Daily Papers

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

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

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

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

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.

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.

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

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.

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

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

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.

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.

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

Many students struggle with math word problems (MWPs), often finding it difficult to identify key information and select the appropriate mathematical operations.Schema-based instruction (SBI) is an evidence-based strategy that helps students categorize problems based on their structure, improving problem-solving accuracy. Building on this, we propose a Schema-Based Instruction Retrieval-Augmented Generation (SBI-RAG) framework that incorporates a large language model (LLM).Our approach emphasizes step-by-step reasoning by leveraging schemas to guide solution generation. We evaluate its performance on the GSM8K dataset, comparing it with GPT-4 and GPT-3.5 Turbo, and introduce a "reasoning score" metric to assess solution quality. Our findings suggest that SBI-RAG enhances reasoning clarity and problem-solving accuracy, potentially providing educational benefits for students

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.

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

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

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

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.

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

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

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

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

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

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.

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

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

Instruction tuning has become a foundation for unlocking the capabilities of large-scale pretrained models and improving their performance on complex tasks. Thus, the construction of high-quality instruction datasets is crucial for enhancing model performance and generalizability. Although current instruction datasets have reached tens of millions of samples, models finetuned on them may still struggle with complex instruction following and tasks in rare domains. This is primarily due to limited expansion in both ``coverage'' (coverage of task types and knowledge areas) and ``depth'' (instruction complexity) of the instruction set. To address this issue, we propose a systematic instruction data construction framework, which integrates a hierarchical labeling system, an informative seed selection algorithm, an evolutionary data synthesis process, and a model deficiency diagnosis with targeted data generation. These components form an iterative closed-loop to continuously enhance the coverage and depth of instruction data. Based on this framework, we construct InfinityInstruct-Subject, a high-quality dataset containing ~1.5 million instructions. Experiments on multiple foundation models and benchmark tasks demonstrate its effectiveness in improving instruction-following capabilities. Further analyses suggest that InfinityInstruct-Subject shows enlarged coverage and depth compared to comparable synthesized instruction datasets. Our work lays a theoretical and practical foundation for the efficient, continuous evolution of instruction datasets, moving from data quantity expansion to qualitative improvement.

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.

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

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

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.

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

Self-reflection for Large Language Models (LLMs) has gained significant attention. Existing approaches involve models iterating and improving their previous responses based on LLMs' internal reflection ability or external feedback. However, recent research has raised doubts about whether intrinsic self-correction without external feedback may even degrade performance. Based on our empirical evidence, we find that current static reflection methods may lead to redundant, drift, and stubborn issues. To mitigate this, we introduce Instruct-of-Reflection (IoRT), a novel and general reflection framework that leverages dynamic-meta instruction to enhance the iterative reflection capability of LLMs. Specifically, we propose the instructor driven by the meta-thoughts and self-consistency classifier, generates various instructions, including refresh, stop, and select, to guide the next reflection iteration. Our experiments demonstrate that IoRT achieves an average improvement of 10.1% over established baselines in mathematical and commonsense reasoning tasks, highlighting its efficacy and applicability.

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

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

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.

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

Recent video diffusion models have enhanced video editing, but it remains challenging to handle instructional editing and diverse tasks (e.g., adding, removing, changing) within a unified framework. In this paper, we introduce VEGGIE, a Video Editor with Grounded Generation from Instructions, a simple end-to-end framework that unifies video concept editing, grounding, and reasoning based on diverse user instructions. Specifically, given a video and text query, VEGGIE first utilizes an MLLM to interpret user intentions in instructions and ground them to the video contexts, generating frame-specific grounded task queries for pixel-space responses. A diffusion model then renders these plans and generates edited videos that align with user intent. To support diverse tasks and complex instructions, we employ a curriculum learning strategy: first aligning the MLLM and video diffusion model with large-scale instructional image editing data, followed by end-to-end fine-tuning on high-quality multitask video data. Additionally, we introduce a novel data synthesis pipeline to generate paired instructional video editing data for model training. It transforms static image data into diverse, high-quality video editing samples by leveraging Image-to-Video models to inject dynamics. VEGGIE shows strong performance in instructional video editing with different editing skills, outperforming the best instructional baseline as a versatile model, while other models struggle with multi-tasking. VEGGIE also excels in video object grounding and reasoning segmentation, where other baselines fail. We further reveal how the multiple tasks help each other and highlight promising applications like zero-shot multimodal instructional and in-context video editing.

This paper presents a pioneering methodology, termed StructTuning, to efficiently transform foundation Large Language Models (LLMs) into domain specialists. It significantly minimizes the training corpus requirement to a mere 0.3% while achieving an impressive 50% of traditional knowledge injection performance. Our method is inspired by the educational processes for human students, particularly how structured domain knowledge from textbooks is absorbed and then applied to tackle real-world challenges through specific exercises. Based on this, we propose a novel two-stage knowledge injection strategy: Structure-aware Continual Pre-Training (SCPT) and Structure-aware Supervised Fine-Tuning (SSFT). In the SCPT phase, we organize the training data into an auto-generated taxonomy of domain knowledge, enabling LLMs to effectively memorize textual segments linked to specific expertise within the taxonomy's architecture. Subsequently, in the SSFT phase, we explicitly prompt models to reveal the underlying knowledge structure in their outputs, leveraging this structured domain insight to address practical problems adeptly. Our ultimate method has undergone extensive evaluations across model architectures and scales, using closed-book question-answering tasks on LongBench and MMedBench datasets. Remarkably, our method matches 50% of the improvement displayed by the state-of-the-art MMedLM2 on MMedBench, but with only 0.3% quantity of the training corpus. This breakthrough showcases the potential to scale up our StructTuning for stronger domain-specific LLMs. Code will be made public soon.

Effective interactive tool use requires agents to master Tool Integrated Reasoning (TIR): a complex process involving multi-turn planning and long-context dialogue management. To train agents for this dynamic process, particularly in multi-modal contexts, we introduce a sandbox environment for reinforcement learning (RL) that supports interleaved speech-text rollouts. Our core strategy, Turn-level Adjudicated Reinforcement Learning (TARL), addresses the challenge of credit assignment in long-horizon tasks by employing a Large Language Model (LLM) as a judge to provide turn-level evaluation. To enhance exploration, we integrate a mixed-task training curriculum with mathematical reasoning problems. This unified approach boosts the task pass rate on the text-based τ-bench by over 6% compared to strong RL baselines. Crucially, we demonstrate our framework's suitability for fine-tuning a multi-modal foundation model for agentic tasks. By training a base multi-modal LLM on interleaved speech-text rollouts, we equip it with tool-use abilities, paving the way for more natural, voice-driven interactive agents.

Large Language Models (LLMs) are increasingly capable of generating complete applications from natural language instructions, creating new opportunities in science and education. In these domains, interactive scientific demonstrations are particularly valuable for explaining concepts, supporting new teaching methods, and presenting research findings. Generating such demonstrations requires models to combine accurate scientific knowledge with the ability to implement interactive front-end code that behaves correctly and responds to user actions. This capability goes beyond the scope of existing benchmarks, which typically evaluate either knowledge question answering without grounding in code or static web code generation without scientific interactivity. To evaluate this integrated ability, we design a hybrid framework that combines programmatic functional testing to rigorously verify interaction logic with visually-grounded qualitative testing to assess rendered outputs against reference snapshots. Building on this framework, we present InteractScience, a benchmark consisting of a substantial set of carefully designed questions across five scientific domains, each paired with unit tests, reference snapshots, and checklists. We evaluate 30 leading open- and closed-source LLMs and report results that highlight ongoing weaknesses in integrating domain knowledge with interactive front-end coding. Our work positions InteractScience as the first benchmark to automatically measure this combined capability with realistic interactive operations, providing a foundation for advancing reliable and educationally useful scientific demonstration code generation. All code and data are publicly available at https://github.com/open-compass/InteractScience.

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.

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.

