Daily Papers

While Large Language Models (LLMs) demonstrate remarkable capabilities, they remain susceptible to sophisticated, multi-step jailbreak attacks that circumvent conventional surface-level safety alignment by exploiting the internal generation process. To address these vulnerabilities, we propose Reflector, a principled two-stage framework that internalizes self-reflection within the generation trajectory. Reflector first leverages teacher-guided generation to produce high-quality reflection data for supervised fine-tuning (SFT), establishing structured reflection patterns. It subsequently uses Reinforcement Learning (RL) with outcome-driven and reward-validity supervision to instill robust, autonomous self-reflection capabilities. Empirical results show that Reflector achieves Defense Success Rates (DSR) exceeding 90% against complex indirect attacks while generalizing robustly across diverse threat scenarios. Notably, the framework enhances both task-specific and general utility, yielding a 5.85% gain on GSM8K alongside improved performance on knowledge-intensive benchmarks. By internalizing trajectory-level safety, Reflector overcomes the fundamental limitations of surface alignment without significant computational overhead, offering an efficient and scalable solution for the development of safe and capable LLMs.

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

Discrete flow matching generates text by iteratively transforming noise tokens into coherent language, but may require hundreds of forward passes. Distillation uses the multi-step trajectory to train a student to reproduce the process in a few steps. When the student underperforms, the usual explanation is insufficient capacity. We argue the opposite: the trajectory is the bottleneck, not the student. Each training trajectory is built through a chain of blind stochastic jumps with no evaluation of sequence quality; a single bad decision at an early midpoint propagates through subsequent steps, yet the student must imitate the result. Trajectory-Shaped Discrete Flow Matching (TS-DFM) replaces these blind jumps with guided navigation: a lightweight energy compass evaluates candidate continuations at each midpoint, selecting the most coherent. All shaping is training-only; inference cost is unchanged. On 170M-parameter language modeling, the shaped student at 8 steps achieves 32% lower perplexity than the 1,024-step teacher while being 128x faster, with gains consistent across source distributions and three evaluators of increasing scale. TS-DFM achieves the best perplexity of any discrete-generation baseline we compare against, including methods trained on 6x more data or using 5x larger models.

Latent Consistency Distillation (LCD) has emerged as a promising paradigm for efficient text-to-image synthesis. By distilling a latent consistency model (LCM) from a pre-trained teacher latent diffusion model (LDM), LCD facilitates the generation of high-fidelity images within merely 2 to 4 inference steps. However, the LCM's efficient inference is obtained at the cost of the sample quality. In this paper, we propose compensating the quality loss by aligning LCM's output with human preference during training. Specifically, we introduce Reward Guided LCD (RG-LCD), which integrates feedback from a reward model (RM) into the LCD process by augmenting the original LCD loss with the objective of maximizing the reward associated with LCM's single-step generation. As validated through human evaluation, when trained with the feedback of a good RM, the 2-step generations from our RG-LCM are favored by humans over the 50-step DDIM samples from the teacher LDM, representing a 25 times inference acceleration without quality loss. As directly optimizing towards differentiable RMs can suffer from over-optimization, we overcome this difficulty by proposing the use of a latent proxy RM (LRM). This novel component serves as an intermediary, connecting our LCM with the RM. Empirically, we demonstrate that incorporating the LRM into our RG-LCD successfully avoids high-frequency noise in the generated images, contributing to both improved FID on MS-COCO and a higher HPSv2.1 score on HPSv2's test set, surpassing those achieved by the baseline LCM.

Recent advances in diffusion transformers (DiTs) have set new standards in image generation, yet remain impractical for on-device deployment due to their high computational and memory costs. In this work, we present an efficient DiT framework tailored for mobile and edge devices that achieves transformer-level generation quality under strict resource constraints. Our design combines three key components. First, we propose a compact DiT architecture with an adaptive global-local sparse attention mechanism that balances global context modeling and local detail preservation. Second, we propose an elastic training framework that jointly optimizes sub-DiTs of varying capacities within a unified supernetwork, allowing a single model to dynamically adjust for efficient inference across different hardware. Finally, we develop Knowledge-Guided Distribution Matching Distillation, a step-distillation pipeline that integrates the DMD objective with knowledge transfer from few-step teacher models, producing high-fidelity and low-latency generation (e.g., 4-step) suitable for real-time on-device use. Together, these contributions enable scalable, efficient, and high-quality diffusion models for deployment on diverse hardware.

Semi-supervised learning (SSL) has emerged as a promising paradigm for breast ultrasound (BUS) image segmentation, but it often suffers from unstable pseudo labels under extremely limited annotations, leading to inaccurate supervision and degraded performance. Recent vision-language models (VLMs) provide a new opportunity for pseudo-label generation, yet their effectiveness on BUS images remains limited because domain-specific prompts are difficult to transfer. To address this issue, we propose a semi-supervised framework with training-free pseudo-label generation and label refinement. By leveraging simple appearance-based descriptions (e.g., dark oval), our method enables cross-domain structural transfer between natural and medical images, allowing VLMs to generate structurally consistent pseudo labels. These pseudo labels are used to warm up a static teacher that captures global structural priors of breast lesions. Combined with an exponential moving average teacher, we further introduce uncertainty entropy weighted fusion and adaptive uncertainty-guided reverse contrastive learning to improve boundary discrimination. Experiments on four BUS datasets demonstrate that our method achieves performance comparable to fully supervised models even with only 2.5% labeled data, significantly outperforming existing SSL approaches. Moreover, the proposed paradigm is readily extensible: for other imaging modalities or diseases, only a global appearance description is required to obtain reliable pseudo supervision, enabling scalable semi-supervised medical image segmentation under limited annotations.

In this paper, we propose a unified layout planning and image generation model, PlanGen, which can pre-plan spatial layout conditions before generating images. Unlike previous diffusion-based models that treat layout planning and layout-to-image as two separate models, PlanGen jointly models the two tasks into one autoregressive transformer using only next-token prediction. PlanGen integrates layout conditions into the model as context without requiring specialized encoding of local captions and bounding box coordinates, which provides significant advantages over the previous embed-and-pool operations on layout conditions, particularly when dealing with complex layouts. Unified prompting allows PlanGen to perform multitasking training related to layout, including layout planning, layout-to-image generation, image layout understanding, etc. In addition, PlanGen can be seamlessly expanded to layout-guided image manipulation thanks to the well-designed modeling, with teacher-forcing content manipulation policy and negative layout guidance. Extensive experiments verify the effectiveness of our PlanGen in multiple layoutrelated tasks, showing its great potential. Code is available at: https://360cvgroup.github.io/PlanGen.

Knowledge distillation methods have recently shown to be a promising direction to speedup the synthesis of large-scale diffusion models by requiring only a few inference steps. While several powerful distillation methods were recently proposed, the overall quality of student samples is typically lower compared to the teacher ones, which hinders their practical usage. In this work, we investigate the relative quality of samples produced by the teacher text-to-image diffusion model and its distilled student version. As our main empirical finding, we discover that a noticeable portion of student samples exhibit superior fidelity compared to the teacher ones, despite the ``approximate'' nature of the student. Based on this finding, we propose an adaptive collaboration between student and teacher diffusion models for effective text-to-image synthesis. Specifically, the distilled model produces the initial sample, and then an oracle decides whether it needs further improvements with a slow teacher model. Extensive experiments demonstrate that the designed pipeline surpasses state-of-the-art text-to-image alternatives for various inference budgets in terms of human preference. Furthermore, the proposed approach can be naturally used in popular applications such as text-guided image editing and controllable generation.

Virtual try-on (VTON) has recently achieved impressive visual fidelity, but most existing systems require uploading personal photos to cloud-based GPUs, raising privacy concerns and limiting on-device deployment. To address this, we present Mobile-VTON, a high-quality, privacy-preserving framework that enables fully offline virtual try-on on commodity mobile devices using only a single user image and a garment image. Mobile-VTON introduces a modular TeacherNet-GarmentNet-TryonNet (TGT) architecture that integrates knowledge distillation, garment-conditioned generation, and garment alignment into a unified pipeline optimized for on-device efficiency. Within this framework, we propose a Feature-Guided Adversarial (FGA) Distillation strategy that combines teacher supervision with adversarial learning to better match real-world image distributions. GarmentNet is trained with a trajectory-consistency loss to preserve garment semantics across diffusion steps, while TryonNet uses latent concatenation and lightweight cross-modal conditioning to enable robust garment-to-person alignment without large-scale pretraining. By combining these components, Mobile-VTON achieves high-fidelity generation with low computational overhead. Experiments on VITON-HD and DressCode at 1024 x 768 show that it matches or outperforms strong server-based baselines while running entirely offline. These results demonstrate that high-quality VTON is not only feasible but also practical on-device, offering a secure solution for real-world applications. Code and project page are available at https://zhenchenwan.github.io/Mobile-VTON/.

