoding strategies show limited additional gains. ContingentChat demonstrates the benefits of targeted post-training for dialogue quality and indicates that contingency remains a challenging goal for BabyLMs.

We propose Parallel WaveGAN, a distillation-free, fast, and small-footprint waveform generation method using a generative adversarial network. In the proposed method, a non-autoregressive WaveNet is trained by jointly optimizing multi-resolution spectrogram and adversarial loss functions, which can effectively capture the time-frequency distribution of the realistic speech waveform. As our method does not require density distillation used in the conventional teacher-student framework, the entire model can be easily trained. Furthermore, our model is able to generate high-fidelity speech even with its compact architecture. In particular, the proposed Parallel WaveGAN has only 1.44 M parameters and can generate 24 kHz speech waveform 28.68 times faster than real-time on a single GPU environment. Perceptual listening test results verify that our proposed method achieves 4.16 mean opinion score within a Transformer-based text-to-speech framework, which is comparative to the best distillation-based Parallel WaveNet system.

We aim to improve the performance of regressing hand keypoints and segmenting pixel-level hand masks under new imaging conditions (e.g., outdoors) when we only have labeled images taken under very different conditions (e.g., indoors). In the real world, it is important that the model trained for both tasks works under various imaging conditions. However, their variation covered by existing labeled hand datasets is limited. Thus, it is necessary to adapt the model trained on the labeled images (source) to unlabeled images (target) with unseen imaging conditions. While self-training domain adaptation methods (i.e., learning from the unlabeled target images in a self-supervised manner) have been developed for both tasks, their training may degrade performance when the predictions on the target images are noisy. To avoid this, it is crucial to assign a low importance (confidence) weight to the noisy predictions during self-training. In this paper, we propose to utilize the divergence of two predictions to estimate the confidence of the target image for both tasks. These predictions are given from two separate networks, and their divergence helps identify the noisy predictions. To integrate our proposed confidence estimation into self-training, we propose a teacher-student framework where the two networks (teachers) provide supervision to a network (student) for self-training, and the teachers are learned from the student by knowledge distillation. Our experiments show its superiority over state-of-the-art methods in adaptation settings with different lighting, grasping objects, backgrounds, and camera viewpoints. Our method improves by 4% the multi-task score on HO3D compared to the latest adversarial adaptation method. We also validate our method on Ego4D, egocentric videos with rapid changes in imaging conditions outdoors.

Chain-of-thought (CoT) reasoning has advanced medical visual question answering (VQA), yet most existing CoT rationales are free-form and fail to capture the structured reasoning process clinicians actually follow. This work asks: Can traceable, multi-step reasoning supervision improve reasoning accuracy and the interpretability of Medical VQA? To this end, we introduce Step-CoT, a large-scale medical reasoning dataset with expert-curated, structured multi-step CoT aligned to clinical diagnostic workflows, implicitly grounding the model's reasoning in radiographic evidence. Step-CoT comprises more than 10K real clinical cases and 70K VQA pairs organized around diagnostic workflows, providing supervised intermediate steps that guide models to follow valid reasoning trajectories. To effectively learn from Step-CoT, we further introduce a teacher-student framework with a dynamic graph-structured focusing mechanism that prioritizes diagnostically informative steps while filtering out less relevant contexts. Our experiments show that using Step-CoT can improve reasoning accuracy and interpretability. Benchmark: github.com/hahaha111111/Step-CoT. Dataset Card: huggingface.co/datasets/fl-15o/Step-CoT

Very High Resolution (VHR) forest structure data at individual-tree scale is essential for carbon, biodiversity, and ecosystem monitoring. Still, airborne LiDAR remains costly and infrequent despite being the reference for forest structure metrics like Canopy Height Model (CHM), Plant Area Index (PAI), and Foliage Height Diversity (FHD). We propose FSKD: a LiDAR-to-RGB-Infrared (RGBI) knowledge distillation (KD) framework in which a multi-modal teacher fuses RGBI imagery with LiDAR-derived planar metrics and vertical profiles via cross-attention, and an RGBI-only SegFormer student learns to reproduce these outputs. Trained on 384 km^2 of forests in Saxony, Germany (20 cm ground sampling distance (GSD)) and evaluated on eight geographically distinct test tiles, the student achieves state-of-the-art (SOTA) zero-shot CHM performance (MedAE 4.17 m, R^2=0.51, IoU 0.87), outperforming HRCHM/DAC baselines by 29--46% in MAE (5.81 m vs. 8.14--10.84 m) with stronger correlation coefficients (0.713 vs. 0.166--0.652). Ablations show that multi-modal fusion improves performance by 10--26% over RGBI-only training, and that asymmetric distillation with appropriate model capacity is critical. The method jointly predicts CHM, PAI, and FHD, a multi-metric capability not provided by current monocular CHM estimators, although PAI/FHD transfer remains region-dependent and benefits from local calibration. The framework also remains effective under temporal mismatch (winter LiDAR, summer RGBI), removing strict co-acquisition constraints and enabling scalable 20 cm operational monitoring for workflows such as Digital Twin Germany and national Digital Orthophoto programs.

Sound content is an indispensable element for multimedia works such as video games, music, and films. Recent high-quality diffusion-based sound generation models can serve as valuable tools for the creators. However, despite producing high-quality sounds, these models often suffer from slow inference speeds. This drawback burdens creators, who typically refine their sounds through trial and error to align them with their artistic intentions. To address this issue, we introduce Sound Consistency Trajectory Models (SoundCTM). Our model enables flexible transitioning between high-quality 1-step sound generation and superior sound quality through multi-step generation. This allows creators to initially control sounds with 1-step samples before refining them through multi-step generation. While CTM fundamentally achieves flexible 1-step and multi-step generation, its impressive performance heavily depends on an additional pretrained feature extractor and an adversarial loss, which are expensive to train and not always available in other domains. Thus, we reframe CTM's training framework and introduce a novel feature distance by utilizing the teacher's network for a distillation loss. Additionally, while distilling classifier-free guided trajectories, we train conditional and unconditional student models simultaneously and interpolate between these models during inference. We also propose training-free controllable frameworks for SoundCTM, leveraging its flexible sampling capability. SoundCTM achieves both promising 1-step and multi-step real-time sound generation without using any extra off-the-shelf networks. Furthermore, we demonstrate SoundCTM's capability of controllable sound generation in a training-free manner.

Conventional 2D human pose estimation methods typically require extensive labeled annotations, which are both labor-intensive and expensive. In contrast, semi-supervised 2D human pose estimation can alleviate the above problems by leveraging a large amount of unlabeled data along with a small portion of labeled data. Existing semi-supervised 2D human pose estimation methods update the network through backpropagation, ignoring crucial historical information from the previous training process. Therefore, we propose a novel semi-supervised 2D human pose estimation method by utilizing a newly designed Teacher-Reviewer-Student framework. Specifically, we first mimic the phenomenon that human beings constantly review previous knowledge for consolidation to design our framework, in which the teacher predicts results to guide the student's learning and the reviewer stores important historical parameters to provide additional supervision signals. Secondly, we introduce a Multi-level Feature Learning strategy, which utilizes the outputs from different stages of the backbone to estimate the heatmap to guide network training, enriching the supervisory information while effectively capturing keypoint relationships. Finally, we design a data augmentation strategy, i.e., Keypoint-Mix, to perturb pose information by mixing different keypoints, thus enhancing the network's ability to discern keypoints. Extensive experiments on publicly available datasets, demonstrate our method achieves significant improvements compared to the existing methods.

Multimodal Large Language Models (MLLMs) have significantly advanced vision-language understanding. However, even state-of-the-art models struggle with geometric reasoning, revealing a critical bottleneck: the extreme scarcity of high-quality image-text pairs. Human annotation is prohibitively expensive, while automated methods fail to ensure fidelity and training effectiveness. Existing approaches either passively adapt to available images or employ inefficient random exploration with filtering, decoupling generation from learning needs. We propose Socratic-Geo, a fully autonomous framework that dynamically couples data synthesis with model learning through multi-agent interaction. The Teacher agent generates parameterized Python scripts with reflective feedback (Reflect for solvability, RePI for visual validity), ensuring image-text pair purity. The Solver agent optimizes reasoning through preference learning, with failure paths guiding Teacher's targeted augmentation. Independently, the Generator learns image generation capabilities on accumulated "image-code-instruction" triplets, distilling programmatic drawing intelligence into visual generation. Starting from only 108 seed problems, Socratic-Solver achieves 49.11 on six benchmarks using one-quarter of baseline data, surpassing strong baselines by 2.43 points. Socratic-Generator achieves 42.4% on GenExam, establishing new state-of-the-art for open-source models, surpassing Seedream-4.0 (39.8%) and approaching Gemini-2.5-Flash-Image (43.1%).