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

Recent advances in test-time scaling have led to the emergence of thinking LLMs that exhibit self-reflective behaviors and multi-step reasoning. While RL drives this self-improvement paradigm, a recent study (Gandhi et al., 2025) shows that RL alone does not truly instill these new reasoning abilities - it merely draws out behaviors already present in the base models. This raises a question: How can we train the models that don't exhibit such thinking behavior to develop it in the first place? To this end, we propose ThinkTuning, a GRPO-based interactive training approach where we augment the rollouts of a student model with the guidance from a teacher model. A simple idea from classroom practice inspires our method: a teacher poses a problem, lets the student try an answer, then gives corrective feedback -- enough to point the mind in the right direction and then show the solution. Each piece of feedback reshapes the student's thoughts, leading them to arrive at the correct solution. Similarly, we find that this type of implicit supervision through feedback from a teacher model of the same size improves the reasoning capabilities of the student model. In particular, on average, our method shows a 3.85% improvement over zero-shot baselines across benchmarks, and on MATH-500, AIME and GPQA-Diamond it shows 2.08%, 2.23% and 3.99% improvements over the vanilla-GRPO baseline. Source code is available at https://github.com/3rdAT/ThinkTuning.

We present SciRIFF (Scientific Resource for Instruction-Following and Finetuning), a dataset of 137K instruction-following demonstrations for 54 tasks covering five essential scientific literature understanding capabilities: information extraction, summarization, question answering, claim verification, and classification. SciRIFF demonstrations are notable for their long input contexts, detailed task specifications, and complex structured outputs. While instruction-following resources are available in specific domains such as clinical medicine and chemistry, SciRIFF is the first dataset focused on extracting and synthesizing information from research literature across a wide range of scientific fields. To demonstrate the utility of SciRIFF, we develop a sample-efficient strategy to adapt a general instruction-following model for science by performing additional finetuning on a mix of general-domain and SciRIFF demonstrations. In evaluations on nine held-out scientific tasks, our model -- called SciTulu -- improves over a strong LLM baseline by 28.1% and 6.5% at the 7B and 70B scales respectively, while maintaining general instruction-following performance within 2% of the baseline. We are optimistic that SciRIFF will facilitate the development and evaluation of LLMs to help researchers navigate the ever-growing body of scientific literature. We release our dataset, model checkpoints, and data processing and evaluation code to enable further research.

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.

This paper presents an in-depth exploration of Meta Prompting, a novel technique that revolutionizes the way large language models (LLMs), multi-modal foundation models, and AI systems approach problem-solving and data interpretation. Meta Prompting, rooted in type theory and category theory, prioritizes the structure and syntax of information, providing a unique framework that transcends traditional content-focused methods. We delve into the formal definitions of Meta Prompting, contrasting it with Few-Shot Prompting, and highlight its applicability and superiority in various AI applications. Key to this exploration is the expansion of Meta Prompting into the realm of complex reasoning. Here, we demonstrate how this technique adeptly breaks down intricate problems into manageable sub-problems, facilitating a step-by-step, detailed approach to problem-solving. This method proves especially advantageous in terms of token efficiency and offering a fair comparison in problem-solving scenarios, standing out against few-shot example approaches. Furthermore, the paper breaks new ground by extending Meta Prompting into multi-modal foundation model settings. This extension addresses the integration of diverse data types, such as images, audio, and video, within the structured framework of Meta Prompting, highlighting both the challenges and the vast potential of this approach in handling complex, multi-faceted data (The code is available at https://github.com/meta-prompting/meta-prompting).

In this paper, we consider the problem of Iterative Machine Teaching (IMT), where the teacher provides examples to the learner iteratively such that the learner can achieve fast convergence to a target model. However, existing IMT algorithms are solely based on parameterized families of target models. They mainly focus on convergence in the parameter space, resulting in difficulty when the target models are defined to be functions without dependency on parameters. To address such a limitation, we study a more general task -- Nonparametric Iterative Machine Teaching (NIMT), which aims to teach nonparametric target models to learners in an iterative fashion. Unlike parametric IMT that merely operates in the parameter space, we cast NIMT as a functional optimization problem in the function space. To solve it, we propose both random and greedy functional teaching algorithms. We obtain the iterative teaching dimension (ITD) of the random teaching algorithm under proper assumptions, which serves as a uniform upper bound of ITD in NIMT. Further, the greedy teaching algorithm has a significantly lower ITD, which reaches a tighter upper bound of ITD in NIMT. Finally, we verify the correctness of our theoretical findings with extensive experiments in nonparametric scenarios.

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

The integration of Large Language Models (LLMs), especially ChatGPT, into education is poised to revolutionize students' learning experiences by introducing innovative conversational learning methodologies. To empower students to fully leverage the capabilities of ChatGPT in educational scenarios, understanding students' interaction patterns with ChatGPT is crucial for instructors. However, this endeavor is challenging due to the absence of datasets focused on student-ChatGPT conversations and the complexities in identifying and analyzing the evolutional interaction patterns within conversations. To address these challenges, we collected conversational data from 48 students interacting with ChatGPT in a master's level data visualization course over one semester. We then developed a coding scheme, grounded in the literature on cognitive levels and thematic analysis, to categorize students' interaction patterns with ChatGPT. Furthermore, we present a visual analytics system, StuGPTViz, that tracks and compares temporal patterns in student prompts and the quality of ChatGPT's responses at multiple scales, revealing significant pedagogical insights for instructors. We validated the system's effectiveness through expert interviews with six data visualization instructors and three case studies. The results confirmed StuGPTViz's capacity to enhance educators' insights into the pedagogical value of ChatGPT. We also discussed the potential research opportunities of applying visual analytics in education and developing AI-driven personalized learning solutions.

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

In this paper, we introduce CodingTeachLLM, a large language model (LLM) designed for coding teaching. Specially, we aim to enhance the coding ability of LLM and lead it to better teaching mode in education context. Thus, we propose an end-to-end prior-based three-phases supervised fine-tuned model, which is proved more competitive than traditional fine-tuning method. More specifically, our model realizes the structural disassembly and incremental guided output of educational knowledge. To this end, we robustify data classification of three types via a sampler and overlap estimation neural network, and inject the preprocessing datasets into pre-trained model in three batches for LORA fine-tuning. Then, we design a prior module couples system prompt, vector databases, and abstract syntax tree task segmentation. Finally, the compression method and regularization constraint are applied to the prior-based fine-tuned model, followed by text filter at the output end to obtain incremental guided results. Our model represents the first research effort to truly embody the tutor role with the features of abundant educational knowledge, step-by-step incremental guided outputs and non-disclosure of answers. Extensive experiments report that our model also achieves state-of-the-art in code abilities compared to open-source models, reaching an impressive 75.10% on the HumanEval (@pass 1) benchmark. Additionally, our model maintains strong conversational capabilities, with the 13B quantized version achieving scores of 56.34, 50.60, and 45.27 respectively on the MMLU, C-Eval, and AGIEval (5 shot) dialogue evaluation benchmarks.

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

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

In recent years, instruction tuning has gained increasing attention and emerged as a crucial technique to enhance the capabilities of Large Language Models (LLMs). To construct high-quality instruction datasets, many instruction processing approaches have been proposed, aiming to achieve a delicate balance between data quantity and data quality. Nevertheless, due to inconsistencies that persist among various instruction processing methods, there is no standard open-source instruction processing implementation framework available for the community, which hinders practitioners from further developing and advancing. To facilitate instruction processing research and development, we present EasyInstruct, an easy-to-use instruction processing framework for LLMs, which modularizes instruction generation, selection, and prompting, while also considering their combination and interaction. EasyInstruct is publicly released and actively maintained at https://github.com/zjunlp/EasyInstruct, along with a running demo App at https://huggingface.co/spaces/zjunlp/EasyInstruct for quick-start, calling for broader research centered on instruction data.