Large reasoning models achieve strong performance on complex tasks through long chain-of-thought (CoT) trajectories, but directly transferring such reasoning processes to smaller models remains challenging. A key difficulty is that not all teacher-generated reasoning trajectories are suitable for student learning. Existing approaches typically rely on post-hoc filtering, selecting trajectories after full generation based on heuristic criteria. However, such methods cannot control the generation process itself and may still produce reasoning paths that lie outside the student's learning capacity. To address this limitation, we propose Gen-SSD (Generation-time Self-Selection Distillation), a student-in-the-loop framework that performs generation-time selection. Instead of passively consuming complete trajectories, the student evaluates candidate continuations during the teacher's sampling process, guiding the expansion of only learnable reasoning paths and enabling early pruning of unhelpful branches. Experiments on mathematical reasoning benchmarks demonstrate that Gen-SSD consistently outperforms standard knowledge distillation and recent baselines, with improvements of around 5.9 points over Standard KD and up to 4.7 points over other baselines. Further analysis shows that Gen-SSD produces more stable and learnable reasoning trajectories, highlighting the importance of incorporating supervision during generation for effective distillation.

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

Recent approaches to real-time long video generation typically employ streaming tuning strategies, attempting to train a long-context student using a short-context (memoryless) teacher. In these frameworks, the student performs long rollouts but receives supervision from a teacher limited to short 5-second windows. This structural discrepancy creates a critical student-teacher mismatch: the teacher's inability to access long-term history prevents it from guiding the student on global temporal dependencies, effectively capping the student's context length. To resolve this, we propose Context Forcing, a novel framework that trains a long-context student via a long-context teacher. By ensuring the teacher is aware of the full generation history, we eliminate the supervision mismatch, enabling the robust training of models capable of long-term consistency. To make this computationally feasible for extreme durations (e.g., 2 minutes), we introduce a context management system that transforms the linearly growing context into a Slow-Fast Memory architecture, significantly reducing visual redundancy. Extensive results demonstrate that our method enables effective context lengths exceeding 20 seconds -- 2 to 10 times longer than state-of-the-art methods like LongLive and Infinite-RoPE. By leveraging this extended context, Context Forcing preserves superior consistency across long durations, surpassing state-of-the-art baselines on various long video evaluation metrics.

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

Diffusion distillation has dramatically accelerated class-conditional image synthesis, but its applicability to open-ended text-to-image (T2I) generation is still unclear. We present the first systematic study that adapts and compares state-of-the-art distillation techniques on a strong T2I teacher model, FLUX.1-lite. By casting existing methods into a unified framework, we identify the key obstacles that arise when moving from discrete class labels to free-form language prompts. Beyond a thorough methodological analysis, we offer practical guidelines on input scaling, network architecture, and hyperparameters, accompanied by an open-source implementation and pretrained student models. Our findings establish a solid foundation for deploying fast, high-fidelity, and resource-efficient diffusion generators in real-world T2I applications. Code is available on github.com/alibaba-damo-academy/T2I-Distill.

Vision-language models (VLMs) have been widely adopted in robotics to enable autonomous planning. However, grounding VLMs, originally trained on internet data, to diverse real-world robots remains a challenge. This paper presents ExpTeach, a framework that grounds VLMs to physical robots by building a self-generated memory of real-world experiences. In ExpTeach, the VLM autonomously plans actions, verifies outcomes, reflects on failures, and adapts robot behaviors in a closed loop. The self-generated experiences during this process are then summarized into a long-term memory, enabling retrieval of learned knowledge to guide future tasks via retrieval-augmented generation (RAG). Additionally, ExpTeach enhances the spatial understanding of VLMs with an on-demand image annotation module. In experiments, we show that reflection improves success rates from 36% to 84% on four challenging robotic tasks and observe the emergence of intelligent object interactions, including creative tool use. Across extensive tests on 12 real-world scenarios (including eight unseen ones), we find that grounding with long-term memory boosts single-trial success rates from 22% to 80%, demonstrating the effectiveness and generalizability of ExpTeach.

Diffusion models (DMs) produce high-quality images, yet their sampling remains costly when adapted to new domains. Distilled DMs are faster but typically remain confined within their teacher's domain. Thus, fast and high-quality generation for novel domains relies on two-stage pipelines: Adapt-then-Distill or Distill-then-Adapt. However, both add design complexity and often degrade quality or diversity. We introduce Uni-DAD, a single-stage pipeline that unifies DM distillation and adaptation. It couples two training signals: (i) a dual-domain distribution-matching distillation (DMD) objective that guides the student toward the distributions of the source teacher and a target teacher, and (ii) a multi-head generative adversarial network (GAN) loss that encourages target realism across multiple feature scales. The source domain distillation preserves diverse source knowledge, while the multi-head GAN stabilizes training and reduces overfitting, especially in few-shot regimes. The inclusion of a target teacher facilitates adaptation to more structurally distant domains. We evaluate Uni-DAD on two comprehensive benchmarks for few-shot image generation (FSIG) and subject-driven personalization (SDP) using diffusion backbones. It delivers better or comparable quality to state-of-the-art (SoTA) adaptation methods even with less than 4 sampling steps, and often surpasses two-stage pipelines in quality and diversity. Code: https://github.com/yaramohamadi/uni-DAD.

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.

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.

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.

Generative AI and large language models hold great promise in enhancing programming education by automatically generating individualized feedback for students. We investigate the role of generative AI models in providing human tutor-style programming hints to help students resolve errors in their buggy programs. Recent works have benchmarked state-of-the-art models for various feedback generation scenarios; however, their overall quality is still inferior to human tutors and not yet ready for real-world deployment. In this paper, we seek to push the limits of generative AI models toward providing high-quality programming hints and develop a novel technique, GPT4Hints-GPT3.5Val. As a first step, our technique leverages GPT-4 as a ``tutor'' model to generate hints -- it boosts the generative quality by using symbolic information of failing test cases and fixes in prompts. As a next step, our technique leverages GPT-3.5, a weaker model, as a ``student'' model to further validate the hint quality -- it performs an automatic quality validation by simulating the potential utility of providing this feedback. We show the efficacy of our technique via extensive evaluation using three real-world datasets of Python programs covering a variety of concepts ranging from basic algorithms to regular expressions and data analysis using pandas library.

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.

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

Large Language Models (LLMs) have demonstrated exceptional performance across diverse natural language processing tasks. However, these models exhibit a critical limitation in output diversity, often generating highly similar content across multiple attempts. This limitation significantly affects tasks requiring diverse outputs, from creative writing to reasoning. Existing solutions, like temperature scaling, enhance diversity by modifying probability distributions but compromise output quality. We propose Guide-to-Generation (G2), a training-free plug-and-play method that enhances output diversity while preserving generation quality. G2 employs a base generator alongside dual Guides, which guide the generation process through decoding-based interventions to encourage more diverse outputs conditioned on the original query. Comprehensive experiments demonstrate that G2 effectively improves output diversity while maintaining an optimal balance between diversity and quality.

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

A common and effective means for improving language model capabilities involves finetuning a ``student'' language model's parameters on generations from a more proficient ``teacher'' model. Termed ``synthetic data'', these generations are often produced before any student finetuning, but some work has considered generating new synthetic samples as training progresses. This paper studies and advocates for the latter case, where data are generated in an iterative, closed-loop fashion that is guided by the current state of the student model. For a fixed budget of generated samples, or a budget in terms of compute spent querying a teacher, we show that this curation of finetuning data affords improved student performance over static generation. Further, while there have been several LLM-specific methods proposed that operate in this regime, we find that simple, inexpensive selection criteria from the active learning literature tend to be most performant. We validate these claims across four mathematical and logical reasoning datasets using four different small language models.

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.

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.

This paper investigates the intriguing question of whether we can create learning algorithms that automatically generate training data, learning environments, and curricula in order to help AI agents rapidly learn. We show that such algorithms are possible via Generative Teaching Networks (GTNs), a general approach that is, in theory, applicable to supervised, unsupervised, and reinforcement learning, although our experiments only focus on the supervised case. GTNs are deep neural networks that generate data and/or training environments that a learner (e.g. a freshly initialized neural network) trains on for a few SGD steps before being tested on a target task. We then differentiate through the entire learning process via meta-gradients to update the GTN parameters to improve performance on the target task. GTNs have the beneficial property that they can theoretically generate any type of data or training environment, making their potential impact large. This paper introduces GTNs, discusses their potential, and showcases that they can substantially accelerate learning. We also demonstrate a practical and exciting application of GTNs: accelerating the evaluation of candidate architectures for neural architecture search (NAS), which is rate-limited by such evaluations, enabling massive speed-ups in NAS. GTN-NAS improves the NAS state of the art, finding higher performing architectures when controlling for the search proposal mechanism. GTN-NAS also is competitive with the overall state of the art approaches, which achieve top performance while using orders of magnitude less computation than typical NAS methods. Speculating forward, GTNs may represent a first step toward the ambitious goal of algorithms that generate their own training data and, in doing so, open a variety of interesting new research questions and directions.

Large-enrollment university courses face persistent challenges in providing timely and scalable instructional support. While generative AI holds promise, its effective use depends on reliability and pedagogical alignment. We present a human-centered case study of AI-assisted support in a Calculus I course, implemented in close collaboration with the course instructor. We developed a system to answer students' questions on a discussion forum, fine-tuning a lightweight language model on 2,588 historical student-instructor interactions. The model achieved 75.3% accuracy on a benchmark of 150 representative questions annotated by five instructors, and in 36% of cases, its responses were rated equal to or better than instructor answers. Post-deployment student survey (N = 105) indicated that students valued the alignment of the responses with the course materials and their immediate availability, while still relying on the instructor verification for trust. We highlight the importance of hybrid human-AI workflows for safe and effective course support.