With the rapid deployment of SCADA systems, how to effectively analyze industrial signals and detect abnormal states is an urgent need for the industry. Due to the significant heterogeneity of these signals, which we summarize as the M5 problem, previous works only focus on small sub-problems and employ specialized models, failing to utilize the synergies between modalities and the powerful scaling law. However, we argue that the M5 signals can be modeled in a unified manner due to the intrinsic similarity. As a result, we propose FISHER, a Foundation model for multi-modal Industrial Signal compreHEnsive Representation. To support arbitrary sampling rates, FISHER considers the increment of sampling rate as the concatenation of sub-band information. Specifically, FISHER takes the STFT sub-band as the modeling unit and adopts a teacher student SSL framework for pre-training. We also develop the RMIS benchmark, which evaluates the representations of M5 industrial signals on multiple health management tasks. Compared with top SSL models, FISHER showcases versatile and outstanding capabilities with a general performance gain up to 5.03%, along with much more efficient scaling curves. We also investigate the scaling law on downstream tasks and derive potential avenues for future works. FISHER is now open-sourced on https://github.com/jianganbai/FISHER

Unsupervised person re-identification is a challenging and promising task in computer vision. Nowadays unsupervised person re-identification methods have achieved great progress by training with pseudo labels. However, how to purify feature and label noise is less explicitly studied in the unsupervised manner. To purify the feature, we take into account two types of additional features from different local views to enrich the feature representation. The proposed multi-view features are carefully integrated into our cluster contrast learning to leverage more discriminative cues that the global feature easily ignored and biased. To purify the label noise, we propose to take advantage of the knowledge of teacher model in an offline scheme. Specifically, we first train a teacher model from noisy pseudo labels, and then use the teacher model to guide the learning of our student model. In our setting, the student model could converge fast with the supervision of the teacher model thus reduce the interference of noisy labels as the teacher model greatly suffered. After carefully handling the noise and bias in the feature learning, our purification modules are proven to be very effective for unsupervised person re-identification. Extensive experiments on three popular person re-identification datasets demonstrate the superiority of our method. Especially, our approach achieves a state-of-the-art accuracy 85.8\% @mAP and 94.5\% @Rank-1 on the challenging Market-1501 benchmark with ResNet-50 under the fully unsupervised setting. The code will be released.

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

The basic question-answering format of large language models involves inputting a prompt and receiving a response, and the quality of the prompt directly impacts the effectiveness of the response. Automated Prompt Optimization (APO) aims to break free from the cognitive biases of manually designed prompts and explores a broader design space for prompts. However, existing APO methods suffer from limited flexibility of fixed templates and inefficient search in prompt spaces as key issues. To this end, we propose a Multi-Agent framework Incorporating Socratic guidance (MARS), which utilizes multi-agent fusion technology for automatic planning, with gradual continuous optimization and evaluation. Specifically, MARS comprises seven agents, each with distinct functionalities, which autonomously use the Planner to devise an optimization path that ensures flexibility. Additionally, it employs a Teacher-Critic-Student Socratic dialogue pattern to iteratively optimize the prompts while conducting effective search. We conduct extensive experiments on various datasets to validate the effectiveness of our method, and perform additional analytical experiments to assess the model's advancement as well as the interpretability.

Whole-heart segmentation from CT and MRI scans is crucial for cardiovascular disease analysis, yet existing methods struggle with modality-specific biases and the need for extensive labeled datasets. To address these challenges, we propose a foundation model for whole-heart segmentation using a self-supervised learning (SSL) framework based on a student-teacher architecture. Our model is pretrained on a large, unlabeled dataset of CT and MRI scans, leveraging the xLSTM backbone to capture long-range spatial dependencies and complex anatomical structures in 3D medical images. By incorporating multi-modal pretraining, our approach ensures strong generalization across both CT and MRI modalities, mitigating modality-specific variations and improving segmentation accuracy in diverse clinical settings. The use of large-scale unlabeled data significantly reduces the dependency on manual annotations, enabling robust performance even with limited labeled data. We further introduce an xLSTM-UNet-based architecture for downstream whole-heart segmentation tasks, demonstrating its effectiveness on few-label CT and MRI datasets. Our results validate the robustness and adaptability of the proposed model, highlighting its potential for advancing automated whole-heart segmentation in medical imaging.

Benefiting from the powerful capabilities of large language models (LLMs), agents based on LLMs have shown the potential to address domain-specific tasks and emulate human behaviors. However, the content generated by these agents remains somewhat superficial, owing to their limited domain expertise and the absence of an effective cognitive architecture. To address this, we present the Configurable General Multi-Agent Interaction (CGMI) framework, designed to replicate human interactions in real-world scenarios. Specifically, we propose a tree-structured methodology for the assignment, detection, and maintenance of agent personality. Additionally, we designed a cognitive architecture equipped with a skill library based on the ACT* model, which contains memory, reflection, and planning modules. We have also integrated general agents to augment the virtual environment's realism. Using the CGMI framework, we simulated numerous classroom interactions between teacher and students. The experiments indicate that aspects such as the teaching methodology, curriculum, and student performance closely mirror real classroom settings. We will open source our work.

We develop a unified theoretical framework for sparse knowledge distillation based on probability-domain softening operators. While the equivalence p^{1/T} propto softmax(z/T) is well known, our contribution is an operator-level analytical framework built on this foundation rather than the equivalence itself. The framework comprises four core components: (i) operator-agnostic bias--variance decompositions that characterize when sparse students outperform dense teachers, (ii) a homotopy path formalization of multi-stage pruning in function space explaining why iterative compression succeeds where one-shot pruning fails, (iii) convergence guarantees establishing O(1/n) rates for n-stage distillation with explicit parameter dependence, and (iv) equivalence class characterizations identifying distinct probability-domain operators that yield identical student models under capacity constraints. We introduce an axiomatic definition of probability-domain softening operators based on ranking preservation, continuity, entropy monotonicity, identity, and boundary behavior, and show that multiple non-equivalent operator families satisfy these axioms. All learning-theoretic guarantees are shown to hold uniformly across this operator class, independent of implementation details. These results provide theoretical grounding for black-box teacher distillation, partial-access settings such as top-k truncation and text-only outputs, and privacy-preserving model compression.

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.

Transformer-based architectures have become the de-facto standard models for diverse vision tasks owing to their superior performance. As the size of the models continues to scale up, model distillation becomes extremely important in various real applications, particularly on devices limited by computational resources. However, prevailing knowledge distillation methods exhibit diminished efficacy when confronted with a large capacity gap between the teacher and the student, e.g, 10x compression rate. In this paper, we present a novel approach named Automatic Multi-step Distillation (AMD) for large-scale vision model compression. In particular, our distillation process unfolds across multiple steps. Initially, the teacher undergoes distillation to form an intermediate teacher-assistant model, which is subsequently distilled further to the student. An efficient and effective optimization framework is introduced to automatically identify the optimal teacher-assistant that leads to the maximal student performance. We conduct extensive experiments on multiple image classification datasets, including CIFAR-10, CIFAR-100, and ImageNet. The findings consistently reveal that our approach outperforms several established baselines, paving a path for future knowledge distillation methods on large-scale vision models.

Chatbots are designed to carry out human-like conversations across different domains, such as general chit-chat, knowledge exchange, and persona-grounded conversations. To measure the quality of such conversational agents, a dialogue evaluator is expected to conduct assessment across domains as well. However, most of the state-of-the-art automatic dialogue evaluation metrics (ADMs) are not designed for multi-domain evaluation. We are motivated to design a general and robust framework, MDD-Eval, to address the problem. Specifically, we first train a teacher evaluator with human-annotated data to acquire a rating skill to tell good dialogue responses from bad ones in a particular domain and then, adopt a self-training strategy to train a new evaluator with teacher-annotated multi-domain data, that helps the new evaluator to generalize across multiple domains. MDD-Eval is extensively assessed on six dialogue evaluation benchmarks. Empirical results show that the MDD-Eval framework achieves a strong performance with an absolute improvement of 7% over the state-of-the-art ADMs in terms of mean Spearman correlation scores across all the evaluation benchmarks.