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

Mathematical reasoning in real-world video settings presents a fundamentally different challenge than in static images or text. It requires interpreting fine-grained visual information, accurately reading handwritten or digital text, and integrating spoken cues, often dispersed non-linearly over time. In such multimodal contexts, success hinges not just on perception, but on selectively identifying and integrating the right contextual details from a rich and noisy stream of content. To this end, we introduce VideoMathQA, a benchmark designed to evaluate whether models can perform such temporally extended cross-modal reasoning on videos. The benchmark spans 10 diverse mathematical domains, covering videos ranging from 10 seconds to over 1 hour. It requires models to interpret structured visual content, understand instructional narratives, and jointly ground concepts across visual, audio, and textual modalities. We employ graduate-level experts to ensure high quality, totaling over 920 man-hours of annotation. To reflect real-world scenarios, questions are designed around three core reasoning challenges: direct problem solving, where answers are grounded in the presented question; conceptual transfer, which requires applying learned methods to new problems; and deep instructional comprehension, involving multi-step reasoning over extended explanations and partially worked-out solutions. Each question includes multi-step reasoning annotations, enabling fine-grained diagnosis of model capabilities. Through this benchmark, we highlight the limitations of existing approaches and establish a systematic evaluation framework for models that must reason, rather than merely perceive, across temporally extended and modality-rich mathematical problem settings. Our benchmark and evaluation code are available at: https://mbzuai-oryx.github.io/VideoMathQA

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.

In-context learning (ICL) allows a language model to improve its problem-solving capability when provided with suitable information in context. Since the choice of in-context information can be determined based on the problem itself, in-context learning is analogous to human learning from teachers in a classroom. Recent works (Didolkar et al., 2024a; 2024b) show that ICL performance can be improved by leveraging a frontier large language model's (LLM) ability to predict required skills to solve a problem, popularly referred to as an LLM's metacognition, and using the recommended skills to construct necessary in-context examples. While this skill-based strategy boosts ICL performance in larger models, its gains on small language models (SLMs) have been minimal, highlighting a performance gap in ICL capabilities. We investigate this gap and show that skill-based prompting can hurt SLM performance on easy questions by introducing unnecessary information, akin to cognitive overload. To address this, we introduce AdaptMI, an adaptive approach to selecting skill-based in-context Math Instructions for SLMs. Inspired by cognitive load theory from human pedagogy, our method only introduces skill-based examples when the model performs poorly. We further propose AdaptMI+, which adds examples targeted to the specific skills missing from the model's responses. On 5-shot evaluations across popular math benchmarks and five SLMs (1B--7B; Qwen, Llama), AdaptMI+ improves accuracy by up to 6% over naive skill-based strategies.

Crafting quizzes from educational content is a pivotal activity that benefits both teachers and students by reinforcing learning and evaluating understanding. In this study, we introduce a novel approach to generate quizzes from Turkish educational texts, marking a pioneering endeavor in educational technology specifically tailored to the Turkish educational context. We present a specialized dataset, named the Turkish-Quiz-Instruct, comprising an extensive collection of Turkish educational texts accompanied by multiple-choice and short-answer quizzes. This research leverages the capabilities of Large Language Models (LLMs), including GPT-4-Turbo, GPT-3.5-Turbo, Llama-2-7b-chat-hf, and Llama-2-13b-chat-hf, to automatically generate quiz questions and answers from the Turkish educational content. Our work delineates the methodology for employing these LLMs in the context of Turkish educational material, thereby opening new avenues for automated Turkish quiz generation. The study not only demonstrates the efficacy of using such models for generating coherent and relevant quiz content but also sets a precedent for future research in the domain of automated educational content creation for languages other than English. The Turkish-Quiz-Instruct dataset is introduced as a valuable resource for researchers and practitioners aiming to explore the boundaries of educational technology and language-specific applications of LLMs in Turkish. By addressing the challenges of quiz generation in a non-English context specifically Turkish, this study contributes significantly to the field of Turkish educational technology, providing insights into the potential of leveraging LLMs for educational purposes across diverse linguistic landscapes.

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.

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

We introduce INSTRUCTOR, a new method for computing text embeddings given task instructions: every text input is embedded together with instructions explaining the use case (e.g., task and domain descriptions). Unlike encoders from prior work that are more specialized, INSTRUCTOR is a single embedder that can generate text embeddings tailored to different downstream tasks and domains, without any further training. We first annotate instructions for 330 diverse tasks and train INSTRUCTOR on this multitask mixture with a contrastive loss. We evaluate INSTRUCTOR on 70 embedding evaluation tasks (66 of which are unseen during training), ranging from classification and information retrieval to semantic textual similarity and text generation evaluation. INSTRUCTOR, while having an order of magnitude fewer parameters than the previous best model, achieves state-of-the-art performance, with an average improvement of 3.4% compared to the previous best results on the 70 diverse datasets. Our analysis suggests that INSTRUCTOR is robust to changes in instructions, and that instruction finetuning mitigates the challenge of training a single model on diverse datasets. Our model, code, and data are available at https://instructor-embedding.github.io.

Large Language Models (LLMs) have shown impressive progress in mathematical reasoning. While data augmentation is promising to enhance mathematical problem-solving ability, current approaches are predominantly limited to instance-level modifications-such as rephrasing or generating syntactic variations-which fail to capture and leverage the intrinsic relational structures inherent in mathematical knowledge. Inspired by human learning processes, where mathematical proficiency develops through systematic exposure to interconnected concepts, we introduce MathFusion, a novel framework that enhances mathematical reasoning through cross-problem instruction synthesis. MathFusion implements this through three fusion strategies: (1) sequential fusion, which chains related problems to model solution dependencies; (2) parallel fusion, which combines analogous problems to reinforce conceptual understanding; and (3) conditional fusion, which creates context-aware selective problems to enhance reasoning flexibility. By applying these strategies, we generate a new dataset, MathFusionQA, followed by fine-tuning models (DeepSeekMath-7B, Mistral-7B, Llama3-8B) on it. Experimental results demonstrate that MathFusion achieves substantial improvements in mathematical reasoning while maintaining high data efficiency, boosting performance by 18.0 points in accuracy across diverse benchmarks while requiring only 45K additional synthetic instructions, representing a substantial improvement over traditional single-instruction approaches. Our datasets, models, and code are publicly available at https://github.com/QizhiPei/mathfusion.

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

We investigate the learning of implicit neural representation (INR) using an overparameterized multilayer perceptron (MLP) via a novel nonparametric teaching perspective. The latter offers an efficient example selection framework for teaching nonparametrically defined (viz. non-closed-form) target functions, such as image functions defined by 2D grids of pixels. To address the costly training of INRs, we propose a paradigm called Implicit Neural Teaching (INT) that treats INR learning as a nonparametric teaching problem, where the given signal being fitted serves as the target function. The teacher then selects signal fragments for iterative training of the MLP to achieve fast convergence. By establishing a connection between MLP evolution through parameter-based gradient descent and that of function evolution through functional gradient descent in nonparametric teaching, we show for the first time that teaching an overparameterized MLP is consistent with teaching a nonparametric learner. This new discovery readily permits a convenient drop-in of nonparametric teaching algorithms to broadly enhance INR training efficiency, demonstrating 30%+ training time savings across various input modalities.

Retrieval-Augmented Generation (RAG) has proven to be an effective method for mitigating hallucination issues inherent in large language models (LLMs). Previous approaches typically train retrievers based on semantic similarity, lacking optimization for RAG. More recent works have proposed aligning retrievers with the preference signals of LLMs. However, these preference signals are often difficult for dense retrievers, which typically have weaker language capabilities, to understand and learn effectively. Drawing inspiration from pedagogical theories like Guided Discovery Learning, we propose a novel framework, FiGRet (Fine-grained Guidance for Retrievers), which leverages the language capabilities of LLMs to construct examples from a more granular, information-centric perspective to guide the learning of retrievers. Specifically, our method utilizes LLMs to construct easy-to-understand examples from samples where the retriever performs poorly, focusing on three learning objectives highly relevant to the RAG scenario: relevance, comprehensiveness, and purity. These examples serve as scaffolding to ultimately align the retriever with the LLM's preferences. Furthermore, we employ a dual curriculum learning strategy and leverage the reciprocal feedback between LLM and retriever to further enhance the performance of the RAG system. A series of experiments demonstrate that our proposed framework enhances the performance of RAG systems equipped with different retrievers and is applicable to various LLMs.