Synthetic data has been widely used to train large language models, but their generative nature inevitably introduces noisy, non-informative, and misleading learning signals. In this paper, we propose Montessori-Instruct, a novel data synthesis framework that tailors the data synthesis ability of the teacher language model toward the student language model's learning process. Specifically, we utilize local data influence of synthetic training data points on students to characterize students' learning preferences. Then, we train the teacher model with Direct Preference Optimization (DPO) to generate synthetic data tailored toward student learning preferences. Experiments with Llama3-8B-Instruct (teacher) and Llama3-8B (student) on Alpaca Eval and MT-Bench demonstrate that Montessori-Instruct significantly outperforms standard synthesis methods by 18.35\% and 46.24\% relatively. Our method also beats data synthesized by a stronger teacher model, GPT-4o. Further analysis confirms the benefits of teacher's learning to generate more influential training data in the student's improved learning, the advantages of local data influence in accurately measuring student preferences, and the robustness of Montessori-Instruct across different student models. Our code and data are open-sourced at https://github.com/cxcscmu/Montessori-Instruct.

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

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) 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.

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

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.

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

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

Algorithmic efficiency techniques such as distillation (hinton2015distillation) are useful in improving model quality without increasing serving costs, provided a larger teacher model is available for a smaller student model to learn from during training. Standard distillation methods are limited to only forcing the student to match the teacher's outputs. Given the costs associated with training a large model, we believe we should be extracting more useful information from a teacher model than by just making the student match the teacher's outputs. In this paper, we introduce \guide (Guided Initialization and Distillation of Embeddings). \guide can be considered a distillation technique that forces the student to match the teacher in the parameter space. Using \guide we show 25-26\% reduction in the teacher-student quality gap when using large student models (400M - 1B parameters) trained on approx 20B tokens. We also present a thorough analysis demonstrating that \guide can be combined with knowledge distillation with near additive improvements. Furthermore, we show that applying \guide alone leads to substantially better model quality than applying knowledge distillation by itself. Most importantly, \guide introduces no training or inference overhead and hence any model quality gains from our method are virtually free.

Recommender systems typically retrieve items from an item corpus for personalized recommendations. However, such a retrieval-based recommender paradigm faces two limitations: 1) the human-generated items in the corpus might fail to satisfy the users' diverse information needs, and 2) users usually adjust the recommendations via inefficient passive feedback, e.g., clicks. Nowadays, AI-Generated Content (AIGC) has revealed significant success, offering the potential to overcome these limitations: 1) generative AI can produce personalized items to satisfy users' information needs, and 2) the newly emerged large language models significantly reduce the efforts of users to precisely express information needs via natural language instructions. In this light, the boom of AIGC points the way towards the next-generation recommender paradigm with two new objectives: 1) generating personalized content through generative AI, and 2) integrating user instructions to guide content generation. To this end, we propose a novel Generative Recommender paradigm named GeneRec, which adopts an AI generator to personalize content generation and leverages user instructions. Specifically, we pre-process users' instructions and traditional feedback via an instructor to output the generation guidance. Given the guidance, we instantiate the AI generator through an AI editor and an AI creator to repurpose existing items and create new items. Eventually, GeneRec can perform content retrieval, repurposing, and creation to satisfy users' information needs. Besides, to ensure the trustworthiness of the generated items, we emphasize various fidelity checks. Moreover, we provide a roadmap to envision future developments of GeneRec and several domain-specific applications of GeneRec with potential research tasks. Lastly, we study the feasibility of implementing AI editor and AI creator on micro-video generation.

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

Synthetic data is becoming increasingly important for accelerating the development of language models, both large and small. Despite several successful use cases, researchers also raised concerns around model collapse and drawbacks of imitating other models. This discrepancy can be attributed to the fact that synthetic data varies in quality and diversity. Effective use of synthetic data usually requires significant human effort in curating the data. We focus on using synthetic data for post-training, specifically creating data by powerful models to teach a new skill or behavior to another model, we refer to this setting as Generative Teaching. We introduce AgentInstruct, an extensible agentic framework for automatically creating large amounts of diverse and high-quality synthetic data. AgentInstruct can create both the prompts and responses, using only raw data sources like text documents and code files as seeds. We demonstrate the utility of AgentInstruct by creating a post training dataset of 25M pairs to teach language models different skills, such as text editing, creative writing, tool usage, coding, reading comprehension, etc. The dataset can be used for instruction tuning of any base model. We post-train Mistral-7b with the data. When comparing the resulting model Orca-3 to Mistral-7b-Instruct (which uses the same base model), we observe significant improvements across many benchmarks. For example, 40% improvement on AGIEval, 19% improvement on MMLU, 54% improvement on GSM8K, 38% improvement on BBH and 45% improvement on AlpacaEval. Additionally, it consistently outperforms other models such as LLAMA-8B-instruct and GPT-3.5-turbo.

Generative Artificial Intelligence (AI) has enabled the development of sophisticated models that are capable of producing high-caliber text, images, and other outputs through the utilization of large pre-trained models. Nevertheless, assessing the quality of the generation is an even more arduous task than the generation itself, and this issue has not been given adequate consideration recently. This paper proposes a novel evaluation framework, GPTScore, which utilizes the emergent abilities (e.g., zero-shot instruction) of generative pre-trained models to score generated texts. There are 19 pre-trained models explored in this paper, ranging in size from 80M (e.g., FLAN-T5-small) to 175B (e.g., GPT3). Experimental results on four text generation tasks, 22 evaluation aspects, and corresponding 37 datasets demonstrate that this approach can effectively allow us to achieve what one desires to evaluate for texts simply by natural language instructions. This nature helps us overcome several long-standing challenges in text evaluation--how to achieve customized, multi-faceted evaluation without the need for annotated samples. We make our code publicly available at https://github.com/jinlanfu/GPTScore.

Generative AI and large language models have the potential to drastically improve the landscape of computing education by automatically generating personalized feedback and content. Recent works have studied the capabilities of these models for different programming education scenarios; however, these works considered only text-based programming, in particular, Python programming. Consequently, they leave open the question of how well these models would perform in visual programming domains popularly used for K-8 programming education. The main research question we study is: Do state-of-the-art generative models show advanced capabilities in visual programming on par with their capabilities in text-based Python programming? In our work, we evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, in visual programming domains for various scenarios and assess performance using expert-based annotations. In particular, we base our evaluation using reference tasks from the domains of Hour of Code: Maze Challenge by Code-dot-org and Karel. Our results show that these models perform poorly and struggle to combine spatial, logical, and programming skills crucial for visual programming. These results also provide exciting directions for future work on developing techniques to improve the performance of generative models in visual programming.

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.

Reading is integral to everyday life, and yet learning to read is a struggle for many young learners. During lessons, teachers can use comprehension questions to increase engagement, test reading skills, and improve retention. Historically such questions were written by skilled teachers, but recently language models have been used to generate comprehension questions. However, many existing Question Generation (QG) systems focus on generating literal questions from the text, and have no way to control the type of the generated question. In this paper, we study QG for reading comprehension where inferential questions are critical and extractive techniques cannot be used. We propose a two-step model (HTA-WTA) that takes advantage of previous datasets, and can generate questions for a specific targeted comprehension skill. We propose a new reading comprehension dataset that contains questions annotated with story-based reading comprehension skills (SBRCS), allowing for a more complete reader assessment. Across several experiments, our results show that HTA-WTA outperforms multiple strong baselines on this new dataset. We show that the HTA-WTA model tests for strong SCRS by asking deep inferential questions.

We introduce GUIDE, a novel continual learning approach that directs diffusion models to rehearse samples at risk of being forgotten. Existing generative strategies combat catastrophic forgetting by randomly sampling rehearsal examples from a generative model. Such an approach contradicts buffer-based approaches where sampling strategy plays an important role. We propose to bridge this gap by incorporating classifier guidance into the diffusion process to produce rehearsal examples specifically targeting information forgotten by a continuously trained model. This approach enables the generation of samples from preceding task distributions, which are more likely to be misclassified in the context of recently encountered classes. Our experimental results show that GUIDE significantly reduces catastrophic forgetting, outperforming conventional random sampling approaches and surpassing recent state-of-the-art methods in continual learning with generative replay.

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.

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

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

Recent advances in large-scale pre-training such as GPT-3 allow seemingly high quality text to be generated from a given prompt. However, such generation systems often suffer from problems of hallucinated facts, and are not inherently designed to incorporate useful external information. Grounded generation models appear to offer remedies, but their training typically relies on rarely-available parallel data where information-relevant documents are provided for context. We propose a framework that alleviates this data constraint by jointly training a grounded generator and document retriever on the language model signal. The model learns to reward retrieval of the documents with the highest utility in generation, and attentively combines them using a Mixture-of-Experts (MoE) ensemble to generate follow-on text. We demonstrate that both generator and retriever can take advantage of this joint training and work synergistically to produce more informative and relevant text in both prose and dialogue generation.