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

Photometric loss and pseudo-label-based self-training are two widely used methods for training stereo networks on unlabeled data. However, they both struggle to provide accurate supervision in occluded regions. The former lacks valid correspondences, while the latter's pseudo labels are often unreliable. To overcome these limitations, we present S^3, a simple yet effective framework based on multi-baseline geometry consistency. Unlike conventional self-training where teacher and student share identical stereo pairs, S^3 assigns them different target images, introducing natural visibility asymmetry. Regions occluded in the student's view often remain visible and matchable to the teacher, enabling reliable pseudo labels even in regions where photometric supervision fails. The teacher's disparities are rescaled to align with the student's baseline and used to guide student learning. An occlusion-aware weighting strategy is further proposed to mitigate unreliable supervision in teacher-occluded regions and to encourage the student to learn robust occlusion completion. To support training, we construct MBS20K, a multi-baseline stereo dataset synthesized using the CARLA simulator. Extensive experiments demonstrate that S^3 provides effective supervision in both occluded and non-occluded regions, achieves strong generalization performance, and surpasses previous state-of-the-art methods on the KITTI 2015 and 2012 benchmarks.

Anomaly detection is a challenging task and usually formulated as an one-class learning problem for the unexpectedness of anomalies. This paper proposes a simple yet powerful approach to this issue, which is implemented in the student-teacher framework for its advantages but substantially extends it in terms of both accuracy and efficiency. Given a strong model pre-trained on image classification as the teacher, we distill the knowledge into a single student network with the identical architecture to learn the distribution of anomaly-free images and this one-step transfer preserves the crucial clues as much as possible. Moreover, we integrate the multi-scale feature matching strategy into the framework, and this hierarchical feature matching enables the student network to receive a mixture of multi-level knowledge from the feature pyramid under better supervision, thus allowing to detect anomalies of various sizes. The difference between feature pyramids generated by the two networks serves as a scoring function indicating the probability of anomaly occurring. Due to such operations, our approach achieves accurate and fast pixel-level anomaly detection. Very competitive results are delivered on the MVTec anomaly detection dataset, superior to the state of the art ones.

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

Multi-Agent Systems (MAS) powered by Large Language Models have unlocked advanced collaborative reasoning, yet they remain shackled by the inefficiency of discrete text communication, which imposes significant runtime overhead and information quantization loss. While latent state transfer offers a high-bandwidth alternative, existing approaches either assume homogeneous sender-receiver architectures or rely on pair-specific learned translators, limiting scalability and modularity across diverse model families with disjoint manifolds. In this work, we propose the Vision Wormhole, a novel framework that repurposes the visual interface of Vision-Language Models (VLMs) to enable model-agnostic, text-free communication. By introducing a Universal Visual Codec, we map heterogeneous reasoning traces into a shared continuous latent space and inject them directly into the receiver's visual pathway, effectively treating the vision encoder as a universal port for inter-agent telepathy. Our framework adopts a hub-and-spoke topology to reduce pairwise alignment complexity from O(N^2) to O(N) and leverages a label-free, teacher-student distillation objective to align the high-speed visual channel with the robust reasoning patterns of the text pathway. Extensive experiments across heterogeneous model families (e.g., Qwen-VL, Gemma) demonstrate that the Vision Wormhole reduces end-to-end wall-clock time in controlled comparisons while maintaining reasoning fidelity comparable to standard text-based MAS. Code is available at https://github.com/xz-liu/heterogeneous-latent-mas

Occupancy prediction provides critical geometric and semantic understanding for robotics but faces efficiency-accuracy trade-offs. Current dense methods suffer computational waste on empty voxels, while sparse query-based approaches lack robustness in diverse and complex indoor scenes. In this paper, we propose DiScene, a novel sparse query-based framework that leverages multi-level distillation to achieve efficient and robust occupancy prediction. In particular, our method incorporates two key innovations: (1) a Multi-level Consistent Knowledge Distillation strategy, which transfers hierarchical representations from large teacher models to lightweight students through coordinated alignment across four levels, including encoder-level feature alignment, query-level feature matching, prior-level spatial guidance, and anchor-level high-confidence knowledge transfer and (2) a Teacher-Guided Initialization policy, employing optimized parameter warm-up to accelerate model convergence. Validated on the Occ-Scannet benchmark, DiScene achieves 23.2 FPS without depth priors while outperforming our baseline method, OPUS, by 36.1% and even better than the depth-enhanced version, OPUS†. With depth integration, DiScene† attains new SOTA performance, surpassing EmbodiedOcc by 3.7% with 1.62times faster inference speed. Furthermore, experiments on the Occ3D-nuScenes benchmark and in-the-wild scenarios demonstrate the versatility of our approach in various environments. Code and models can be accessed at https://github.com/getterupper/DiScene.

Knowledge distillation(KD) is a common approach to improve model performance in automatic speech recognition (ASR), where a student model is trained to imitate the output behaviour of a teacher model. However, traditional KD methods suffer from teacher label storage issue, especially when the training corpora are large. Although on-the-fly teacher label generation tackles this issue, the training speed is significantly slower as the teacher model has to be evaluated every batch. In this paper, we reformulate the generation of teacher label as a codec problem. We propose a novel Multi-codebook Vector Quantization (MVQ) approach that compresses teacher embeddings to codebook indexes (CI). Based on this, a KD training framework (MVQ-KD) is proposed where a student model predicts the CI generated from the embeddings of a self-supervised pre-trained teacher model. Experiments on the LibriSpeech clean-100 hour show that MVQ-KD framework achieves comparable performance as traditional KD methods (l1, l2), while requiring 256 times less storage. When the full LibriSpeech dataset is used, MVQ-KD framework results in 13.8% and 8.2% relative word error rate reductions (WERRs) for non -streaming transducer on test-clean and test-other and 4.0% and 4.9% for streaming transducer. The implementation of this work is already released as a part of the open-source project icefall.

Linguistic expressions of emotions such as depression, anxiety, and trauma-related states are pervasive in clinical notes, counseling dialogues, and online mental health communities, and accurate recognition of these emotions is essential for clinical triage, risk assessment, and timely intervention. Although large language models (LLMs) have demonstrated strong generalization ability in emotion analysis tasks, their diagnostic reliability in high-stakes, context-intensive medical settings remains highly sensitive to prompt design. Moreover, existing methods face two key challenges: emotional comorbidity, in which multiple intertwined emotional states complicate prediction, and inefficient exploration of clinically relevant cues. To address these challenges, we propose APOLO (Automated Prompt Optimization for Linguistic Emotion Diagnosis), a framework that systematically explores a broader and finer-grained prompt space to improve diagnostic efficiency and robustness. APOLO formulates instruction refinement as a Partially Observable Markov Decision Process and adopts a multi-agent collaboration mechanism involving Planner, Teacher, Critic, Student, and Target roles. Within this closed-loop framework, the Planner defines an optimization trajectory, while the Teacher-Critic-Student agents iteratively refine prompts to enhance reasoning stability and effectiveness, and the Target agent determines whether to continue optimization based on performance evaluation. Experimental results show that APOLO consistently improves diagnostic accuracy and robustness across domain-specific and stratified benchmarks, demonstrating a scalable and generalizable paradigm for trustworthy LLM applications in mental healthcare.

We present LEAF ("Lightweight Embedding Alignment Framework"), a knowledge distillation framework for text embedding models. A key distinguishing feature is that our distilled leaf models are aligned to their teacher. In the context of information retrieval, this allows for flexible asymmetric architectures where documents are encoded with the larger teacher model, while queries can be served with the smaller leaf models. We also show that leaf models automatically inherit MRL and robustness to output quantization whenever these properties are present in the teacher model, without explicitly training for them. To demonstrate the capability of our framework we publish leaf-ir, a 23M parameters information retrieval oriented text embedding model trained using LEAF, which sets a new state-of-the-art (SOTA) on BEIR, ranking #1 on the public leaderboard for this benchmark and for models of its size. When run in asymmetric mode, its retrieval performance is further increased. Our scheme is however not restricted to the information retrieval setting, and we demonstrate its wider applicability by synthesizing the multi-task leaf-mt model. This also sets a new SOTA, ranking #1 on the public MTEB v2 (English) leaderboard for its size. LEAF is applicable to black-box models and in contrast to other embedding model training frameworks, it does not require judgments nor hard negatives, and training can be conducted using small batch sizes. Thus, dataset and training infrastructure requirements for our framework are modest. We make our models publicly available under a permissive Apache 2.0 license.