Intelligent Tutoring Systems (ITS) enhance personalized learning by predicting student answers to provide immediate and customized instruction. However, recent research has primarily focused on the correctness of the answer rather than the student's performance on specific answer choices, limiting insights into students' thought processes and potential misconceptions. To address this gap, we present MCQStudentBert, an answer forecasting model that leverages the capabilities of Large Language Models (LLMs) to integrate contextual understanding of students' answering history along with the text of the questions and answers. By predicting the specific answer choices students are likely to make, practitioners can easily extend the model to new answer choices or remove answer choices for the same multiple-choice question (MCQ) without retraining the model. In particular, we compare MLP, LSTM, BERT, and Mistral 7B architectures to generate embeddings from students' past interactions, which are then incorporated into a finetuned BERT's answer-forecasting mechanism. We apply our pipeline to a dataset of language learning MCQ, gathered from an ITS with over 10,000 students to explore the predictive accuracy of MCQStudentBert, which incorporates student interaction patterns, in comparison to correct answer prediction and traditional mastery-learning feature-based approaches. This work opens the door to more personalized content, modularization, and granular support.

Recent advances in foundation models have highlighted the significant benefits of multi-stage training, with a particular emphasis on the emergence of mid-training as a vital stage that bridges pre-training and post-training. Mid-training is distinguished by its use of intermediate data and computational resources, systematically enhancing specified capabilities such as mathematics, coding, reasoning, and long-context extension, while maintaining foundational competencies. This survey provides a formal definition of mid-training for large language models (LLMs) and investigates optimization frameworks that encompass data curation, training strategies, and model architecture optimization. We analyze mainstream model implementations in the context of objective-driven interventions, illustrating how mid-training serves as a distinct and critical stage in the progressive development of LLM capabilities. By clarifying the unique contributions of mid-training, this survey offers a comprehensive taxonomy and actionable insights, supporting future research and innovation in the advancement of LLMs.

Training reasoning language models (LMs) with reinforcement learning (RL) for one-hot correctness inherently relies on the LM being able to explore and solve its task with some chance at initialization. Furthermore, a key use case of reasoning LMs is to act as teachers for distilling new students and cold-starting future RL iterations rather than being deployed themselves. From these considerations, we introduce a new framework that avoids RL's exploration challenge by training a new class of Reinforcement-Learned Teachers (RLTs) focused on yielding the most effective downstream distillation. RLTs are prompted with both the question and solution to each problem, and tasked to simply "connect-the-dots" with detailed explanations tailored for their students. We train RLTs with dense rewards obtained by feeding each explanation to the student and testing its understanding of the problem's solution. In practice, the raw outputs of a 7B RLT provide higher final performance on competition and graduate-level tasks than existing distillation and cold-starting pipelines that collect and postprocess the reasoning traces of orders of magnitude larger LMs. Furthermore, RLTs maintain their effectiveness when training larger students and when applied zero-shot to out-of-distribution tasks, unlocking new levels of efficiency and re-usability for the RL reasoning framework.

Solving complex mathematical problems via system-2 reasoning is a natural human skill, yet it remains a significant challenge for current large language models (LLMs). We identify the scarcity of deliberate multi-step reasoning data as a primary limiting factor. To this end, we introduce Enriched Instruction Tuning (EIT), a method that enriches existing human-annotated mathematical datasets by synergizing human and AI feedback to create fine-grained reasoning trajectories. These datasets are then used to fine-tune open-source LLMs, enhancing their mathematical reasoning abilities without reliance on any symbolic verification program. Concretely, EIT is composed of two critical steps: Enriching with Reasoning Plan (ERP) and Enriching with Reasoning Step (ERS). The former generates a high-level plan that breaks down complex instructions into a sequence of simpler objectives, while ERS fills in reasoning contexts often overlooked by human annotators, creating a smoother reasoning trajectory for LLM fine-tuning. Unlike existing CoT prompting methods that generate reasoning chains only depending on LLM's internal knowledge, our method leverages human-annotated initial answers as ``meta-knowledge'' to help LLMs generate more detailed and precise reasoning processes, leading to a more trustworthy LLM expert for complex mathematical problems. In experiments, EIT achieves an accuracy of 84.1% on GSM8K and 32.5% on MATH, surpassing state-of-the-art fine-tuning and prompting methods, and even matching the performance of tool-augmented methods.

A broad range of NLP tasks involve selecting relevant text spans from given source texts. Despite this shared objective, such content selection tasks have traditionally been studied in isolation, each with its own modeling approaches, datasets, and evaluation metrics. In this work, we propose instruction-guided content selection (IGCS) as a beneficial unified framework for such settings, where the task definition and any instance-specific request are encapsulated as instructions to a language model. To promote this framework, we introduce , the first unified benchmark covering diverse content selection tasks. Further, we create a large generic synthetic dataset that can be leveraged for diverse content selection tasks, and show that transfer learning with these datasets often boosts performance, whether dedicated training for the targeted task is available or not. Finally, we address generic inference time issues that arise in LLM-based modeling of content selection, assess a generic evaluation metric, and overall propose the utility of our resources and methods for future content selection models. Models and datasets available at https://github.com/shmuelamar/igcs.

Mathematical reasoning is a cornerstone of artificial general intelligence and a primary benchmark for evaluating the capabilities of Large Language Models (LLMs). While state-of-the-art models show promise, they often falter when faced with complex problems that demand deep conceptual understanding and intricate, multi-step deliberation. To address this challenge, we introduce JT-Math-8B, a series of open-source models comprising base, instruct, and thinking versions, built upon a systematic, multi-stage optimization framework. Our pre-training corpus is a high-quality, 210B-token dataset curated through a dedicated data pipeline that uses model-based validation to ensure quality and diversity. The Instruct Model is optimized for direct, concise answers through Supervised Fine-Tuning (SFT) and a GRPO-based reinforcement learning (RL) method. The Thinking Model is trained for complex problem-solving using a Long Chain-of-Thought (Long CoT) approach, combining SFT with a novel, multi-stage RL curriculum that progressively increases task difficulty and context length up to 32K tokens. JT-Math-8B achieves state-of-the-art results among open-source models of similar size, surpassing prominent models like OpenAI's O1-mini and GPT-4o , and demonstrating superior performance on competition-level mathematics.

The rapid advances of large language models (LLMs), such as ChatGPT, are revolutionizing data science and statistics. These state-of-the-art tools can streamline complex processes. As a result, it reshapes the role of data scientists. We argue that LLMs are transforming the responsibilities of data scientists, shifting their focus from hands-on coding, data-wrangling and conducting standard analyses to assessing and managing analyses performed by these automated AIs. This evolution of roles is reminiscent of the transition from a software engineer to a product manager. We illustrate this transition with concrete data science case studies using LLMs in this paper. These developments necessitate a meaningful evolution in data science education. Pedagogy must now place greater emphasis on cultivating diverse skillsets among students, such as LLM-informed creativity, critical thinking, AI-guided programming. LLMs can also play a significant role in the classroom as interactive teaching and learning tools, contributing to personalized education. This paper discusses the opportunities, resources and open challenges for each of these directions. As with any transformative technology, integrating LLMs into education calls for careful consideration. While LLMs can perform repetitive tasks efficiently, it's crucial to remember that their role is to supplement human intelligence and creativity, not to replace it. Therefore, the new era of data science education should balance the benefits of LLMs while fostering complementary human expertise and innovations. In conclusion, the rise of LLMs heralds a transformative period for data science and its education. This paper seeks to shed light on the emerging trends, potential opportunities, and challenges accompanying this paradigm shift, hoping to spark further discourse and investigation into this exciting, uncharted territory.

Visuals are valuable tools for teaching math word problems (MWPs), helping young learners interpret textual descriptions into mathematical expressions before solving them. However, creating such visuals is labor-intensive and there is a lack of automated methods to support this process. In this paper, we present Math2Visual, an automatic framework for generating pedagogically meaningful visuals from MWP text descriptions. Math2Visual leverages a pre-defined visual language and a design space grounded in interviews with math teachers, to illustrate the core mathematical relationships in MWPs. Using Math2Visual, we construct an annotated dataset of 1,903 visuals and evaluate Text-to-Image (TTI) models for their ability to generate visuals that align with our design. We further fine-tune several TTI models with our dataset, demonstrating improvements in educational visual generation. Our work establishes a new benchmark for automated generation of pedagogically meaningful visuals and offers insights into key challenges in producing multimodal educational content, such as the misrepresentation of mathematical relationships and the omission of essential visual elements.