Recent advancements in diffusion models have revolutionized generative modeling. However, the impressive and vivid outputs they produce often come at the cost of significant model scaling and increased computational demands. Consequently, building personalized diffusion models based on off-the-shelf models has emerged as an appealing alternative. In this paper, we introduce a novel perspective on conditional generation for transferring a pre-trained model. From this viewpoint, we propose *Domain Guidance*, a straightforward transfer approach that leverages pre-trained knowledge to guide the sampling process toward the target domain. Domain Guidance shares a formulation similar to advanced classifier-free guidance, facilitating better domain alignment and higher-quality generations. We provide both empirical and theoretical analyses of the mechanisms behind Domain Guidance. Our experimental results demonstrate its substantial effectiveness across various transfer benchmarks, achieving over a 19.6% improvement in FID and a 23.4% improvement in FD_DINOv2 compared to standard fine-tuning. Notably, existing fine-tuned models can seamlessly integrate Domain Guidance to leverage these benefits, without additional training.

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

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

This paper aims to efficiently enable Large Language Models (LLMs) to use multimodal tools. Advanced proprietary LLMs, such as ChatGPT and GPT-4, have shown great potential for tool usage through sophisticated prompt engineering. Nevertheless, these models typically rely on prohibitive computational costs and publicly inaccessible data. To address these challenges, we propose the GPT4Tools based on self-instruct to enable open-source LLMs, such as LLaMA and OPT, to use tools. It generates an instruction-following dataset by prompting an advanced teacher with various multi-modal contexts. By using the Low-Rank Adaptation (LoRA) optimization, our approach facilitates the open-source LLMs to solve a range of visual problems, including visual comprehension and image generation. Moreover, we provide a benchmark to evaluate the ability of LLMs to use tools, which is performed in both zero-shot and fine-tuning ways. Extensive experiments demonstrate the effectiveness of our method on various language models, which not only significantly improves the accuracy of invoking seen tools, but also enables the zero-shot capacity for unseen tools. The code and demo are available at https://github.com/StevenGrove/GPT4Tools.

Designing dialog tutors has been challenging as it involves modeling the diverse and complex pedagogical strategies employed by human tutors. Although there have been significant recent advances in neural conversational systems using large language models (LLMs) and growth in available dialog corpora, dialog tutoring has largely remained unaffected by these advances. In this paper, we rigorously analyze various generative language models on two dialog tutoring datasets for language learning using automatic and human evaluations to understand the new opportunities brought by these advances as well as the challenges we must overcome to build models that would be usable in real educational settings. We find that although current approaches can model tutoring in constrained learning scenarios when the number of concepts to be taught and possible teacher strategies are small, they perform poorly in less constrained scenarios. Our human quality evaluation shows that both models and ground-truth annotations exhibit low performance in terms of equitable tutoring, which measures learning opportunities for students and how engaging the dialog is. To understand the behavior of our models in a real tutoring setting, we conduct a user study using expert annotators and find a significantly large number of model reasoning errors in 45% of conversations. Finally, we connect our findings to outline future work.

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.

Education represents one of the most promising real-world applications for Large Language Models (LLMs). However, conventional tutoring systems rely on static pre-training knowledge that lacks adaptation to individual learners, while existing RAG-augmented systems fall short in delivering personalized, guided feedback. To bridge this gap, we present DeepTutor, an agent-native open-source framework for personalized tutoring where every feature shares a common personalization substrate. We propose a hybrid personalization engine that couples static knowledge grounding with dynamic multi-resolution memory, distilling interaction history into a continuously evolving learner profile. Moreover, we construct a closed tutoring loop that bidirectionally couples citation-grounded problem solving with difficulty-calibrated question generation. The personalization substrate further supports collaborative writing, multi-agent deep research, and interactive guided learning, enabling cross-modality coherence. To move beyond reactive interfaces, we introduce TutorBot, a proactive multi-agent layer that deploys tutoring capabilities through extensible skills and unified multi-channel access, providing consistent experience across platforms. To better evaluate such tutoring systems, we construct TutorBench, a student-centric benchmark with source-grounded learner profiles and a first-person interactive protocol that measures adaptive tutoring from the learner's perspective. We further evaluate foundational agentic reasoning abilities across five authoritative benchmarks. Experiments show that DeepTutor improves personalized tutoring quality while maintaining general agentic reasoning abilities. We hope DeepTutor provides unique insights into next-generation AI-powered and personalized tutoring systems for the community.

Automatically generating coherent and semantically meaningful text has many applications in machine translation, dialogue systems, image captioning, etc. Recently, by combining with policy gradient, Generative Adversarial Nets (GAN) that use a discriminative model to guide the training of the generative model as a reinforcement learning policy has shown promising results in text generation. However, the scalar guiding signal is only available after the entire text has been generated and lacks intermediate information about text structure during the generative process. As such, it limits its success when the length of the generated text samples is long (more than 20 words). In this paper, we propose a new framework, called LeakGAN, to address the problem for long text generation. We allow the discriminative net to leak its own high-level extracted features to the generative net to further help the guidance. The generator incorporates such informative signals into all generation steps through an additional Manager module, which takes the extracted features of current generated words and outputs a latent vector to guide the Worker module for next-word generation. Our extensive experiments on synthetic data and various real-world tasks with Turing test demonstrate that LeakGAN is highly effective in long text generation and also improves the performance in short text generation scenarios. More importantly, without any supervision, LeakGAN would be able to implicitly learn sentence structures only through the interaction between Manager and Worker.

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.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

Natural language generation (NLG) is a process within artificial intelligence where computer systems produce human-comprehensible language texts from information. English as a foreign language (EFL) students' use of NLG tools might facilitate their idea generation, which is fundamental to creative writing. However, little is known about how EFL students interact with NLG tools to generate ideas. This study explores strategies adopted by EFL students when searching for ideas using NLG tools, evaluating ideas generated by NLG tools and selecting NLG tools for ideas generation. Four Hong Kong secondary school students attended workshops where they learned to write stories comprising their own words and words generated by NLG tools. After the workshops, they answered questions to reflect on their writing experience with NLG tools. In a thematic analysis of the written reflections, we found students may have existing ideas when searching for ideas and evaluating ideas with NLG tools. Students showed some aversion to ideas generated by NLG tools and selected NLG tools that generated a greater quantity of ideas. The findings inform our understanding of EFL students' concerns when using NLG tools for idea generation and can inform educators' instruction to implement NLG tools for classroom creative writing.

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

Training-free guided generation is a widely used and powerful technique that allows the end user to exert further control over the generative process of flow/diffusion models. Generally speaking, two families of techniques have emerged for solving this problem for gradient-based guidance: namely, posterior guidance (i.e., guidance via projecting the current sample to the target distribution via the target prediction model) and end-to-end guidance (i.e., guidance by performing backpropagation throughout the entire ODE solve). In this work, we show that these two seemingly separate families can actually be unified by looking at posterior guidance as a greedy strategy of end-to-end guidance. We explore the theoretical connections between these two families and provide an in-depth theoretical of these two techniques relative to the continuous ideal gradients. Motivated by this analysis we then show a method for interpolating between these two families enabling a trade-off between compute and accuracy of the guidance gradients. We then validate this work on several inverse image problems and property-guided molecular generation.

Socratic questioning is an educational method that allows students to discover answers to complex problems by asking them a series of thoughtful questions. Generation of didactically sound questions is challenging, requiring understanding of the reasoning process involved in the problem. We hypothesize that such questioning strategy can not only enhance the human performance, but also assist the math word problem (MWP) solvers. In this work, we explore the ability of large language models (LMs) in generating sequential questions for guiding math word problem-solving. We propose various guided question generation schemes based on input conditioning and reinforcement learning. On both automatic and human quality evaluations, we find that LMs constrained with desirable question properties generate superior questions and improve the overall performance of a math word problem solver. We conduct a preliminary user study to examine the potential value of such question generation models in the education domain. Results suggest that the difficulty level of problems plays an important role in determining whether questioning improves or hinders human performance. We discuss the future of using such questioning strategies in education.

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.

Generative voice technologies are rapidly evolving, offering opportunities for more personalized and inclusive experiences. Traditional one-shot voice conversion (VC) requires a target recording during inference, limiting ease of usage in generating desired voice timbres. Text-guided generation offers an intuitive solution to convert voices to desired "DreamVoices" according to the users' needs. Our paper presents two major contributions to VC technology: (1) DreamVoiceDB, a robust dataset of voice timbre annotations for 900 speakers from VCTK and LibriTTS. (2) Two text-guided VC methods: DreamVC, an end-to-end diffusion-based text-guided VC model; and DreamVG, a versatile text-to-voice generation plugin that can be combined with any one-shot VC models. The experimental results demonstrate that our proposed methods trained on the DreamVoiceDB dataset generate voice timbres accurately aligned with the text prompt and achieve high-quality VC.

In this work, we introduce a self-supervised feature representation learning framework DreamTeacher that utilizes generative networks for pre-training downstream image backbones. We propose to distill knowledge from a trained generative model into standard image backbones that have been well engineered for specific perception tasks. We investigate two types of knowledge distillation: 1) distilling learned generative features onto target image backbones as an alternative to pretraining these backbones on large labeled datasets such as ImageNet, and 2) distilling labels obtained from generative networks with task heads onto logits of target backbones. We perform extensive analyses on multiple generative models, dense prediction benchmarks, and several pre-training regimes. We empirically find that our DreamTeacher significantly outperforms existing self-supervised representation learning approaches across the board. Unsupervised ImageNet pre-training with DreamTeacher leads to significant improvements over ImageNet classification pre-training on downstream datasets, showcasing generative models, and diffusion generative models specifically, as a promising approach to representation learning on large, diverse datasets without requiring manual annotation.