Diffusion models achieve high-quality sample generation at the cost of a lengthy multistep inference procedure. To overcome this, diffusion distillation techniques produce student generators capable of matching or surpassing the teacher in a single step. However, the student model's inference speed is limited by the size of the teacher architecture, preventing real-time generation for computationally heavy applications. In this work, we introduce Multi-Student Distillation (MSD), a framework to distill a conditional teacher diffusion model into multiple single-step generators. Each student generator is responsible for a subset of the conditioning data, thereby obtaining higher generation quality for the same capacity. MSD trains multiple distilled students, allowing smaller sizes and, therefore, faster inference. Also, MSD offers a lightweight quality boost over single-student distillation with the same architecture. We demonstrate MSD is effective by training multiple same-sized or smaller students on single-step distillation using distribution matching and adversarial distillation techniques. With smaller students, MSD gets competitive results with faster inference for single-step generation. Using 4 same-sized students, MSD significantly outperforms single-student baseline counterparts and achieves remarkable FID scores for one-step image generation: 1.20 on ImageNet-64x64 and 8.20 on zero-shot COCO2014.

Despite the fact that deep neural networks are powerful models and achieve appealing results on many tasks, they are too large to be deployed on edge devices like smartphones or embedded sensor nodes. There have been efforts to compress these networks, and a popular method is knowledge distillation, where a large (teacher) pre-trained network is used to train a smaller (student) network. However, in this paper, we show that the student network performance degrades when the gap between student and teacher is large. Given a fixed student network, one cannot employ an arbitrarily large teacher, or in other words, a teacher can effectively transfer its knowledge to students up to a certain size, not smaller. To alleviate this shortcoming, we introduce multi-step knowledge distillation, which employs an intermediate-sized network (teacher assistant) to bridge the gap between the student and the teacher. Moreover, we study the effect of teacher assistant size and extend the framework to multi-step distillation. Theoretical analysis and extensive experiments on CIFAR-10,100 and ImageNet datasets and on CNN and ResNet architectures substantiate the effectiveness of our proposed approach.

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.

Recently, foundation models have exhibited remarkable advancements in multi-modal learning. These models, equipped with millions (or billions) of parameters, typically require a substantial amount of data for finetuning. However, collecting and centralizing training data from diverse sectors becomes challenging due to distinct privacy regulations. Federated Learning (FL) emerges as a promising solution, enabling multiple clients to collaboratively train neural networks without centralizing their local data. To alleviate client computation burdens and communication overheads, previous works have adapted Parameter-efficient Finetuning (PEFT) methods for FL. Hereby, only a small fraction of the model parameters are optimized and communicated during federated communications. Nevertheless, most previous works have focused on a single modality and neglected one common phenomenon, i.e., the presence of data heterogeneity across the clients. Therefore, in this work, we propose a finetuning framework tailored to heterogeneous multi-modal FL, called Federated Dual-Aadapter Teacher (FedDAT). Specifically, our approach leverages a Dual-Adapter Teacher (DAT) to address data heterogeneity by regularizing the client local updates and applying Mutual Knowledge Distillation (MKD) for an efficient knowledge transfer. FedDAT is the first approach that enables an efficient distributed finetuning of foundation models for a variety of heterogeneous Vision-Language tasks. To demonstrate its effectiveness, we conduct extensive experiments on four multi-modality FL benchmarks with different types of data heterogeneity, where FedDAT substantially outperforms the existing centralized PEFT methods adapted for FL.

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

We present a design framework called Conversational Learning with Analytical Step-by-Step Strategies (CLASS) for developing high-performance Intelligent Tutoring Systems (ITS). The CLASS framework aims to empower ITS with with two critical capabilities: imparting tutor-like step-by-step guidance and enabling tutor-like conversations in natural language to effectively engage learners. To empower ITS with the aforementioned capabilities, the CLASS framework employs two carefully curated synthetic datasets. The first scaffolding dataset encompasses a variety of elements, including problems, their corresponding subproblems, hints, incorrect solutions, and tailored feedback. This dataset provides ITS with essential problem-solving strategies necessary for guiding students through each step of the conversation. The second conversational dataset contains simulated student-tutor conversations that involve the application of problem-solving strategies learned from the first dataset. In the second dataset, the tutoring system adheres to a pre-defined response template, which helps to maintain consistency and structure in ITS's responses during its interactions. This structured methodology facilitates seamless integration of user feedback and yields valuable insights into ITS's internal decision-making process, allowing for continuous refinement and improvement of the system. We also present a proof-of-concept ITS, referred to as SPOCK, trained using the CLASS framework with a focus on college level introductory biology content. A carefully constructed protocol was developed for SPOCK's preliminary evaluation, examining aspects such as the factual accuracy and relevance of its responses. Experts in the field of biology offered favorable remarks, particularly highlighting SPOCK's capability to break down questions into manageable subproblems and provide step-by-step guidance to students.

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

Large Language Model (LLM) based agents are powerful yet fundamentally static after deployment, lacking the ability to autonomously expand capabilities, generate new tools, or evolve their reasoning. This work introduces a hierarchical self-evolving multi-agent framework that integrates a Base LLM, an operational SLM agent, a Code-Generation LLM, and a Teacher-LLM to enable continuous adaptation. The workflow begins with the agent attempting a task using reasoning and existing tools; if unsuccessful, it escalates to tool synthesis through the Code-Gen LLM, and when failures persist, it triggers an evolution phase using Curriculum Learning (CL), Reward-Based Learning (RL), or Genetic Algorithm (GA) evolution. Using the TaskCraft dataset rich in hierarchical tasks, tool-use traces, and difficulty scaling we evaluate these paradigms. CL delivers fast recovery and strong generalization, RL excels on high-difficulty tasks, and GA offers high behavioral diversity. Across all settings, evolved agents outperform their originals, demonstrating robust, autonomous, self-improving agentic evolution.

Pre-trained vision encoders like DINOv2 have demonstrated exceptional performance on unimodal tasks. However, we observe that their feature representations are poorly aligned across different modalities. For instance, the feature embedding for an RGB image and its corresponding depth map of the same scene exhibit a cosine similarity that is nearly identical to that of two random, unrelated images. To address this, we propose the Omnivorous Vision Encoder, a novel framework that learns a modality-agnostic feature space. We train the encoder with a dual objective: first, to maximize the feature alignment between different modalities of the same scene; and second, a distillation objective that anchors the learned representations to the output of a fully frozen teacher such as DINOv2. The resulting student encoder becomes "omnivorous" by producing a consistent, powerful embedding for a given scene, regardless of the input modality (RGB, Depth, Segmentation, etc.). This approach enables robust cross-modal understanding while retaining the discriminative semantics of the original foundation model.

This study introduces a novel framework, "Comprehensive Optimization and Refinement through Ensemble Fusion in Domain Adaptation for Person Re-identification (CORE-ReID)", to address an Unsupervised Domain Adaptation (UDA) for Person Re-identification (ReID). The framework utilizes CycleGAN to generate diverse data that harmonizes differences in image characteristics from different camera sources in the pre-training stage. In the fine-tuning stage, based on a pair of teacher-student networks, the framework integrates multi-view features for multi-level clustering to derive diverse pseudo labels. A learnable Ensemble Fusion component that focuses on fine-grained local information within global features is introduced to enhance learning comprehensiveness and avoid ambiguity associated with multiple pseudo-labels. Experimental results on three common UDAs in Person ReID demonstrate significant performance gains over state-of-the-art approaches. Additional enhancements, such as Efficient Channel Attention Block and Bidirectional Mean Feature Normalization mitigate deviation effects and adaptive fusion of global and local features using the ResNet-based model, further strengthening the framework. The proposed framework ensures clarity in fusion features, avoids ambiguity, and achieves high ac-curacy in terms of Mean Average Precision, Top-1, Top-5, and Top-10, positioning it as an advanced and effective solution for the UDA in Person ReID. Our codes and models are available at https://github.com/TrinhQuocNguyen/CORE-ReID.

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.

Various visual foundation models have distinct strengths and weaknesses, both of which can be improved through heterogeneous multi-teacher knowledge distillation without labels, termed "agglomerative models." We build upon this body of work by studying the effect of the teachers' activation statistics, particularly the impact of the loss function on the resulting student model quality. We explore a standard toolkit of statistical normalization techniques to better align the different distributions and assess their effects. Further, we examine the impact on downstream teacher-matching metrics, which motivates the use of Hadamard matrices. With these matrices, we demonstrate useful properties, showing how they can be used for isotropic standardization, where each dimension of a multivariate distribution is standardized using the same scale. We call this technique "PHI Standardization" (PHI-S) and empirically demonstrate that it produces the best student model across the suite of methods studied.