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.

Code embedding models attract increasing attention due to the widespread popularity of retrieval-augmented generation (RAG) in software development. These models are expected to capture the rich semantic relationships inherent to code, which differ significantly from those found in text. However, existing models remain severely limited due to the scarcity of high-quality training data. In this work, we introduce CodeR (Code Retrieval), a state-of-the-art embedding model for general-purpose code retrieval. The superior performance of CodeR is built upon CodeR-Pile, a large-scale synthetic dataset constructed under the DRU (Diversity, Reliability, Usability) principle via a novel data synthesis pipeline. To optimize training effectiveness, we propose Annealing, a curriculum learning strategy that enables effective knowledge transfer across heterogeneous sources of data. We evaluate CodeR based on 16 diverse code retrieval tasks, where it significantly outperforms existing baselines and exhibits strong out-of-domain generalization performance. We have publicly released our code and the well-trained model to facilitate further research in this critical area. https://github.com/FlagOpen/FlagEmbedding/tree/master/research/BGE_Coder.

Prompt-learning has become a new paradigm in modern natural language processing, which directly adapts pre-trained language models (PLMs) to cloze-style prediction, autoregressive modeling, or sequence to sequence generation, resulting in promising performances on various tasks. However, no standard implementation framework of prompt-learning is proposed yet, and most existing prompt-learning codebases, often unregulated, only provide limited implementations for specific scenarios. Since there are many details such as templating strategy, initializing strategy, and verbalizing strategy, etc. need to be considered in prompt-learning, practitioners face impediments to quickly adapting the desired prompt learning methods to their applications. In this paper, we present {OpenPrompt}, a unified easy-to-use toolkit to conduct prompt-learning over PLMs. OpenPrompt is a research-friendly framework that is equipped with efficiency, modularity, and extendibility, and its combinability allows the freedom to combine different PLMs, task formats, and prompting modules in a unified paradigm. Users could expediently deploy prompt-learning frameworks and evaluate the generalization of them on different NLP tasks without constraints. OpenPrompt is publicly released at { https://github.com/thunlp/OpenPrompt}.

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

Large Language Model (LLM) Agents, often trained with Reinforcement Learning (RL), are constrained by a dependency on human-curated data, limiting scalability and tethering AI to human knowledge. Existing self-evolution frameworks offer an alternative but are typically restricted by the model's inherent capabilities and single-round interactions, hindering the development of complex curricula involving tool use or dynamic reasoning. We introduce Agent0, a fully autonomous framework that evolves high-performing agents without external data through multi-step co-evolution and seamless tool integration. Agent0 establishes a symbiotic competition between two agents initialized from the same base LLM: a curriculum agent that proposes increasingly challenging frontier tasks, and an executor agent that learns to solve them. We integrate external tools to enhance the executor's problem-solving capacity; this improvement, in turn, pressures the curriculum agent to construct more complex, tool-aware tasks. Through this iterative process, Agent0 establishes a self-reinforcing cycle that continuously produces high-quality curricula. Empirically, Agent0 substantially boosts reasoning capabilities, improving the Qwen3-8B-Base model by 18% on mathematical reasoning and 24% on general reasoning benchmarks. Code is available at https://github.com/aiming-lab/Agent0.

Large Language Models (LLMs) demonstrate strong performance in real-world applications, yet existing open-source instruction datasets often concentrate on narrow domains, such as mathematics or coding, limiting generalization and widening the gap with proprietary models. To bridge this gap, we introduce Infinity-Instruct, a high-quality instruction dataset designed to enhance both foundational and chat capabilities of LLMs through a two-phase pipeline. In Phase 1, we curate 7.4M high-quality foundational instructions (InfInstruct-F-7.4M) from over 100M samples using hybrid data selection techniques. In Phase 2, we synthesize 1.5M high-quality chat instructions (InfInstruct-G-1.5M) through a two-stage process involving instruction selection, evolution, and diagnostic filtering. We empirically evaluate Infinity-Instruct by fine-tuning several open-source models, including Mistral, LLaMA, Qwen, and Yi, and observe substantial performance gains across both foundational and instruction following benchmarks, consistently surpassing official instruction-tuned counterparts. Notably, InfInstruct-LLaMA3.1-70B outperforms GPT-4-0314 by 8.6\% on instruction following tasks while achieving comparable foundational performance. These results underscore the synergy between foundational and chat training and offer new insights into holistic LLM development. Our datasethttps://huggingface.co/datasets/BAAI/Infinity-Instruct and codeshttps://gitee.com/li-touch/infinity-instruct have been publicly released.

This paper investigates the performance of Large Language Models (LLMs) and Tool-augmented LLMs in tackling complex mathematical reasoning tasks. We introduce IMP-TIP: Improving Math Reasoning with Tool-augmented Interleaf Prompting, a framework that combines the strengths of both LLMs and Tool-augmented LLMs. IMP-TIP follows the ``From Good to Great" concept, collecting multiple potential solutions from both LLMs and their Tool-Augmented counterparts for the same math problem, and then selecting or re-generating the most accurate answer after cross-checking these solutions via tool-augmented interleaf prompting. The framework incorporates two key aspects: self-prompt and tool-augmented interleaf prompting (TIP). The former allows LLMs to autonomously refine and improve an initial prompt related to tool usage, while the latter enables LLMs to derive the final answer by dynamically analyzing the problem, cross-checking potential solutions, and revising previous reasoning hints in an interleaved manner. Experimental analysis shows that IMP-TIP achieves enhanced mathematical capabilities and outperforms traditional LLMs and tool-augmented LLMs in accuracy and reasoning diversity on math reasoning tasks. For instance, IMP-TIP can improve Tool-augmented ChatGPT on GSM8K-Hard from 56.0% to 65.2%.

Large Language Models (LLMs) have shown great potential in intelligent visualization systems, especially for domain-specific applications. Integrating LLMs into visualization systems presents challenges, and we categorize these challenges into three alignments: domain problems with LLMs, visualization with LLMs, and interaction with LLMs. To achieve these alignments, we propose a framework and outline a workflow to guide the application of fine-tuned LLMs to enhance visual interactions for domain-specific tasks. These alignment challenges are critical in education because of the need for an intelligent visualization system to support beginners' self-regulated learning. Therefore, we apply the framework to education and introduce Tailor-Mind, an interactive visualization system designed to facilitate self-regulated learning for artificial intelligence beginners. Drawing on insights from a preliminary study, we identify self-regulated learning tasks and fine-tuning objectives to guide visualization design and tuning data construction. Our focus on aligning visualization with fine-tuned LLM makes Tailor-Mind more like a personalized tutor. Tailor-Mind also supports interactive recommendations to help beginners better achieve their learning goals. Model performance evaluations and user studies confirm that Tailor-Mind improves the self-regulated learning experience, effectively validating the proposed framework.

In-Context Learning (ICL) enables transformer-based language models to adapt to new tasks by conditioning on demonstration examples. However, traditional example-driven in-context learning lacks explicit modules for knowledge retrieval and transfer at the abstraction level. Inspired by cognitive science, specifically schema theory, which holds that humans interpret new information by activating pre-existing mental frameworks (schemas) to structure understanding, we introduce SCHEMA ACTIVATED IN CONTEXT LEARNING (SA-ICL). This framework extracts the representation of the building blocks of cognition for the reasoning process instilled from prior examples, creating an abstracted schema, a lightweight, structured template of key inferential steps and their relationships, which is then used to augment a model's reasoning process when presented with a novel question. We demonstrate that a broad range of large language models (LLMs) lack the capacity to form and utilize internal schema-based learning representations implicitly, but instead benefit significantly from explicit schema-based scaffolding. Across chemistry and physics questions from the GPQA dataset, our experiments show that SA-ICL consistently boosts performance, up to 36.19 percent, when the single demonstration example is of high quality, which simultaneously reduces reliance on the number of demonstrations and enhances interpretability. SCHEMA ACTIVATED IN CONTEXT LEARNING not only bridges disparate ICL strategies ranging from pattern priming to Chain-of-Thought prompting, but also paves a new path for enhancing human-like reasoning in LLMs.