Mathematics is often perceived as a complex subject by students, leading to high failure rates in exams. To improve Mathematics skills, it is important to provide sample questions for students to practice problem-solving. Manually creating Math Word Problems (MWPs) is time consuming for tutors, because they have to type in natural language while adhering to grammar and spelling rules of the language. Existing Deep Learning techniques for MWP generation either require a tutor to provide the initial portion of the MWP, and/or additional information such as an equation. In this paper, we present an MWP generation system based on Large Language Models (LLMs) that overcome the need for additional input - the only input to our system is the number of MWPs needed, the grade and the type of question (e.g. addition, subtraction). Unlike the existing LLM-based solutions for MWP generation, we carried out an extensive set of experiments involving different LLMs, prompting strategies, techniques to improve the diversity of questions, as well as techniques that employ human feedback to improve LLM performance. Human and automated evaluations confirmed that the generated MWPs are high in quality, with minimal spelling and grammar issues. However, LLMs still struggle to generate questions that adhere to the specified grade and question type requirements.

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.

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.

Generative Adversarial Networks (GANs) for text generation have recently received many criticisms, as they perform worse than their MLE counterparts. We suspect previous text GANs' inferior performance is due to the lack of a reliable guiding signal in their discriminators. To address this problem, we propose a generative adversarial imitation learning framework for text generation that uses large pre-trained language models to provide more reliable reward guidance. Our approach uses contrastive discriminator, and proximal policy optimization (PPO) to stabilize and improve text generation performance. For evaluation, we conduct experiments on a diverse set of unconditional and conditional text generation tasks. Experimental results show that TextGAIL achieves better performance in terms of both quality and diversity than the MLE baseline. We also validate our intuition that TextGAIL's discriminator demonstrates the capability of providing reasonable rewards with an additional task.

Reasoning distillation has attracted increasing attention. It typically leverages a large teacher model to generate reasoning paths, which are then used to fine-tune a student model so that it mimics the teacher's behavior in training contexts. However, previous approaches have lacked a detailed analysis of the origins of the distilled model's capabilities. It remains unclear whether the student can maintain consistent behaviors with the teacher in novel test-time contexts, or whether it regresses to its original output patterns, raising concerns about the generalization of distillation models. To analyse this question, we introduce a cross-model Reasoning Distillation Provenance Tracing framework. For each action (e.g., a sentence) produced by the distilled model, we obtain the predictive probabilities assigned by the teacher, the original student, and the distilled model under the same context. By comparing these probabilities, we classify each action into different categories. By systematically disentangling the provenance of each action, we experimentally demonstrate that, in test-time contexts, the distilled model can indeed generate teacher-originated actions, which correlate with and plausibly explain observed performance on distilled model. Building on this analysis, we further propose a teacher-guided data selection method. Unlike prior approach that rely on heuristics, our method directly compares teacher-student divergences on the training data, providing a principled selection criterion. We validate the effectiveness of our approach across multiple representative teacher models and diverse student models. The results highlight the utility of our provenance-tracing framework and underscore its promise for reasoning distillation. We hope to share Reasoning Distillation Provenance Tracing and our insights into reasoning distillation with the community.

Automated pain assessment from facial expressions is crucial for non-communicative patients, such as those with dementia. Progress has been limited by two challenges: (i) existing datasets exhibit severe demographic and label imbalance due to ethical constraints, and (ii) current generative models cannot precisely control facial action units (AUs), facial structure, or clinically validated pain levels. We present 3DPain, a large-scale synthetic dataset specifically designed for automated pain assessment, featuring unprecedented annotation richness and demographic diversity. Our three-stage framework generates diverse 3D meshes, textures them with diffusion models, and applies AU-driven face rigging to synthesize multi-view faces with paired neutral and pain images, AU configurations, PSPI scores, and the first dataset-level annotations of pain-region heatmaps. The dataset comprises 82,500 samples across 25,000 pain expression heatmaps and 2,500 synthetic identities balanced by age, gender, and ethnicity. We further introduce ViTPain, a Vision Transformer based cross-modal distillation framework in which a heatmap-trained teacher guides a student trained on RGB images, enhancing accuracy, interpretability, and clinical reliability. Together, 3DPain and ViTPain establish a controllable, diverse, and clinically grounded foundation for generalizable automated pain assessment.

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.

Recent advancements in large language models (LLMs) have raised concerns about inference costs, increasing the need for research into model compression. While knowledge distillation (KD) is a prominent method for this, research on KD for generative language models like LLMs is relatively sparse, and the approach of distilling student-friendly knowledge, which has shown promising performance in KD for classification models, remains unexplored in generative language models. To explore this approach, we propose PromptKD, a simple yet effective method that utilizes prompt tuning - for the first time in KD - to enable generative language models to transfer student-friendly knowledge. Unlike previous works in classification that require fine-tuning the entire teacher model for extracting student-friendly knowledge, PromptKD achieves similar effects by adding a small number of prompt tokens and tuning only the prompt with student guidance. Extensive experiments on instruction-following datasets using the GPT-2 model family show that PromptKD achieves state-of-the-art performance while adding only 0.0007% of the teacher's parameters as prompts. Further analysis suggests that distilling student-friendly knowledge alleviates exposure bias effectively throughout the entire training process, leading to performance enhancements.

Student simulation can support learning-by-teaching pedagogy where human students (as tutors) teach AI-simulated novice students (as tutees). Recent research often relies on prompt engineering with large language models (LLMs) to simulate novice student behaviour, but it is difficult to keep the AI-simulated student at a stable novice knowledge level. A key reason is that many LLMs are trained to be broadly capable, so even when prompted to "act like a novice," the LLMs can still produce expert-level explanations during the learning-by-teaching interaction process. As a result, the AI-simulated student may drift beyond the intended knowledge level, reducing the credibility of the simulation for studying learning-by-teaching processes. Thus, we propose a knowledge-level simulation approach based on machine unlearning. We investigate this approach using a dataset of multiple-choice questions on Python programming concepts. We apply machine unlearning to transform a knowledgeable LLM into a novice-level AI student (i.e., teachable agent), then evaluate whether the teachable agent can relearn targeted knowledge components through learning-by-teaching dialogue interactions. Finally, we analyse the dialogue logs to characterise how the agent's behaviour changes over time, including its question asking, error patterns, and responsiveness to instruction. The results show that (1) unlearning produces simulated student agents with more novice-like responses than prompt-only baselines, (2) the agents recover a measurable portion of the unlearned knowledge under structured exposure, and (3) dialogue analyses reveal identifiable trajectories of conceptual change and teaching moves that predict learning recovery.

Diffusion-based generative models have achieved remarkable success in image generation. Their guidance formulation allows an external model to plug-and-play control the generation process for various tasks without finetuning the diffusion model. However, the direct use of publicly available off-the-shelf models for guidance fails due to their poor performance on noisy inputs. For that, the existing practice is to fine-tune the guidance models with labeled data corrupted with noises. In this paper, we argue that this practice has limitations in two aspects: (1) performing on inputs with extremely various noises is too hard for a single guidance model; (2) collecting labeled datasets hinders scaling up for various tasks. To tackle the limitations, we propose a novel strategy that leverages multiple experts where each expert is specialized in a particular noise range and guides the reverse process of the diffusion at its corresponding timesteps. However, as it is infeasible to manage multiple networks and utilize labeled data, we present a practical guidance framework termed Practical Plug-And-Play (PPAP), which leverages parameter-efficient fine-tuning and data-free knowledge transfer. We exhaustively conduct ImageNet class conditional generation experiments to show that our method can successfully guide diffusion with small trainable parameters and no labeled data. Finally, we show that image classifiers, depth estimators, and semantic segmentation models can guide publicly available GLIDE through our framework in a plug-and-play manner. Our code is available at https://github.com/riiid/PPAP.

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.

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

Instruction generation is a vital and multidisciplinary research area with broad applications. Existing instruction generation models are limited to generating instructions in a single style from a particular dataset, and the style and content of generated instructions cannot be controlled. Moreover, most existing instruction generation methods also disregard the spatial modeling of the navigation environment. Leveraging the capabilities of Large Language Models (LLMs), we propose C-Instructor, which utilizes the chain-of-thought-style prompt for style-controllable and content-controllable instruction generation. Firstly, we propose a Chain of Thought with Landmarks (CoTL) mechanism, which guides the LLM to identify key landmarks and then generate complete instructions. CoTL renders generated instructions more accessible to follow and offers greater controllability over the manipulation of landmark objects. Furthermore, we present a Spatial Topology Modeling Task to facilitate the understanding of the spatial structure of the environment. Finally, we introduce a Style-Mixed Training policy, harnessing the prior knowledge of LLMs to enable style control for instruction generation based on different prompts within a single model instance. Extensive experiments demonstrate that instructions generated by C-Instructor outperform those generated by previous methods in text metrics, navigation guidance evaluation, and user studies.