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We measure intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score; evaluating 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Among the models tested, Gemma 3 27B and Aya Expanse 32B emerge as consistently effective teachers across different student base model families. Further analyses reveal that model scale alone does not significantly predict teacher effectiveness; instead, data qualities such as prompt diversity, length, and response fluency capture over 93.3% of variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and translating from or responding to existing prompts, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

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

Large Language Models (LLMs) have recently showcased remarkable reasoning abilities. However, larger models often surpass their smaller counterparts in reasoning tasks, posing the challenge of effectively transferring these capabilities from larger models. Existing approaches heavily rely on extensive fine-tuning data or continuous interactions with a superior teacher LLM during inference. We introduce a principle-based teacher-student framework called ``Teaching via Principle Discovery'' (TPD) to address these limitations. Inspired by human learning mechanisms, TPD mimics the interaction between a teacher and a student using a principle-based approach. The teacher LLM generates problem-solving instructions and corrective principles based on the student LLM's errors. These principles guide the refinement of instructions and the selection of instructive examples from a validation set. This enables the student model to learn from both the teacher's guidance and its own mistakes. Once the student model begins making inferences, TPD requires no further intervention from the teacher LLM or humans. Through extensive experiments across eight reasoning tasks, we demonstrate the effectiveness of TPD. Compared to standard chain-of-thought prompting, TPD significantly improves the student model's performance, achieving 6.2% improvement on average.

In AI-facilitated teaching, leveraging various query styles to interpret abstract educational content is crucial for delivering effective and accessible learning experiences. However, existing retrieval systems predominantly focus on natural text-image matching and lack the capacity to address the diversity and ambiguity inherent in real-world educational scenarios. To address this limitation, we develop a lightweight and efficient multi-modal retrieval module, named Uni-Retrieval, which extracts query-style prototypes and dynamically matches them with tokens from a continually updated Prompt Bank. This Prompt Bank encodes and stores domain-specific knowledge by leveraging a Mixture-of-Expert Low-Rank Adaptation (MoE-LoRA) module and can be adapted to enhance Uni-Retrieval's capability to accommodate unseen query types at test time. To enable natural language educational content generation, we integrate the original Uni-Retrieval with a compact instruction-tuned language model, forming a complete retrieval-augmented generation pipeline named Uni-RAG. Given a style-conditioned query, Uni-RAG first retrieves relevant educational materials and then generates human-readable explanations, feedback, or instructional content aligned with the learning objective. Experimental results on SER and other multi-modal benchmarks show that Uni-RAG outperforms baseline retrieval and RAG systems in both retrieval accuracy and generation quality, while maintaining low computational cost. Our framework provides a scalable, pedagogically grounded solution for intelligent educational systems, bridging retrieval and generation to support personalized, explainable, and efficient learning assistance across diverse STEM scenarios.

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

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.

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.

In knowledge distillation, since a single, omnipotent teacher network cannot solve all problems, multiple teacher-based knowledge distillations have been studied recently. However, sometimes their improvements are not as good as expected because some immature teachers may transfer the false knowledge to the student. In this paper, to overcome this limitation and take the efficacy of the multiple networks, we divide the multiple networks into teacher and student groups, respectively. That is, the student group is a set of immature networks that require learning the teacher's knowledge, while the teacher group consists of the selected networks that are capable of teaching successfully. We propose our online role change strategy where the top-ranked networks in the student group are able to promote to the teacher group at every iteration. After training the teacher group using the error samples of the student group to refine the teacher group's knowledge, we transfer the collaborative knowledge from the teacher group to the student group successfully. We verify the superiority of the proposed method on CIFAR-10, CIFAR-100, and ImageNet which achieves high performance. We further show the generality of our method with various backbone architectures such as ResNet, WRN, VGG, Mobilenet, and Shufflenet.

Vision Foundation Models (VFMs) have demonstrated outstanding performance on numerous downstream tasks. However, due to their inherent representation biases originating from different training paradigms, VFMs exhibit advantages and disadvantages across distinct vision tasks. Although amalgamating the strengths of multiple VFMs for downstream tasks is an intuitive strategy, effectively exploiting these biases remains a significant challenge. In this paper, we propose a novel and versatile "Swiss Army Knife" (SAK) solution, which adaptively distills knowledge from a committee of VFMs to enhance multi-task learning. Unlike existing methods that use a single backbone for knowledge transfer, our approach preserves the unique representation bias of each teacher by collaborating the lightweight Teacher-Specific Adapter Path modules with the Teacher-Agnostic Stem. Through dynamic selection and combination of representations with Mixture-of-Representations Routers, our SAK is capable of synergizing the complementary strengths of multiple VFMs. Extensive experiments show that our SAK remarkably outperforms prior state of the arts in multi-task learning by 10% on the NYUD-v2 benchmark, while also providing a flexible and robust framework that can readily accommodate more advanced model designs.

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

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

A handful of visual foundation models (VFMs) have recently emerged as the backbones for numerous downstream tasks. VFMs like CLIP, DINOv2, SAM are trained with distinct objectives, exhibiting unique characteristics for various downstream tasks. We find that despite their conceptual differences, these models can be effectively merged into a unified model through multi-teacher distillation. We name this approach AM-RADIO (Agglomerative Model -- Reduce All Domains Into One). This integrative approach not only surpasses the performance of individual teacher models but also amalgamates their distinctive features, such as zero-shot vision-language comprehension, detailed pixel-level understanding, and open vocabulary segmentation capabilities. In pursuit of the most hardware-efficient backbone, we evaluated numerous architectures in our multi-teacher distillation pipeline using the same training recipe. This led to the development of a novel architecture (E-RADIO) that exceeds the performance of its predecessors and is at least 7x faster than the teacher models. Our comprehensive benchmarking process covers downstream tasks including ImageNet classification, ADE20k semantic segmentation, COCO object detection and LLaVa-1.5 framework. Code: https://github.com/NVlabs/RADIO

Current LLM training positions mathematical reasoning as a core capability. With publicly available sources fully tapped, there is unmet demand for diverse and challenging math questions. Relying solely on human experts is both time-consuming and costly, while LLM-generated questions often lack the requisite diversity and difficulty. We present a design framework that combines the strengths of LLMs with a human-in-the-loop approach to generate a diverse array of challenging math questions. We leverage LLM metacognition skills [Didolkar et al., 2024] of a strong LLM to extract core "skills" from existing math datasets. These skills serve as the basis for generating novel and difficult questions by prompting the LLM with random pairs of core skills. The use of two different skills within each question makes finding such questions an "out of distribution" task for both LLMs and humans. Our pipeline employs LLMs to iteratively generate and refine questions and solutions through multiturn prompting. Human annotators then verify and further refine the questions, with their efficiency enhanced via further LLM interactions. Applying this pipeline on skills extracted from the MATH dataset [Hendrycks et al., 2021] resulted in MATH^2 - a dataset of higher-quality math questions, as evidenced by: (a) Lower performance of all models on MATH^2 than on MATH (b) Higher performance on MATH when using MATH^2 questions as in-context examples. Although focused on mathematics, our methodology seems applicable to other domains requiring structured reasoning, and potentially as a component of scalable oversight. Also of interest is a striking relationship observed between models' performance on the new dataset: the success rate on MATH^2 is the square on MATH, suggesting that successfully solving the question in MATH^2 requires a nontrivial combination of two distinct math skills.

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

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

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

The rise of unifying frameworks that enable seamless interoperability of Large Language Models (LLMs) has made LLM-LLM collaboration for open-ended tasks a possibility. Despite this, there have not been efforts to explore such collaborative writing. We take the next step beyond human-LLM collaboration to explore this multi-LLM scenario by generating the first exclusively LLM-generated collaborative stories dataset called CollabStory. We focus on single-author (N=1) to multi-author (up to N=5) scenarios, where multiple LLMs co-author stories. We generate over 32k stories using open-source instruction-tuned LLMs. Further, we take inspiration from the PAN tasks that have set the standard for human-human multi-author writing tasks and analysis. We extend their authorship-related tasks for multi-LLM settings and present baselines for LLM-LLM collaboration. We find that current baselines are not able to handle this emerging scenario. Thus, CollabStory is a resource that could help propel an understanding as well as the development of techniques to discern the use of multiple LLMs. This is crucial to study in the context of writing tasks since LLM-LLM collaboration could potentially overwhelm ongoing challenges related to plagiarism detection, credit assignment, maintaining academic integrity in educational settings, and addressing copyright infringement concerns. We make our dataset and code available at \url{https://github.com/saranya-venkatraman/multi_llm_story_writing}.

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.

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.