Large Language Models (LLMs) have shown strong performance on programming tasks, but can they generate student-like code like real students - imperfect, iterative, and stylistically diverse? We present ParaStudent, a systematic study of LLM-based "student-like" code generation in an introductory programming course setting. Using a dataset of timestamped student submissions across multiple semesters, we design low- and high-resolution experiments to model student progress and evaluate code outputs along semantic, functional, and stylistic dimensions. Our results show that fine-tuning significantly improves alignment with real student trajectories and captures error patterns, incremental improvements, and stylistic variations more faithfully. This study shows that modeling realistic student code requires capturing learning dynamics through context-aware generation, temporal modeling, and multi-dimensional evaluation. Code for experiments and evaluation is available at https://github.com/mmiroyan/ParaStudent.

Instruction tuning is critical to large language models (LLMs) for achieving better instruction following and task adaptation capabilities but its success heavily relies on the training data quality. Many recent methods focus on improving the data quality but often overlook the compatibility of the data with the student model being finetuned. This paper introduces Selective Reflection-Tuning, a novel paradigm that synergizes a teacher LLM's reflection and introspection for improving existing data quality with the data selection capability of the student LLM, to automatically refine existing instruction-tuning data. This teacher-student collaboration produces high-quality and student-compatible instruction-response pairs, resulting in sample-efficient instruction tuning and LLMs of superior performance. Selective Reflection-Tuning is a data augmentation and synthesis that generally improves LLM finetuning and self-improvement without collecting brand-new data. We apply our method to Alpaca and WizardLM data and achieve much stronger and top-tier 7B and 13B LLMs.

We introduce Augmented Physics, a machine learning-integrated authoring tool designed for creating embedded interactive physics simulations from static textbook diagrams. Leveraging recent advancements in computer vision, such as Segment Anything and Multi-modal LLMs, our web-based system enables users to semi-automatically extract diagrams from physics textbooks and generate interactive simulations based on the extracted content. These interactive diagrams are seamlessly integrated into scanned textbook pages, facilitating interactive and personalized learning experiences across various physics concepts, such as optics, circuits, and kinematics. Drawing from an elicitation study with seven physics instructors, we explore four key augmentation strategies: 1) augmented experiments, 2) animated diagrams, 3) bi-directional binding, and 4) parameter visualization. We evaluate our system through technical evaluation, a usability study (N=12), and expert interviews (N=12). Study findings suggest that our system can facilitate more engaging and personalized learning experiences in physics education.

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.

Specializing LLMs in various domain-specific tasks has emerged as a critical step towards achieving high performance. However, the construction and annotation of datasets in specific domains are always very costly. Apart from using superior and expensive closed-source LLM APIs to construct datasets, some open-source models have become strong enough to handle dataset construction in many scenarios. Thus, we present a family of data augmentation models designed to significantly improve the efficiency for model fine-tuning. These models, trained based on sufficiently small LLMs, support key functionalities with low inference costs: instruction expansion, instruction refinement, and instruction-response pair expansion. To fulfill this goal, we first construct an automatic data collection system with seed datasets generated from both public repositories and our in-house datasets. This system leverages powerful LLMs to expand, refine and re-write the instructions and responses, incorporating quality assessment techniques. Following this, we introduce the training process of our models, which effectively distills task-solving and text synthesis abilities from teacher LLMs. Finally, we demonstrate how we integrate these functionalities into a machine learning platform to support low-cost LLM fine-tuning from both dataset preparation and training perspectives for users. Experiments and an application study prove the effectiveness of our approach.

The learnware paradigm proposed by Zhou [2016] aims to enable users to reuse numerous existing well-trained models instead of building machine learning models from scratch, with the hope of solving new user tasks even beyond models' original purposes. In this paradigm, developers worldwide can submit their high-performing models spontaneously to the learnware dock system (formerly known as learnware market) without revealing their training data. Once the dock system accepts the model, it assigns a specification and accommodates the model. This specification allows the model to be adequately identified and assembled to reuse according to future users' needs, even if they have no prior knowledge of the model. This paradigm greatly differs from the current big model direction and it is expected that a learnware dock system housing millions or more high-performing models could offer excellent capabilities for both planned tasks where big models are applicable; and unplanned, specialized, data-sensitive scenarios where big models are not present or applicable. This paper describes Beimingwu, the first open-source learnware dock system providing foundational support for future research of learnware paradigm.The system significantly streamlines the model development for new user tasks, thanks to its integrated architecture and engine design, extensive engineering implementations and optimizations, and the integration of various algorithms for learnware identification and reuse. Notably, this is possible even for users with limited data and minimal expertise in machine learning, without compromising the raw data's security. Beimingwu supports the entire process of learnware paradigm. The system lays the foundation for future research in learnware-related algorithms and systems, and prepares the ground for hosting a vast array of learnwares and establishing a learnware ecosystem.

Engagement and motivation are crucial for second-language acquisition, yet maintaining learner interest in educational conversations remains a challenge. While prior research has explored what makes educational texts interesting, still little is known about the linguistic features that drive engagement in conversations. To address this gap, we introduce IntrEx, the first large dataset annotated for interestingness and expected interestingness in teacher-student interactions. Built upon the Teacher-Student Chatroom Corpus (TSCC), IntrEx extends prior work by incorporating sequence-level annotations, allowing for the study of engagement beyond isolated turns to capture how interest evolves over extended dialogues. We employ a rigorous annotation process with over 100 second-language learners, using a comparison-based rating approach inspired by reinforcement learning from human feedback (RLHF) to improve agreement. We investigate whether large language models (LLMs) can predict human interestingness judgments. We find that LLMs (7B/8B parameters) fine-tuned on interestingness ratings outperform larger proprietary models like GPT-4o, demonstrating the potential for specialised datasets to model engagement in educational settings. Finally, we analyze how linguistic and cognitive factors, such as concreteness, comprehensibility (readability), and uptake, influence engagement in educational dialogues.

In this paper, we aim to generate text classification data given arbitrary class definitions (i.e., user instruction), so one can train a small text classifier without any human annotation or raw corpus. Compared with pioneer attempts, our proposed Incubator is the first framework that can handle complicated and even mutually dependent classes (e.g., "TED Talk given by Educator" and "Other"). Specifically, Incubator is an LLM firstly tuned on the instruction-to-data mappings that we obtained from classification datasets and descriptions on HuggingFace together with in-context augmentation by GPT-4. We then refine Incubator by learning on the cluster centers of semantic textual embeddings to emphasize the uniformity and semantic diversity in generations. We compare Incubator on various classification tasks with strong baselines such as direct LLM-based inference and training data generation by prompt engineering. Experiments show Incubator is able to (1) perform well on traditional benchmarks, (2) take label dependency and user preference into consideration, and (3) enable logical text mining by incubating multiple classifiers.

Compared to image-text pair data, interleaved corpora enable Vision-Language Models (VLMs) to understand the world more naturally like humans. However, such existing datasets are crawled from webpage, facing challenges like low knowledge density, loose image-text relations, and poor logical coherence between images. On the other hand, the internet hosts vast instructional videos (e.g., online geometry courses) that are widely used by humans to learn foundational subjects, yet these valuable resources remain underexplored in VLM training. In this paper, we introduce a high-quality multimodal textbook corpus with richer foundational knowledge for VLM pretraining. It collects over 2.5 years of instructional videos, totaling 22,000 class hours. We first use an LLM-proposed taxonomy to systematically gather instructional videos. Then we progressively extract and refine visual (keyframes), audio (ASR), and textual knowledge (OCR) from the videos, and organize as an image-text interleaved corpus based on temporal order. Compared to its counterparts, our video-centric textbook offers more coherent context, richer knowledge, and better image-text alignment. Experiments demonstrate its superb pretraining performance, particularly in knowledge- and reasoning-intensive tasks like ScienceQA and MathVista. Moreover, VLMs pre-trained on our textbook exhibit outstanding interleaved context awareness, leveraging visual and textual cues in their few-shot context for task solving~Our code are available at \url{https://github.com/DAMO-NLP-SG/multimodal_textbook}.