Creating interactive STEM courseware traditionally requires HTML/CSS/JavaScript expertise, leaving barriers for educators. While generative AI can produce HTML codes, existing tools generate static presentations rather than interactive simulations, struggle with long documents, and lack pedagogical accuracy mechanisms. Furthermore, full regeneration for modifications requires 200--600 seconds, disrupting creative flow. We present MAIC-UI, a zero-code authoring system that enables educators to create and rapidly edit interactive courseware from textbooks, PPTs, and PDFs. MAIC-UI employs: (1) structured knowledge analysis with multi-modal understanding to ensure pedagogical rigor; (2) a two-stage generate-verify-optimize pipeline separating content alignment from visual refinement; and (3) Click-to-Locate editing with Unified Diff-based incremental generation achieving sub-10-second iteration cycles. A controlled lab study with 40 participants shows MAIC-UI reduces editing iterations (4.9 vs. 7.0) and significantly improves learnability and controllability compared to direct Text-to-HTML generation. A three-month classroom deployment with 53 high school students demonstrates that MAIC-UI fosters learning agency and reduces outcome disparities -- the pilot class achieved 9.21-point gains in STEM subjects compared to -2.32 points in control classes. Our code is available at https://github.com/THU-MAIC/MAIC-UI.

English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.

Generative Artificial Intelligence (GenAI) has prompted significant discussion in education, yet large-scale empirical evidence on how students and teachers perceive and navigate this shift remains limited. We analyse 270k AI-related Reddit posts and comments from 26 education-related subreddits spanning higher education, K-12 teaching, and professional training between November 2022 and April 2026. Topic modelling reveals seventeen themes covering academic integrity, teaching & pedagogy, career anxiety, policy, and niche professional contexts. Discourse evolves from an early detection-and-evasion arms race into a sustained enforcement regime that constructive integration only begins to challenge in mid-2024. Stakeholder communities differ sharply: K-12 teachers foreground cognitive dependency, academics focus on AI detection and deliberation, and professional-programme students concentrate on career anxiety. Sentiment correlates strongly negatively with engagement, showing adversarial enforcement themes mobilise communities far more than constructive integration discourse. Examining where faculty and students meet, we find 17% of threads are cross-role, and one third of such contact occurs in the adversarial themes AI Detection and Misconduct Enforcement. Students initiate 68% of mixed threads, but faculty produce most cross-role replies. Mixed threads contain 2-3 times more records and last 2-4 times longer than same-role threads, making adversarial integrity disputes the center of sustained faculty-student contact. We discuss implications for governance, pedagogical design, and cross-role contact design. The code and data is available at https://github.com/tugrulz/genai-edu

Factual consistency evaluation is often conducted using Natural Language Inference (NLI) models, yet these models exhibit limited success in evaluating summaries. Previous work improved such models with synthetic training data. However, the data is typically based on perturbed human-written summaries, which often differ in their characteristics from real model-generated summaries and have limited coverage of possible factual errors. Alternatively, large language models (LLMs) have recently shown promising results in directly evaluating generative tasks, but are too computationally expensive for practical use. Motivated by these limitations, we introduce TrueTeacher, a method for generating synthetic data by annotating diverse model-generated summaries using a LLM. Unlike prior work, TrueTeacher does not rely on human-written summaries, and is multilingual by nature. Experiments on the TRUE benchmark show that a student model trained using our data, substantially outperforms both the state-of-the-art model with similar capacity, and the LLM teacher. In a systematic study, we compare TrueTeacher to existing synthetic data generation methods and demonstrate its superiority and robustness to domain-shift. Using the the mFACE dataset, we also show that our method generalizes to multilingual scenarios. Finally, we release a large-scale synthetic dataset with 1.4M examples generated using TrueTeacher.

The recent release of very large language models such as PaLM and GPT-4 has made an unprecedented impact in the popular media and public consciousness, giving rise to a mixture of excitement and fear as to their capabilities and potential uses, and shining a light on natural language processing research which had not previously received so much attention. The developments offer great promise for education technology, and in this paper we look specifically at the potential for incorporating large language models in AI-driven language teaching and assessment systems. We consider several research areas and also discuss the risks and ethical considerations surrounding generative AI in education technology for language learners. Overall we find that larger language models offer improvements over previous models in text generation, opening up routes toward content generation which had not previously been plausible. For text generation they must be prompted carefully and their outputs may need to be reshaped before they are ready for use. For automated grading and grammatical error correction, tasks whose progress is checked on well-known benchmarks, early investigations indicate that large language models on their own do not improve on state-of-the-art results according to standard evaluation metrics. For grading it appears that linguistic features established in the literature should still be used for best performance, and for error correction it may be that the models can offer alternative feedback styles which are not measured sensitively with existing methods. In all cases, there is work to be done to experiment with the inclusion of large language models in education technology for language learners, in order to properly understand and report on their capacities and limitations, and to ensure that foreseeable risks such as misinformation and harmful bias are mitigated.

Intelligent tutoring systems optimize the selection and timing of learning materials to enhance understanding and long-term retention. This requires estimates of both the learner's progress (''knowledge tracing''; KT), and the prerequisite structure of the learning domain (''knowledge mapping''). While recent deep learning models achieve high KT accuracy, they do so at the expense of the interpretability of psychologically-inspired models. In this work, we present a solution to this trade-off. PSI-KT is a hierarchical generative approach that explicitly models how both individual cognitive traits and the prerequisite structure of knowledge influence learning dynamics, thus achieving interpretability by design. Moreover, by using scalable Bayesian inference, PSI-KT targets the real-world need for efficient personalization even with a growing body of learners and learning histories. Evaluated on three datasets from online learning platforms, PSI-KT achieves superior multi-step predictive accuracy and scalable inference in continual-learning settings, all while providing interpretable representations of learner-specific traits and the prerequisite structure of knowledge that causally supports learning. In sum, predictive, scalable and interpretable knowledge tracing with solid knowledge mapping lays a key foundation for effective personalized learning to make education accessible to a broad, global audience.

We propose a novel application of prompting Pre-trained Language Models (PLMs) to generate analogies and study how to design effective prompts for two task settings: generating a source concept analogous to a given target concept (aka Analogous Concept Generation or ACG), and generating an explanation of the similarity between a given pair of target concept and source concept (aka Analogous Explanation Generation or AEG). We found that it is feasible to prompt InstructGPT to generate meaningful analogies and the best prompts tend to be precise imperative statements especially with a low temperature setting. We also systematically analyzed the sensitivity of the InstructGPT model to prompt design, temperature, and injected spelling errors, and found that the model is particularly sensitive to certain variations (e.g., questions vs. imperative statements). Further, we conducted human evaluation on 1.4k of the generated analogies and found that the quality of generations varies substantially by model size. The largest InstructGPT model can achieve human-level performance at generating meaningful analogies for a given target while there is still room for improvement on the AEG task.

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.

While large-scale language models (LMs) are able to imitate the distribution of natural language well enough to generate realistic text, it is difficult to control which regions of the distribution they generate. This is especially problematic because datasets used for training large LMs usually contain significant toxicity, hate, bias, and negativity. We propose GeDi as an efficient method for using smaller LMs as generative discriminators to guide generation from large LMs to make them safer and more controllable. GeDi guides generation at each step by computing classification probabilities for all possible next tokens via Bayes rule by normalizing over two class-conditional distributions; one conditioned on the desired attribute, or control code, and another conditioned on the undesired attribute, or anti control code. We find that GeDi gives stronger controllability than the state of the art method while also achieving generation speeds more than 30 times faster. Additionally, training GeDi on only four topics allows us to controllably generate new topics zero-shot from just a keyword, unlocking a new capability that previous controllable generation methods do not have. Lastly, we show that GeDi can make GPT-2 (1.5B parameters) significantly less toxic without sacrificing linguistic quality, making it by far the most practical existing method for detoxifying large language models while maintaining a fast generation speed.

Generative Artificial Intelligence (GenAI) is revolutionizing education and workforce development, profoundly shaping how students learn, engage, and prepare for their future. Outpacing the development of uniform policies and structures, GenAI has heralded a unique era and given rise to the GenAI Generation. We define the GenAI Generation as a cohort of students whose education has been increasingly shaped by the opportunities and challenges GenAI presents during its widespread adoption within society. This study examines students' perceptions of GenAI through a concise survey with optional open-ended questions, focusing on their awareness, preparedness, and concerns. Notably, readiness appears increasingly tied to exposure to GenAI through one's coursework. Students with greater curricular exposure to GenAI tend to feel more prepared, while those without it more often express vulnerability and uncertainty, highlighting a new and growing divide in readiness that goes beyond traditional disciplinary boundaries. Evaluation of more than 250 responses, with over 40% providing detailed qualitative feedback, reveals a core dual sentiment: while most students express enthusiasm for GenAI, an even greater proportion voice a spectrum of concerns about ethics, job displacement, and the adequacy of educational structures given the highly transformative technology. These findings offer critical insights into how students view the potential and pitfalls of GenAI for future career impacts. The challenge ahead involves implementing associated recommendations for educational institutions, moving beyond the baseline of access toward more informed guidance on the use of these tools, while preserving critical thinking, ethical reasoning, and adaptive learning.