Large Language Models (LLMs) exhibit impressive performance across various domains but still struggle with arithmetic reasoning tasks. Recent work shows the effectiveness of prompt design methods in enhancing reasoning capabilities. However, these approaches overlook crucial requirements for prior knowledge of specific concepts, theorems, and tricks to tackle most arithmetic reasoning problems successfully. To address this issue, we propose a novel and effective Teaching-Inspired Integrated Framework, which emulates the instructional process of a teacher guiding students. This method equips LLMs with essential concepts, relevant theorems, and similar problems with analogous solution approaches, facilitating the enhancement of reasoning abilities. Additionally, we introduce two new Chinese datasets, MathMC and MathToF, both with detailed explanations and answers. Experiments are conducted on nine benchmarks which demonstrates that our approach improves the reasoning accuracy of LLMs. With GPT-4 and our framework, we achieve new state-of-the-art performance on four math benchmarks (AddSub, SVAMP, Math23K and AQuA) with accuracies of 98.2% (+3.3%), 93.9% (+0.2%), 94.3% (+7.2%) and 81.1% (+1.2%). Our data and code are available at https://github.com/SallyTan13/Teaching-Inspired-Prompting.

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) 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.

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.

Large language models (LLMs) are increasingly adopted in educational technologies for a variety of tasks, from generating instructional materials and assisting with assessment design to tutoring. While prior work has investigated how models can be adapted or optimized for specific tasks, far less is known about how well LLMs perform at interpreting authentic educational scenarios without significant customization. As LLM-based systems become widely adopted by learners and educators in everyday academic contexts, understanding their out-of-the-box capabilities is increasingly important for setting expectations and benchmarking. We compared six LLMs to estimate their baseline performance on a simple but important task: classifying instructional moves in authentic classroom transcripts. We evaluated typical prompting methods: zero-shot, one-shot, and few-shot prompting. We found that while zero-shot performance was moderate, providing comprehensive examples (few-shot prompting) significantly improved performance for state-of-the-art models, with the strongest configuration reaching Cohen's Kappa = 0.58 against expert-coded annotations. At the same time, improvements were neither uniform nor complete: performance varied considerably by instructional move, and higher recall frequently came at the cost of increased false positives. Overall, these findings indicate that foundation models demonstrate meaningful yet limited capacity to interpret instructional discourse, with prompt design helping to surface capability but not eliminating fundamental reliability constraints.

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

Large Language Models (LLMs) exhibit impressive reasoning and data augmentation capabilities in various NLP tasks. However, what about small models? In this work, we propose TeacherLM-7.1B, capable of annotating relevant fundamentals, chain of thought, and common mistakes for most NLP samples, which makes annotation more than just an answer, thus allowing other models to learn "why" instead of just "what". The TeacherLM-7.1B model achieved a zero-shot score of 52.3 on MMLU, surpassing most models with over 100B parameters. Even more remarkable is its data augmentation ability. Based on TeacherLM-7.1B, we augmented 58 NLP datasets and taught various student models with different parameters from OPT and BLOOM series in a multi-task setting. The experimental results indicate that the data augmentation provided by TeacherLM has brought significant benefits. We will release the TeacherLM series of models and augmented datasets as open-source.

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

Knowledge distillation as an efficient knowledge transfer technique, has achieved remarkable success in unimodal scenarios. However, in cross-modal settings, conventional distillation methods encounter significant challenges due to data and statistical heterogeneities, failing to leverage the complementary prior knowledge embedded in cross-modal teacher models. This paper empirically reveals two critical issues in existing approaches: distillation path selection and knowledge drift. To address these limitations, we propose MST-Distill, a novel cross-modal knowledge distillation framework featuring a mixture of specialized teachers. Our approach employs a diverse ensemble of teacher models across both cross-modal and multimodal configurations, integrated with an instance-level routing network that facilitates adaptive and dynamic distillation. This architecture effectively transcends the constraints of traditional methods that rely on monotonous and static teacher models. Additionally, we introduce a plug-in masking module, independently trained to suppress modality-specific discrepancies and reconstruct teacher representations, thereby mitigating knowledge drift and enhancing transfer effectiveness. Extensive experiments across five diverse multimodal datasets, spanning visual, audio, and text, demonstrate that our method significantly outperforms existing state-of-the-art knowledge distillation methods in cross-modal distillation tasks. The source code is available at https://github.com/Gray-OREO/MST-Distill.

The emergence of Large Language Models (LLMs) presents transformative opportunities for education, generating numerous novel application scenarios. However, significant challenges remain: evaluation metrics vary substantially across different educational scenarios, while many emerging scenarios lack appropriate assessment metrics. Current benchmarks predominantly measure general intelligence rather than pedagogical capabilities. To address this gap, we introduce ELMES, an open-source automated evaluation framework specifically designed for assessing LLMs in educational settings. ELMES features a modular architecture that enables researchers to create dynamic, multi-agent dialogues through simple configuration files, facilitating flexible scenario design without requiring extensive programming expertise. The framework incorporates a hybrid evaluation engine that objectively quantifies traditionally subjective pedagogical metrics using an LLM-as-a-Judge methodology. We conduct systematic benchmarking of state-of-the-art LLMs across four critical educational scenarios: Knowledge Point Explanation, Guided Problem-Solving Teaching, Interdisciplinary Lesson Plan Generation, and Contextualized Question Generation, employing fine-grained metrics developed in collaboration with education specialists. Our results demonstrate distinct capability distributions among models, revealing context-specific strengths and limitations. ELMES provides educators and researchers with an accessible evaluation framework that significantly reduces adaptation barriers for diverse educational applications while advancing the practical implementation of LLMs in pedagogy. The framework is publicly available at https://github.com/sii-research/elmes.git.

Multimodal scientific problems (MSPs) involve complex issues that require the integration of multiple modalities, such as text and diagrams, presenting a significant challenge in artificial intelligence. While progress has been made in addressing traditional scientific problems, MSPs still face two primary issues: the challenge of multi-modal comprehensive reasoning in scientific problem-solving and the lack of reflective and rethinking capabilities. To address these issues, we introduce a Multi-Agent framework based on the Big Seven Personality and Socratic guidance (MAPS). This framework employs seven distinct agents that leverage feedback mechanisms and the Socratic method to guide the resolution of MSPs. To tackle the first issue, we propose a progressive four-agent solving strategy, where each agent focuses on a specific stage of the problem-solving process. For the second issue, we introduce a Critic agent, inspired by Socratic questioning, which prompts critical thinking and stimulates autonomous learning. We conduct extensive experiments on the EMMA, Olympiad, and MathVista datasets, achieving promising results that outperform the current SOTA model by 15.84% across all tasks. Meanwhile, the additional analytical experiments also verify the model's progress as well as generalization ability.

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

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

Recent works have shown that chain-of-thought (CoT) prompting can elicit language models to solve complex reasoning tasks, step-by-step. However, prompt-based CoT methods are dependent on very large models such as GPT-3 175B which are prohibitive to deploy at scale. In this paper, we use these large models as reasoning teachers to enable complex reasoning in smaller models and reduce model size requirements by several orders of magnitude. We propose Fine-tune-CoT, a method that generates reasoning samples from very large teacher models to fine-tune smaller models. We evaluate our method on a wide range of public models and complex tasks. We find that Fine-tune-CoT enables substantial reasoning capability in small models, far outperforming prompt-based baselines and even the teacher model in many tasks. Additionally, we extend our method by leveraging the teacher model's ability to generate multiple distinct rationales for each original sample. Enriching the fine-tuning data with such diverse reasoning results in a substantial performance boost across datasets, even for very small models. We conduct ablations and sample studies to understand the emergence of reasoning capabilities of student models. Our code implementation and data are available at https://github.com/itsnamgyu/reasoning-teacher.

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

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

As large language models (LLMs) become increasingly common in educational applications, there is a growing need for evidence-based methods to design and evaluate LLM prompts that produce personalized and pedagogically aligned out-puts. This study presents a generalizable, systematic approach for evaluating prompts, demonstrated through an analysis of LLM-generated follow-up questions in a structured dialogue activity. Six prompt templates were designed and tested. The templates incorporated established prompt engineering patterns, with each prompt emphasizing distinct pedagogical strategies. The prompt templates were compared through a tournament-style evaluation framework that can be adapted for other educational applications. The tournament employed the Glicko2 rating system with eight judges evaluating question pairs across three dimensions: format, dialogue support, and appropriateness for learners. Data was sourced from 120 authentic user interactions across three distinct educational deployments. Results showed that a single prompt related to strategic reading out-performed other templates with win probabilities ranging from 81% to 100% in pairwise comparisons. This prompt combined persona and context manager pat-terns and was designed to support metacognitive learning strategies such as self-directed learning. The methodology showcases how educational technology re- searchers can systematically evaluate and improve prompt designs, moving beyond ad-hoc prompt engineering toward evidence-based prompt development for educational applications.