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.

Humans possess an extraordinary ability to create and utilize tools, allowing them to overcome physical limitations and explore new frontiers. With the advent of foundation models, AI systems have the potential to be equally adept in tool use as humans. This paradigm, i.e., tool learning with foundation models, combines the strengths of specialized tools and foundation models to achieve enhanced accuracy, efficiency, and automation in problem-solving. Despite its immense potential, there is still a lack of a comprehensive understanding of key challenges, opportunities, and future endeavors in this field. To this end, we present a systematic investigation of tool learning in this paper. We first introduce the background of tool learning, including its cognitive origins, the paradigm shift of foundation models, and the complementary roles of tools and models. Then we recapitulate existing tool learning research into tool-augmented and tool-oriented learning. We formulate a general tool learning framework: starting from understanding the user instruction, models should learn to decompose a complex task into several subtasks, dynamically adjust their plan through reasoning, and effectively conquer each sub-task by selecting appropriate tools. We also discuss how to train models for improved tool-use capabilities and facilitate the generalization in tool learning. Considering the lack of a systematic tool learning evaluation in prior works, we experiment with 18 representative tools and show the potential of current foundation models in skillfully utilizing tools. Finally, we discuss several open problems that require further investigation for tool learning. In general, we hope this paper could inspire future research in integrating tools with foundation models.

Pretrained large language models (LLMs) are increasingly utilized across a wide range of natural language processing (NLP) tasks due to their impressive capabilities as few-shot learners. Recent techniques, such as chain-of-thought (CoT) prompting, have significantly advanced multi-step reasoning by introducing step-by-step decomposition, achieving state-of-the-art results on complex reasoning benchmarks. However, these approaches often rely on static prompting templates that do not adapt to task complexity or errors during the reasoning process. In this work, we introduce Adaptive Prompting, a dynamic and iterative framework designed to enhance reasoning by incorporating real-time adjustments to prompt structures and validation mechanisms.Experimental results demonstrate that Adaptive Prompting significantly improves performance on diverse reasoning benchmarks, including arithmetic reasoning (GSM8K, MultiArith), logical reasoning and commonsense tasks, achieving substantial accuracy gains compared to static prompting baselines. By integrating guided prompts, intermediate validation, and self-corrective steps, our approach enables smaller models to achieve competitive performance with larger counterparts, such as GPT-4, while maintaining computational efficiency. The framework achieves this without requiring fine-tuning or task-specific training data, highlighting the untapped potential of iterative reasoning methods.

Chain-of-Thought (CoT) Prompting is a dominant paradigm in Large Language Models (LLMs) to enhance complex reasoning. It guides LLMs to present multi-step reasoning, rather than generating the final answer directly. However, CoT encounters difficulties when key information required for reasoning is implicit or missing. This occurs because CoT emphasizes the sequence of reasoning steps while overlooking the early extraction of essential information. We propose a pre-prompting method called Iterative Summarization Pre-Prompting (ISP^2) to refine LLM reasoning when key information is not explicitly provided. First, entities and their corresponding descriptions are extracted to form potential key information pairs. Next, we use a reliability rating to assess these pairs, then merge the two lowest-ranked pairs into a new entity description. This process is repeated until a unique key information pair is obtained. Finally, that pair, along with the original question, is fed into LLMs to produce the answer. Extensive experiments demonstrate a 7.1% improvement compared to existing methods. Unlike traditional prompting, ISP^2 adopts an inductive approach with pre-prompting, offering flexible integration into diverse reasoning frameworks. The code is available at https://github.com/zdhgreat/ISP-2.

We present OpenGloss, a synthetic encyclopedic dictionary and semantic knowledge graph for English that integrates lexicographic definitions, encyclopedic context, etymological histories, and semantic relationships in a unified resource. OpenGloss contains 537K senses across 150K lexemes, on par with WordNet 3.1 and Open English WordNet, while providing more than four times as many sense definitions. These lexemes include 9.1M semantic edges, 1M usage examples, 3M collocations, and 60M words of encyclopedic content. Generated through a multi-agent procedural generation pipeline with schema-validated LLM outputs and automated quality assurance, the entire resource was produced in under one week for under $1,000. This demonstrates that structured generation can create comprehensive lexical resources at cost and time scales impractical for manual curation, enabling rapid iteration as foundation models improve. The resource addresses gaps in pedagogical applications by providing integrated content -- definitions, examples, collocations, encyclopedias, etymology -- that supports both vocabulary learning and natural language processing tasks. As a synthetically generated resource, OpenGloss reflects both the capabilities and limitations of current foundation models. The dataset is publicly available on Hugging Face under CC-BY 4.0, enabling researchers and educators to build upon and adapt this resource.

Recent advancements in multimodal large language models (MLLMs) and video agent systems have significantly improved general video understanding. However, when applied to scientific video understanding and educating, a domain that demands external professional knowledge integration and rigorous step-wise reasoning, existing approaches often struggle. To bridge this gap, we propose SciEducator, the first iterative self-evolving multi-agent system for scientific video comprehension and education. Rooted in the classical Deming Cycle from management science, our design reformulates its Plan-Do-Study-Act philosophy into a self-evolving reasoning and feedback mechanism, which facilitates the interpretation of intricate scientific activities in videos. Moreover, SciEducator can produce multimodal educational content tailored to specific scientific processes, including textual instructions, visual guides, audio narrations, and interactive references. To support evaluation, we construct SciVBench, a benchmark consisting of 500 expert-verified and literature-grounded science QA pairs across five categories, covering physical, chemical, and everyday phenomena. Extensive experiments demonstrate that SciEducator substantially outperforms leading closed-source MLLMs (e.g., Gemini, GPT-4o) and state-of-the-art video agents on the benchmark, establishing a new paradigm for the community.

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.

Knowledge distillation (KD) is a widely used framework for training compact, task-specific models by leveraging the knowledge of teacher models. However, its application to active learning (AL), which aims to minimize annotation costs through iterative sample selection, remains underexplored. This gap stems from the fact that KD typically assumes access to sufficient labeled data, whereas AL operates in data-scarce scenarios where task-specific teacher models are often unavailable. In this paper, we introduce ActiveKD, a framework that integrates AL with KD by leveraging the zero- and few-shot capabilities of large vision-language models (VLMs). A key aspect of ActiveKD is the structured prediction bias of VLMs -- i.e., their predictions form clusters in the probability space. We regard this structure as an inductive bias of the teacher model, capturing generalizable output patterns beneficial to student learning. To exploit this bias, we propose Probabilistic CoreSet (PCoreSet), a selection strategy that maximizes coverage in the probability space rather than the feature space. PCoreSet strategically selects categorically diverse unlabeled samples, facilitating more efficient transfer of teacher knowledge under limited annotation budgets. Evaluations on 11 datasets show that PCoreSet consistently outperforms existing selection methods within the ActiveKD framework, advancing research at the intersection of AL and KD.

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

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

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

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.

Instruction-tuned large language models have revolutionized natural language processing and have shown great potential in applications such as conversational agents. These models, such as GPT-4, can not only master language but also solve complex tasks in areas like mathematics, coding, medicine, and law. Despite their impressive capabilities, there is still a lack of comprehensive understanding regarding their full potential, primarily due to the black-box nature of many models and the absence of holistic evaluation studies. To address these challenges, we present INSTRUCTEVAL, a more comprehensive evaluation suite designed specifically for instruction-tuned large language models. Unlike previous works, our evaluation involves a rigorous assessment of models based on problem-solving, writing ability, and alignment to human values. We take a holistic approach to analyze various factors affecting model performance, including the pretraining foundation, instruction-tuning data, and training methods. Our findings reveal that the quality of instruction data is the most crucial factor in scaling model performance. While open-source models demonstrate impressive writing abilities, there is substantial room for improvement in problem-solving and alignment. We are encouraged by the rapid development of models by the open-source community, but we also highlight the need for rigorous evaluation to support claims made about these models. Through INSTRUCTEVAL, we aim to foster a deeper understanding of instruction-tuned models and advancements in their capabilities. INSTRUCTEVAL is publicly available at https://github.com/declare-lab/instruct-eval.