The emergence of Large Language Models (LLMs) has brought to light promising language generation capabilities, particularly in performing tasks like complex reasoning and creative writing. Consequently, distillation through imitation of teacher responses has emerged as a popular technique to transfer knowledge from LLMs to more accessible, Small Language Models (SLMs). While this works well for simpler tasks, there is a substantial performance gap on tasks requiring intricate language comprehension and creativity, such as humor generation. We hypothesize that this gap may stem from the fact that creative tasks might be hard to learn by imitation alone and explore whether an approach, involving supplementary guidance from the teacher, could yield higher performance. To address this, we study the effect of assigning a dual role to the LLM - as a "teacher" generating data, as well as a "critic" evaluating the student's performance. Our experiments on humor generation reveal that the incorporation of feedback significantly narrows the performance gap between SLMs and their larger counterparts compared to merely relying on imitation. As a result, our research highlights the potential of using feedback as an additional dimension to data when transferring complex language abilities via distillation.

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.

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.

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

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

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.

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.

Personalized education systems increasingly rely on structured knowledge representations to support adaptive learning and question generation. However, existing approaches face two fundamental limitations. First, constructing and maintaining knowledge graphs for educational content largely depends on manual curation, resulting in high cost and poor scalability. Second, most personalized education systems lack effective support for state-aware and systematic reasoning over learners' knowledge, and therefore rely on static question banks with limited adaptability. To address these challenges, this paper proposes a Generative GraphRAG framework for automated knowledge modeling and personalized exercise generation. It consists of two core modules. The first module, Automated Hierarchical Knowledge Graph Constructor (Auto-HKG), leverages LLMs to automatically construct hierarchical knowledge graphs that capture structured concepts and their semantic relations from educational resources. The second module, Cognitive GraphRAG (CG-RAG), performs graph-based reasoning over a learner mastery graph and combines it with retrieval-augmented generation to produce personalized exercises that adapt to individual learning states. The proposed framework has been deployed in real-world educational scenarios, where it receives favorable user feedback, suggesting its potential to support practical personalized education systems.

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.

A widely adopted strategy for model enhancement is to use synthetic data generated by a stronger model for supervised fine-tuning (SFT). However, for emerging reasoning models like Qwen3-8B, this approach often fails to improve reasoning capabilities and can even lead to a substantial drop in performance. In this work, we identify substantial stylistic divergence between teacher generated data and the distribution of student as a major factor impacting SFT. To bridge this gap, we propose a Teacher-Student Cooperation Data Synthesis framework (TESSY), which interleaves teacher and student models to alternately generate style and non-style tokens. Consequently, TESSY produces synthetic sequences that inherit the advanced reasoning capabilities of the teacher while maintaining stylistic consistency with the distribution of the student. In experiments on code generation using GPT-OSS-120B as the teacher, fine-tuning Qwen3-8B on teacher-generated data leads to performance drops of 3.25% on LiveCodeBench-Pro and 10.02% on OJBench, whereas TESSY achieves improvements of 11.25% and 6.68%.

We analyzed effectiveness of three generative pre-trained transformer (GPT) models in answering multiple-choice question (MCQ) assessments, often involving short snippets of code, from introductory and intermediate programming courses at the postsecondary level. This emerging technology stirs countless discussions of its potential uses (e.g., exercise generation, code explanation) as well as misuses in programming education (e.g., cheating). However, the capabilities of GPT models and their limitations to reason about and/or analyze code in educational settings have been under-explored. We evaluated several OpenAI's GPT models on formative and summative MCQ assessments from three Python courses (530 questions). We found that MCQs containing code snippets are not answered as successfully as those that only contain natural language. While questions requiring to fill-in a blank in the code or completing a natural language statement about the snippet are handled rather successfully, MCQs that require analysis and/or reasoning about the code (e.g., what is true/false about the snippet, or what is its output) appear to be the most challenging. These findings can be leveraged by educators to adapt their instructional practices and assessments in programming courses, so that GPT becomes a valuable assistant for a learner as opposed to a source of confusion and/or potential hindrance in the learning process.

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

As large language models (LLMs) are applied to more use cases, creating high quality, task-specific datasets for fine-tuning becomes a bottleneck for model improvement. Using high quality human data has been the most common approach to unlock model performance, but is prohibitively expensive in many scenarios. Several alternative methods have also emerged, such as generating synthetic or hybrid data, but the effectiveness of these approaches remain unclear, especially in resource-constrained scenarios and tasks that are not easily verified. To investigate this, we group various synthetic data generation strategies into three representative categories -- Answer Augmentation, Question Rephrase and New Question -- and study the performance of student LLMs trained under various constraints, namely seed instruction set size and query budget. We demonstrate that these strategies are not equally effective across settings. Notably, the optimal data generation strategy depends strongly on the ratio between the available teacher query budget and the size of the seed instruction set. When this ratio is low, generating new answers to existing questions proves most effective, but as this ratio increases, generating new questions becomes optimal. Across all tasks, we find that choice of augmentation method and other design choices matter substantially more in low to mid data regimes than in high data regimes. We provide a practical framework for selecting the appropriate augmentation method across settings, taking into account additional factors such as the scalability of each method, the importance of verifying synthetic data, and the use of different LLMs for synthetic data generation.

Large Language Models (LLMs) have demonstrated a powerful ability for text generation. However, achieving optimal results with a given prompt or instruction can be challenging, especially for billion-sized models. Additionally, undesired behaviors such as toxicity or hallucinations can manifest. While much larger models (e.g., ChatGPT) may demonstrate strength in mitigating these issues, there is still no guarantee of complete prevention. In this work, we propose formalizing text generation as a future-constrained generation problem to minimize undesirable behaviors and enforce faithfulness to instructions. The estimation of future constraint satisfaction, accomplished using LLMs, guides the text generation process. Our extensive experiments demonstrate the effectiveness of the proposed approach across three distinct text generation tasks: keyword-constrained generation (Lin et al., 2020), toxicity reduction (Gehman et al., 2020), and factual correctness in question-answering (Gao et al., 2023).

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.

Knowledge distillation has emerged as an effective strategy for compressing large language models' (LLMs) knowledge into smaller, more efficient student models. However, standard one-shot distillation methods often produce suboptimal results due to a mismatch between teacher-generated rationales and the student's specific learning requirements. In this paper, we introduce the UNDO: UNderstanding Distillation as Optimization framework, designed to bridge this gap by iteratively identifying the student's errors and prompting the teacher to refine its explanations accordingly. Each iteration directly targets the student's learning deficiencies, motivating the teacher to provide tailored and enhanced rationales that specifically address these weaknesses. Empirical evaluations on various challenging mathematical and commonsense reasoning tasks demonstrate that our iterative distillation method, UNDO, significantly outperforms standard one-step distillation methods, achieving performance gains of up to 20%. Additionally, we show that teacher-generated data refined through our iterative process remains effective even when applied to different student models, underscoring the broad applicability of our approach. Our work fundamentally reframes knowledge distillation as an iterative teacher-student interaction, effectively leveraging dynamic refinement by the teacher for better knowledge distillation.

Recently, text-guided content generation has received extensive attention. In this work, we explore the possibility of text description-based speaker generation, i.e., using text prompts to control the speaker generation process. Specifically, we propose PromptSpeaker, a text-guided speaker generation system. PromptSpeaker consists of a prompt encoder, a zero-shot VITS, and a Glow model, where the prompt encoder predicts a prior distribution based on the text description and samples from this distribution to obtain a semantic representation. The Glow model subsequently converts the semantic representation into a speaker representation, and the zero-shot VITS finally synthesizes the speaker's voice based on the speaker representation. We verify that PromptSpeaker can generate speakers new from the training set by objective metrics, and the synthetic speaker voice has reasonable subjective matching quality with the speaker prompt.

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.

AI generated content (AIGC) presents considerable challenge to educators around the world. Instructors need to be able to detect such text generated by large language models, either with the naked eye or with the help of some tools. There is also growing need to understand the lexical, syntactic and stylistic features of AIGC. To address these challenges in English language teaching, we first present ArguGPT, a balanced corpus of 4,038 argumentative essays generated by 7 GPT models in response to essay prompts from three sources: (1) in-class or homework exercises, (2) TOEFL and (3) GRE writing tasks. Machine-generated texts are paired with roughly equal number of human-written essays with three score levels matched in essay prompts. We then hire English instructors to distinguish machine essays from human ones. Results show that when first exposed to machine-generated essays, the instructors only have an accuracy of 61% in detecting them. But the number rises to 67% after one round of minimal self-training. Next, we perform linguistic analyses of these essays, which show that machines produce sentences with more complex syntactic structures while human essays tend to be lexically more complex. Finally, we test existing AIGC detectors and build our own detectors using SVMs and RoBERTa. Results suggest that a RoBERTa fine-tuned with the training set of ArguGPT achieves above 90% accuracy in both essay- and sentence-level classification. To the best of our knowledge, this is the first comprehensive analysis of argumentative essays produced by generative large language models. Machine-authored essays in ArguGPT and our models will be made publicly available at https://github.com/huhailinguist/ArguGPT

Large-scale text-to-image generative models have been a revolutionary breakthrough in the evolution of generative AI, allowing us to synthesize diverse images that convey highly complex visual concepts. However, a pivotal challenge in leveraging such models for real-world content creation tasks is providing users with control over the generated content. In this paper, we present a new framework that takes text-to-image synthesis to the realm of image-to-image translation -- given a guidance image and a target text prompt, our method harnesses the power of a pre-trained text-to-image diffusion model to generate a new image that complies with the target text, while preserving the semantic layout of the source image. Specifically, we observe and empirically demonstrate that fine-grained control over the generated structure can be achieved by manipulating spatial features and their self-attention inside the model. This results in a simple and effective approach, where features extracted from the guidance image are directly injected into the generation process of the target image, requiring no training or fine-tuning and applicable for both real or generated guidance images. We demonstrate high-quality results on versatile text-guided image translation tasks, including translating sketches, rough drawings and animations into realistic images, changing of the class and appearance of objects in a given image, and modifications of global qualities such as lighting and color.