We propose Hydra-MDP, a novel paradigm employing multiple teachers in a teacher-student model. This approach uses knowledge distillation from both human and rule-based teachers to train the student model, which features a multi-head decoder to learn diverse trajectory candidates tailored to various evaluation metrics. With the knowledge of rule-based teachers, Hydra-MDP learns how the environment influences the planning in an end-to-end manner instead of resorting to non-differentiable post-processing. This method achieves the 1^{st} place in the Navsim challenge, demonstrating significant improvements in generalization across diverse driving environments and conditions. More details by visiting https://github.com/NVlabs/Hydra-MDP.

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

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

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.

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

Polyp segmentation, a contentious issue in medical imaging, has seen numerous proposed methods aimed at improving the quality of segmented masks. While current state-of-the-art techniques yield impressive results, the size and computational cost of these models create challenges for practical industry applications. To address this challenge, we present KDAS, a Knowledge Distillation framework that incorporates attention supervision, and our proposed Symmetrical Guiding Module. This framework is designed to facilitate a compact student model with fewer parameters, allowing it to learn the strengths of the teacher model and mitigate the inconsistency between teacher features and student features, a common challenge in Knowledge Distillation, via the Symmetrical Guiding Module. Through extensive experiments, our compact models demonstrate their strength by achieving competitive results with state-of-the-art methods, offering a promising approach to creating compact models with high accuracy for polyp segmentation and in the medical imaging field. The implementation is available on https://github.com/huyquoctrinh/KDAS.

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.

Agglomerative models have recently emerged as a powerful approach to training vision foundation models, leveraging multi-teacher distillation from existing models such as CLIP, DINO, and SAM. This strategy enables the efficient creation of robust models, combining the strengths of individual teachers while significantly reducing computational and resource demands. In this paper, we thoroughly analyze state-of-the-art agglomerative models, identifying critical challenges including resolution mode shifts, teacher imbalance, idiosyncratic teacher artifacts, and an excessive number of output tokens. To address these issues, we propose several novel solutions: multi-resolution training, mosaic augmentation, and improved balancing of teacher loss functions. Specifically, in the context of Vision Language Models, we introduce a token compression technique to maintain high-resolution information within a fixed token count. We release our top-performing models, available in multiple scales (-B, -L, -H, and -g), alongside inference code and pretrained weights.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

Personalized text generation is an emerging research area that has attracted much attention in recent years. Most studies in this direction focus on a particular domain by designing bespoke features or models. In this work, we propose a general approach for personalized text generation using large language models (LLMs). Inspired by the practice of writing education, we develop a multistage and multitask framework to teach LLMs for personalized generation. In writing instruction, the task of writing from sources is often decomposed into multiple steps that involve finding, evaluating, summarizing, synthesizing, and integrating information. Analogously, our approach to personalized text generation consists of multiple stages: retrieval, ranking, summarization, synthesis, and generation. In addition, we introduce a multitask setting that helps the model improve its generation ability further, which is inspired by the observation in education that a student's reading proficiency and writing ability are often correlated. We evaluate our approach on three public datasets, each of which covers a different and representative domain. Our results show significant improvements over a variety of baselines.

Training student models on synthetic data generated by strong teacher models is a promising way to distilling the capabilities of teachers. However, recent studies show that stronger models are not always optimal teachers, revealing a mismatch between teacher outputs and student learnability. To address this issue, we propose PerSyn (Personalized data Synthesis), a novel synthesis strategy that operates under a new ``Route then Generate'' paradigm to create data tailored to each student model, enabling it to learn more effectively. Specifically, PerSyn first assigns each prompt to its optimal teacher via a query-level router that jointly considers student learnability and teacher response quality. Each teacher then synthesizes data only for its assigned prompts, making the process more efficient than the conventional ``Generate then Select'' paradigm, where all teachers must generate parallel responses for the entire prompt set before constructing the final dataset. Extensive experiments across different model families and scales demonstrate that PerSyn consistently achieves superior or comparable performance to all baselines in instruct tuning and math reasoning settings. Further analysis verifies the effectiveness of PerSyn and offers extra insights to propel future research.

Readability metrics and standards such as Flesch Kincaid Grade Level (FKGL) and the Common European Framework of Reference for Languages (CEFR) exist to guide teachers and educators to properly assess the complexity of educational materials before administering them for classroom use. In this study, we select a diverse set of open and closed-source instruction-tuned language models and investigate their performances in writing story completions and simplifying narratives--tasks that teachers perform--using standard-guided prompts controlling text readability. Our extensive findings provide empirical proof of how globally recognized models like ChatGPT may be considered less effective and may require more refined prompts for these generative tasks compared to other open-sourced models such as BLOOMZ and FlanT5--which have shown promising results.

Using large teacher models to guide the training of smaller student models has become the prevailing paradigm for efficient and effective learning. However, vocabulary mismatches between teacher and student language models pose significant challenges in language modeling, resulting in divergent token sequences and output distributions. To overcome these limitations, we propose Vocabulary-agnostic Teacher Guided Language Modeling (VocAgnoLM), a novel approach that bridges the gap caused by vocabulary mismatch through two key methods: (1) Token-level Lexical Alignment, which aligns token sequences across mismatched vocabularies, and (2) Teacher Guided Loss, which leverages the loss of teacher model to guide effective student training. We demonstrate its effectiveness in language modeling with 1B student model using various 7B teacher models with different vocabularies. Notably, with Qwen2.5-Math-Instruct, a teacher model sharing only about 6% of its vocabulary with TinyLlama, VocAgnoLM achieves a 46% performance improvement compared to naive continual pretraining. Furthermore, we demonstrate that VocAgnoLM consistently benefits from stronger teacher models, providing a robust solution to vocabulary mismatches in language modeling.

The emergent phenomena of large foundation models have revolutionized natural language processing. However, evaluating these models presents significant challenges due to their size, capabilities, and deployment across diverse applications. Existing literature often focuses on individual aspects, such as benchmark performance or specific tasks, but fails to provide a cohesive process that integrates the nuances of diverse use cases with broader ethical and operational considerations. This work focuses on three key aspects: (1) Formalizing the Evaluation Process by providing a structured framework tailored to specific use-case contexts, (2) Offering Actionable Tools and Frameworks such as checklists and templates to ensure thorough, reproducible, and practical evaluations, and (3) Surveying Recent Work with a targeted review of advancements in LLM evaluation, emphasizing real-world applications.

Math word problems are critical K-8 educational tools, but writing them is time-consuming and requires domain expertise. We suggest that language models can support K-8 math education by automatically generating problems at scale. To be educational, generated problems must be 1) solvable, 2) accurate, and 3) appropriate. Existing datasets are unlabeled for these criteria, making them ill-suited for training problem generators. We introduce MATHWELL, a Llama-2 (70B) model iteratively finetuned to generate K-8 math word problems using data from expert annotation. Using MATHWELL, we generate the largest English word problem dataset to date, containing 20,490 problems. 3,484 are scored by domain experts who find MATHWELL has a 40% higher share of problems that have executable solutions and meet all criteria than alternatives, with 74% of its problems with executable solutions being solvable, accurate, and appropriate.

With the ever-increasing number of news stories available online, classifying them by topic, regardless of the language they are written in, has become crucial for enhancing readers' access to relevant content. To address this challenge, we propose a teacher-student framework based on large language models (LLMs) for developing multilingual news classification models of reasonable size with no need for manual data annotation. The framework employs a Generative Pretrained Transformer (GPT) model as the teacher model to develop an IPTC Media Topic training dataset through automatic annotation of news articles in Slovenian, Croatian, Greek, and Catalan. The teacher model exhibits a high zero-shot performance on all four languages. Its agreement with human annotators is comparable to that between the human annotators themselves. To mitigate the computational limitations associated with the requirement of processing millions of texts daily, smaller BERT-like student models are fine-tuned on the GPT-annotated dataset. These student models achieve high performance comparable to the teacher model. Furthermore, we explore the impact of the training data size on the performance of the student models and investigate their monolingual, multilingual and zero-shot cross-lingual capabilities. The findings indicate that student models can achieve high performance with a relatively small number of training instances, and demonstrate strong zero-shot cross-lingual abilities. Finally, we publish the best-performing news topic classifier, enabling multilingual classification with the top-level categories of the IPTC Media Topic schema.