Modern large language models (LLMs) often struggle to dynamically adapt their reasoning depth to varying task complexities, leading to suboptimal performance or inefficient resource utilization. To address this, we introduce DynamicMind, a novel tri-mode thinking system. DynamicMind empowers LLMs to autonomously select between Fast, Normal, and Slow thinking modes for zero-shot question answering (ZSQA) tasks through cognitive-inspired prompt engineering. Our framework's core innovations include: (1) expanding the established dual-process framework of fast and slow thinking into a tri-mode thinking system involving a normal thinking mode to preserve the intrinsic capabilities of LLM; (2) proposing the Thinking Density metric, which aligns computational resource allocation with problem complexity; and (3) developing the Thinking Mode Capacity (TMC) dataset and a lightweight Mind Router to predict the optimal thinking mode. Extensive experiments across diverse mathematical, commonsense, and scientific QA benchmarks demonstrate that DynamicMind achieves superior ZSQA capabilities while establishing an effective trade-off between performance and computational efficiency.

Vision Language Models (VLMs), pre-trained on large-scale image-text datasets, enable zero-shot predictions for unseen data but may underperform on specific unseen tasks. Continual learning (CL) can help VLMs effectively adapt to new data distributions without joint training, but faces challenges of catastrophic forgetting and generalization forgetting. Although significant progress has been achieved by distillation-based methods, they exhibit two severe limitations. One is the popularly adopted single-teacher paradigm fails to impart comprehensive knowledge, The other is the existing methods inadequately leverage the multimodal information in the original training dataset, instead they rely on additional data for distillation, which increases computational and storage overhead. To mitigate both limitations, by drawing on Knowledge Integration Theory (KIT), we propose a Multi-Stage Knowledge Integration network (MulKI) to emulate the human learning process in distillation methods. MulKI achieves this through four stages, including Eliciting Ideas, Adding New Ideas, Distinguishing Ideas, and Making Connections. During the four stages, we first leverage prototypes to align across modalities, eliciting cross-modal knowledge, then adding new knowledge by constructing fine-grained intra- and inter-modality relationships with prototypes. After that, knowledge from two teacher models is adaptively distinguished and re-weighted. Finally, we connect between models from intra- and inter-task, integrating preceding and new knowledge. Our method demonstrates significant improvements in maintaining zero-shot capabilities while supporting continual learning across diverse downstream tasks, showcasing its potential in adapting VLMs to evolving data distributions.

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

Causal language models have demonstrated remarkable capabilities, but their size poses significant challenges for deployment in resource-constrained environments. Knowledge distillation, a widely-used technique for transferring knowledge from a large teacher model to a small student model, presents a promising approach for model compression. A significant remaining issue lies in the major differences between teacher and student models, namely the substantial capacity gap, mode averaging, and mode collapse, which pose barriers during distillation. To address these issues, we introduce Temporally Adaptive Interpolated Distillation (TAID), a novel knowledge distillation approach that dynamically interpolates student and teacher distributions through an adaptive intermediate distribution, gradually shifting from the student's initial distribution towards the teacher's distribution. We provide a theoretical analysis demonstrating TAID's ability to prevent mode collapse and empirically show its effectiveness in addressing the capacity gap while balancing mode averaging and mode collapse. Our comprehensive experiments demonstrate TAID's superior performance across various model sizes and architectures in both instruction tuning and pre-training scenarios. Furthermore, we showcase TAID's practical impact by developing two state-of-the-art compact foundation models: TAID-LLM-1.5B for language tasks and TAID-VLM-2B for vision-language tasks. These results demonstrate TAID's effectiveness in creating high-performing and efficient models, advancing the development of more accessible AI technologies.

Socratic questioning is an effective teaching strategy, encouraging critical thinking and problem-solving. The conversational capabilities of large language models (LLMs) show great potential for providing scalable, real-time student guidance. However, current LLMs often give away solutions directly, making them ineffective instructors. We tackle this issue in the code debugging domain with TreeInstruct, an Instructor agent guided by a novel state space-based planning algorithm. TreeInstruct asks probing questions to help students independently identify and resolve errors. It estimates a student's conceptual and syntactical knowledge to dynamically construct a question tree based on their responses and current knowledge state, effectively addressing both independent and dependent mistakes concurrently in a multi-turn interaction setting. In addition to using an existing single-bug debugging benchmark, we construct a more challenging multi-bug dataset of 150 coding problems, incorrect solutions, and bug fixes -- all carefully constructed and annotated by experts. Extensive evaluation shows TreeInstruct's state-of-the-art performance on both datasets, proving it to be a more effective instructor than baselines. Furthermore, a real-world case study with five students of varying skill levels further demonstrates TreeInstruct's ability to guide students to debug their code efficiently with minimal turns and highly Socratic questioning.

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

Current long chain-of-thought (long-CoT) models excel at mathematical reasoning but rely on slow and error-prone natural language traces. Tool-augmented agents address arithmetic via code execution, but often falter on complex logical tasks. We introduce a fine-tuning framework, DualDistill, that distills complementary reasoning strategies from multiple teachers into a unified student model. Using this approach, we train Agentic-R1, which dynamically selects the optimal strategy for each query, invoking tools for arithmetic and algorithmic problems, and using text-based reasoning for abstract ones. Our method improves accuracy across a range of tasks, including both computation-intensive and standard benchmarks, demonstrating the effectiveness of multi-strategy distillation in achieving robust and efficient reasoning. Our project is available at https://github.com/StigLidu/DualDistill

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

Spaced repetition systems are fundamental to efficient learning and memory retention, but existing algorithms often struggle with semantic interference and personalized adaptation. We present LECTOR (LLM-Enhanced Concept-based Test-Oriented Repetition), a novel adaptive scheduling algorithm specifically designed for test-oriented learning scenarios, particularly language examinations where success rate is paramount. LECTOR leverages large language models for semantic analysis while incorporating personalized learning profiles, addressing the critical challenge of semantic confusion in vocabulary learning by utilizing LLM-powered semantic similarity assessment and integrating it with established spaced repetition principles. Our comprehensive evaluation against six baseline algorithms (SSP-MMC, SM2, HLR, FSRS, ANKI, THRESHOLD) across 100 simulated learners over 100 days demonstrates significant improvements: LECTOR achieves a 90.2\% success rate compared to 88.4\% for the best baseline (SSP-MMC), representing a 2.0\% relative improvement. The algorithm shows particular strength in handling semantically similar concepts, reducing confusion-induced errors while maintaining computational efficiency. Our results establish LECTOR as a promising direction for intelligent tutoring systems and adaptive learning platforms.

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

The rapid advancement of artificial intelligence, particularly with the development of Large Language Models (LLMs) built on the transformer architecture, has redefined the capabilities of natural language processing. These models now exhibit remarkable performance across various language-related tasks, such as text generation, question answering, translation, and summarization, often rivaling human-like comprehension. More intriguingly, LLMs have demonstrated emergent abilities extending beyond their core functions, showing proficiency in tasks like commonsense reasoning, code generation, and arithmetic. This survey paper explores the foundational components, scaling mechanisms, and architectural strategies that drive these capabilities. Emphasizing models like GPT and LLaMA, we analyze the impact of exponential data and computational growth on LLM performance, while also addressing the trade-offs associated with scaling. We also examine LLM applications across sectors, such as healthcare, finance, education, and law, highlighting their adaptability and potential to solve domain-specific challenges. Central to this work are the questions of how LLMs generalize across diverse tasks, exhibit planning, and reasoning abilities, and whether these emergent abilities can be systematically elicited or enhanced. In particular, we provide some insights into the CoT (Chain of Thought) and PoT (Plan of Thought) abilities within LLMs, focusing on how pre-training data influences their emergence. Additionally, we investigate LLM-modulo frameworks that integrate external systems, allowing LLMs to handle complex, dynamic tasks. By analyzing these factors, this paper aims to foster the ongoing discussion on the capabilities and limits of LLMs, promoting their responsible development and application in novel and increasingly complex environments.