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.

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.

Recent works show that image and video generators exhibit zero-shot visual understanding behaviors, in a way reminiscent of how LLMs develop emergent capabilities of language understanding and reasoning from generative pretraining. While it has long been conjectured that the ability to create visual content implies an ability to understand it, there has been limited evidence that generative vision models have developed strong understanding capabilities. In this work, we demonstrate that image generation training serves a role similar to LLM pretraining, and lets models learn powerful and general visual representations that enable SOTA performance on various vision tasks. We introduce Vision Banana, a generalist model built by instruction-tuning Nano Banana Pro (NBP) on a mixture of its original training data alongside a small amount of vision task data. By parameterizing the output space of vision tasks as RGB images, we seamlessly reframe perception as image generation. Our generalist model, Vision Banana, achieves SOTA results on a variety of vision tasks involving both 2D and 3D understanding, beating or rivaling zero-shot domain-specialists, including Segment Anything Model 3 on segmentation tasks, and the Depth Anything series on metric depth estimation. We show that these results can be achieved with lightweight instruction-tuning without sacrificing the base model's image generation capabilities. The superior results suggest that image generation pretraining is a generalist vision learner. It also shows that image generation serves as a unified and universal interface for vision tasks, similar to text generation's role in language understanding and reasoning. We could be witnessing a major paradigm shift for computer vision, where generative vision pretraining takes a central role in building Foundational Vision Models for both generation and understanding.

Modern text-to-image generative models can inadvertently reproduce copyrighted content memorized in their training data, raising serious concerns about potential copyright infringement. We introduce Guardians of Generation, a model agnostic inference time framework for dynamic copyright shielding in AI image generation. Our approach requires no retraining or modification of the generative model weights, instead integrating seamlessly with existing diffusion pipelines. It augments the generation process with an adaptive guidance mechanism comprising three components: a detection module, a prompt rewriting module, and a guidance adjustment module. The detection module monitors user prompts and intermediate generation steps to identify features indicative of copyrighted content before they manifest in the final output. If such content is detected, the prompt rewriting mechanism dynamically transforms the user's prompt by sanitizing or replacing references that could trigger copyrighted material while preserving the prompt's intended semantics. The adaptive guidance module adaptively steers the diffusion process away from flagged content by modulating the model's sampling trajectory. Together, these components form a robust shield that enables a tunable balance between preserving creative fidelity and ensuring copyright compliance. We validate our method on a variety of generative models such as Stable Diffusion, SDXL, and Flux, demonstrating substantial reductions in copyrighted content generation with negligible impact on output fidelity or alignment with user intent. This work provides a practical, plug-and-play safeguard for generative image models, enabling more responsible deployment under real-world copyright constraints. Source code is available at: https://respailab.github.io/gog

The recent paradigm shift toward large reasoning models (LRMs) as autonomous agents has intensified the demand for sophisticated, multi-turn tool-use capabilities. Yet, existing datasets and data-generation approaches are limited by static, predefined toolsets that cannot scale to the complexity of open-ended human-agent collaboration. To address this, we initially developed a framework for automated task-oriented multi-turn dialogue generation at scale, utilizing an LRM-based simulator to dynamically generate high-value, domain-specific tools to solve specified tasks. However, we observe that a purely task-oriented design often results in "solely task-solving" trajectories, where the agent completes the objective with minimal interaction, failing to generate the high turn-count conversations seen in realistic scenarios. To bridge this gap, we shift toward a user-oriented simulation paradigm. By decoupling task generation from a dedicated user simulator that mimics human behavioral rules - such as incremental request-making and turn-by-turn feedback - we facilitate more authentic, extended multi-turn dialogues that reflect the iterative nature of real-world problem solving. Our generation pipeline operates as a versatile, plug-and-play module capable of initiating generation from any state, ensuring high scalability in producing extended tool-use data. Furthermore, by facilitating multiple task completions within a single trajectory, it yields a high-density dataset that reflects the multifaceted demands of real-world human-agent interaction.

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.

The effectiveness of feedback in enhancing learning outcomes is well documented within Educational Data Mining (EDM). Various prior research has explored methodologies to enhance the effectiveness of feedback. Recent developments in Large Language Models (LLMs) have extended their utility in enhancing automated feedback systems. This study aims to explore the potential of LLMs in facilitating automated feedback in math education. We examine the effectiveness of LLMs in evaluating student responses by comparing 3 different models: Llama, SBERT-Canberra, and GPT4 model. The evaluation requires the model to provide both a quantitative score and qualitative feedback on the student's responses to open-ended math problems. We employ Mistral, a version of Llama catered to math, and fine-tune this model for evaluating student responses by leveraging a dataset of student responses and teacher-written feedback for middle-school math problems. A similar approach was taken for training the SBERT model as well, while the GPT4 model used a zero-shot learning approach. We evaluate the model's performance in scoring accuracy and the quality of feedback by utilizing judgments from 2 teachers. The teachers utilized a shared rubric in assessing the accuracy and relevance of the generated feedback. We conduct both quantitative and qualitative analyses of the model performance. By offering a detailed comparison of these methods, this study aims to further the ongoing development of automated feedback systems and outlines potential future directions for leveraging generative LLMs to create more personalized learning experiences.

Conditional generative models typically demand large annotated training sets to achieve high-quality synthesis. As a result, there has been significant interest in designing models that perform plug-and-play generation, i.e., to use a predefined or pretrained model, which is not explicitly trained on the generative task, to guide the generative process (e.g., using language). However, such guidance is typically useful only towards synthesizing high-level semantics rather than editing fine-grained details as in image-to-image translation tasks. To this end, and capitalizing on the powerful fine-grained generative control offered by the recent diffusion-based generative models, we introduce Steered Diffusion, a generalized framework for photorealistic zero-shot conditional image generation using a diffusion model trained for unconditional generation. The key idea is to steer the image generation of the diffusion model at inference time via designing a loss using a pre-trained inverse model that characterizes the conditional task. This loss modulates the sampling trajectory of the diffusion process. Our framework allows for easy incorporation of multiple conditions during inference. We present experiments using steered diffusion on several tasks including inpainting, colorization, text-guided semantic editing, and image super-resolution. Our results demonstrate clear qualitative and quantitative improvements over state-of-the-art diffusion-based plug-and-play models while adding negligible additional computational cost.

This paper presents instruct-imagen, a model that tackles heterogeneous image generation tasks and generalizes across unseen tasks. We introduce *multi-modal instruction* for image generation, a task representation articulating a range of generation intents with precision. It uses natural language to amalgamate disparate modalities (e.g., text, edge, style, subject, etc.), such that abundant generation intents can be standardized in a uniform format. We then build instruct-imagen by fine-tuning a pre-trained text-to-image diffusion model with a two-stage framework. First, we adapt the model using the retrieval-augmented training, to enhance model's capabilities to ground its generation on external multimodal context. Subsequently, we fine-tune the adapted model on diverse image generation tasks that requires vision-language understanding (e.g., subject-driven generation, etc.), each paired with a multi-modal instruction encapsulating the task's essence. Human evaluation on various image generation datasets reveals that instruct-imagen matches or surpasses prior task-specific models in-domain and demonstrates promising generalization to unseen and more complex tasks.

Open-ended image generation is no longer a simple prompt-to-image problem. High-quality generation often requires an agent to combine a model's internal generative ability with external resources. As requests become more diverse and demanding, we aim to develop a general image-generation agent that can self-evolve through trajectories and use tools more effectively across varied generation challenges. To this end, we propose GenEvolve, a self-evolving framework based on Tool-Orchestrated Visual Experience Distillation. In GenEvolve, each generation attempt is modeled as a tool-orchestrated trajectory, where the agent gathers evidence, selects references, invokes generation skills, and composes them into a prompt-reference program. Unlike existing agentic generation methods that mainly rely on image-level scalar rewards, GenEvolve compares multiple trajectories for the same request and abstracts best-worst differences into structured visual experience, provided only to a privileged teacher branch. Inspired by on-policy self-distillation, Visual Experience Distillation provides dense token-level supervision, helping the student internalize better search, knowledge activation, reference selection, and prompt construction. We further construct GenEvolve-Data and GenEvolve-Bench. Experiments on public benchmarks and GenEvolve-Bench show substantial gains over strong baselines, achieving state-of-the-art performance among current image-generation frameworks. Our website is as follows: https://ephemeral182.github.io/GenEvolve/