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

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.

There are substantial instructional videos on the Internet, which provide us tutorials for completing various tasks. Existing instructional video datasets only focus on specific steps at the video level, lacking experiential guidelines at the task level, which can lead to beginners struggling to learn new tasks due to the lack of relevant experience. Moreover, the specific steps without guidelines are trivial and unsystematic, making it difficult to provide a clear tutorial. To address these problems, we present the GUIDE (Guideline-Guided) dataset, which contains 3.5K videos of 560 instructional tasks in 8 domains related to our daily life. Specifically, we annotate each instructional task with a guideline, representing a common pattern shared by all task-related videos. On this basis, we annotate systematic specific steps, including their associated guideline steps, specific step descriptions and timestamps. Our proposed benchmark consists of three sub-tasks to evaluate comprehension ability of models: (1) Step Captioning: models have to generate captions for specific steps from videos. (2) Guideline Summarization: models have to mine the common pattern in task-related videos and summarize a guideline from them. (3) Guideline-Guided Captioning: models have to generate captions for specific steps under the guide of guideline. We evaluate plenty of foundation models with GUIDE and perform in-depth analysis. Given the diversity and practicality of GUIDE, we believe that it can be used as a better benchmark for instructional video comprehension.

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 .

Large Language Models (LLMs) have demonstrated remarkable capabilities in understanding and generating human-like content. This has revolutionized various sectors such as healthcare, software development, and education. In education, LLMs offer potential for personalized and interactive learning experiences, especially in regions with limited teaching resources. However, adapting these models effectively to curriculum-specific content, such as the National Council of Educational Research and Training (NCERT) syllabus in India, presents unique challenges in terms of accuracy, alignment, and pedagogical relevance. In this paper, we present the framework "PustakAI"Pustak means `book' in many Indian languages. for the design and evaluation of a novel question-answering dataset "NCERT-QA" aligned with the NCERT curriculum for English and Science subjects of grades 6 to 8. We classify the curated QA pairs as Factoid, Inferential, and Others (evaluative and reasoning). We evaluate the dataset with various prompting techniques, such as meta-prompt, few-shot, and CoT-style prompting, using diverse evaluation metrics to understand which approach aligns more efficiently with the structure and demands of the curriculum. Along with the usability of the dataset, we analyze the strengths and limitations of current open-source LLMs (Gemma3:1b, Llama3.2:3b, and Nemotron-mini:4b) and high-end LLMs (Llama-4-Scout-17B and Deepseek-r1-70B) as AI-based learning tools in formal education systems.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

Chain-of-thought prompting (e.g., "Let's think step-by-step") primes large language models to verbalize rationalization for their predictions. While chain-of-thought can lead to dramatic performance gains, benefits appear to emerge only for sufficiently large models (beyond 50B parameters). We show that orders-of-magnitude smaller models (125M -- 1.3B parameters) can still benefit from chain-of-thought prompting. To achieve this, we introduce Symbolic Chain-of-Thought Distillation (SCoTD), a method to train a smaller student model on rationalizations sampled from a significantly larger teacher model. Experiments across several commonsense benchmarks show that: 1) SCoTD enhances the performance of the student model in both supervised and few-shot settings, and especially for challenge sets; 2) sampling many reasoning chains per instance from the teacher is paramount; and 3) after distillation, student chain-of-thoughts are judged by humans as comparable to the teacher, despite orders of magnitude fewer parameters. We test several hypotheses regarding what properties of chain-of-thought samples are important, e.g., diversity vs. teacher likelihood vs. open-endedness. We release our corpus of chain-of-thought samples and code.

As large language models continue to advance, their application in educational contexts remains underexplored and under-optimized. In this paper, we address this gap by introducing the first diverse benchmark tailored for educational scenarios, incorporating synthetic data containing 9 major scenarios and over 4,000 distinct educational contexts. To enable comprehensive assessment, we propose a set of multi-dimensional evaluation metrics that cover 12 critical aspects relevant to both teachers and students. We further apply human annotation to ensure the effectiveness of the model-generated evaluation responses. Additionally, we succeed to train a relatively small-scale model on our constructed dataset and demonstrate that it can achieve performance comparable to state-of-the-art large models (e.g., Deepseek V3, Qwen Max) on the test set. Overall, this work provides a practical foundation for the development and evaluation of education-oriented language models. Code and data are released at https://github.com/ybai-nlp/EduBench.

In this paper, we present a novel approach for distilling math word problem solving capabilities from large language models (LLMs) into smaller, more efficient student models. Our approach is designed to consider the student model's weaknesses and foster a tailored learning experience by generating targeted exercises aligned with educational science principles, such as knowledge tracing and personalized learning. Concretely, we let GPT-3 be a math tutor and run two steps iteratively: 1) assessing the student model's current learning status on a GPT-generated exercise book, and 2) improving the student model by training it with tailored exercise samples generated by GPT-3. Experimental results reveal that our approach outperforms LLMs (e.g., GPT-3 and PaLM) in accuracy across three distinct benchmarks while employing significantly fewer parameters. Furthermore, we provide a comprehensive analysis of the various components within our methodology to substantiate their efficacy.

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.

Multimodal large language models (MLLMs) have demonstrated remarkable capabilities in vision-language answering tasks. Despite their strengths, these models often encounter challenges in achieving complex reasoning tasks such as mathematical problem-solving. Previous works have focused on fine-tuning on specialized mathematical datasets. However, these datasets are typically distilled directly from teacher models, which capture only static reasoning patterns and leaving substantial gaps compared to student models. This reliance on fixed teacher-derived datasets not only restricts the model's ability to adapt to novel or more intricate questions that extend beyond the confines of the training data, but also lacks the iterative depth needed for robust generalization. To overcome these limitations, we propose \method, a Mathematical Self-Evolving framework for MLLMs. In contrast to traditional one-shot fine-tuning paradigms, \method iteratively refines the model through cycles of inference, reflection, and reward-based feedback. Specifically, we leverage iterative fine-tuning by incorporating correct reasoning paths derived from previous-stage inference and integrating reflections from a specialized Outcome Reward Model (ORM). To verify the effectiveness of \method, we evaluate it on a suite of challenging benchmarks, demonstrating significant performance gains over backbone models. Notably, our experimental results on MathVL-test surpass the leading open-source multimodal mathematical reasoning model QVQ. Our code and models are available at https://zheny2751\allowbreak-dotcom.github.io/\allowbreak MathSE.github.io/.

This paper introduces a multifaceted methodology for fine-tuning and evaluating large language models (LLMs) for specialized monetization tasks. The goal is to balance general language proficiency with domain-specific skills. The methodology has three main components: 1) Carefully blending in-domain and general-purpose data during fine-tuning to achieve an optimal balance between general and specialized capabilities; 2) Designing a comprehensive evaluation framework with 45 questions tailored to assess performance on functionally relevant dimensions like reliability, consistency, and business impact; 3) Analyzing how model size and continual training influence metrics to guide efficient resource allocation during fine-tuning. The paper details the design, data collection, analytical techniques, and results validating the proposed frameworks. It aims to provide businesses and researchers with actionable insights on effectively adapting LLMs for specialized contexts. We also intend to make public the comprehensive evaluation framework, which includes the 45 tailored questions and their respective scoring guidelines, to foster transparency and collaboration in adapting LLMs for specialized tasks.

By compressing diverse narratives, LLMs go beyond memorization, achieving intelligence by capturing generalizable causal relationships. However, they suffer from local 'representation gaps' due to insufficient training data diversity, limiting their real-world utility, especially in tasks requiring strict alignment to rules. Traditional alignment methods relying on heavy human annotations are inefficient and unscalable. Recent self-alignment techniques also fall short, as they often depend on self-selection based prompting and memorization-based learning. To address these issues, we introduce Iterative Graph Alignment (IGA), an annotation-free rule-based alignment algorithm. A teacher model (VLM) employs Iterative Graph Prompting (IGP) to create logical graphs and reference answers. The student model (LLM) identifies local knowledge gaps by attempting to align its responses with these references, collaborating with helper models to generate diverse answers. These aligned responses are then used for iterative supervised fine-tuning (SFT). Our evaluations across five rule-based scenarios demonstrate IGP's effectiveness, with a 73.12\% alignment improvement in Claude Sonnet 3.5, and Llama3-8B-Instruct achieving an 86.20\% improvement, outperforming Claude Sonnet 3.5 in rule-based alignment.