Daily Papers

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

Continued pre-training of small language models offers a promising path for domain adaptation with limited computational resources. I've investigated this approach within educational domains, evaluating it as a resource-efficient alternative to training models from scratch. Using a 125M parameter model, I demonstrate significant performance improvements through incremental training on 400 million tokens, followed by further training to reach 1 billion tokens. My approach includes comprehensive data preprocessing, memory-optimized training configurations, and benchmark-based evaluation. Results show notable gains in knowledge-intensive tasks (MMLU +8.1%) and contextual understanding (HellaSwag +7.6%), while revealing educational domain specialization trade-offs. I analyze token efficiency, catastrophic forgetting mitigation strategies, and scaling patterns. My findings suggest that thoughtful preprocessing and training methodologies enable meaningful improvements in language model capabilities even with constrained computational resources, opening pathways for domain-specific adaptation of smaller language models.

Neural Machine Translation (NMT) models are typically trained on datasets with limited exposure to Scientific, Technical and Educational domains. Translation models thus, in general, struggle with tasks that involve scientific understanding or technical jargon. Their performance is found to be even worse for low-resource Indian languages. Finding a translation dataset that tends to these domains in particular, poses a difficult challenge. In this paper, we address this by creating a multilingual parallel corpus containing more than 2.8 million rows of English-to-Indic and Indic-to-Indic high-quality translation pairs across 8 Indian languages. We achieve this by bitext mining human-translated transcriptions of NPTEL video lectures. We also finetune and evaluate NMT models using this corpus and surpass all other publicly available models at in-domain tasks. We also demonstrate the potential for generalizing to out-of-domain translation tasks by improving the baseline by over 2 BLEU on average for these Indian languages on the Flores+ benchmark. We are pleased to release our model and dataset via this link: https://huggingface.co/SPRINGLab.

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.

Several educational domains rely heavily on diagrams and visual cues, yet most existing tutoring datasets are limited to text-only interactions. This limits the development of AI tutors that can teach in visually grounded ways used by human instructors. Thus, we introduce GeoDial, a multimodal tutoring dataset of over 1.3K teacher-student dialogs in the domain of geometry collected from experienced math teachers, where instructional turns are explicitly grounded in diagram highlights. We propose a scalable annotation protocol that integrates dialog acts, visual highlighting, and feedback, enabling fine-grained supervision of both language and visual tutoring behavior. To illustrate the challenges posed by this setting, we fine-tune several vision-language models on GeoDial and evaluate their ability to generate tutoring utterances and diagram highlights. While supervised fine-tuning substantially improves the quality of generated dialog, it struggles to produce accurate diagram highlights, revealing a key limitation of current methods and highlighting the need for approaches that more effectively integrate visual reasoning with pedagogical interaction.

Nowadays, the quality of responses generated by different modern large language models (LLMs) are hard to evaluate and compare automatically. Recent studies suggest and predominantly use LLMs as a reference-free metric for open-ended question answering. More specifically, they use the recognized "strongest" LLM as the evaluator, which conducts pairwise comparisons of candidate models' answers and provides a ranking score. However, this intuitive method has multiple problems, such as bringing in self-enhancement (favoring its own answers) and positional bias. We draw insights and lessons from the educational domain (Cho and MacArthur, 2011; Walsh, 2014) to improve LLM-based evaluations. Specifically, we propose the (1) peer rank (PR) algorithm that takes into account each peer LLM's pairwise preferences of all answer pairs, and outputs a final ranking of models; and (2) peer discussion (PD), where we prompt two LLMs to discuss and try to reach a mutual agreement on preferences of two answers. We conduct experiments on two benchmark datasets. We find that our approaches achieve higher accuracy and align better with human judgments, respectively. Interestingly, PR can induce a relatively accurate self-ranking of models under the anonymous setting, where each model's name is unrevealed. Our work provides space to explore evaluating models that are hard to compare for humans.

Over the last decade, online lecture videos have become increasingly popular and have experienced a meteoric rise during the pandemic. However, video-language research has primarily focused on instructional videos or movies, and tools to help students navigate the growing online lectures are lacking. Our first contribution is to facilitate research in the educational domain, by introducing AVLectures, a large-scale dataset consisting of 86 courses with over 2,350 lectures covering various STEM subjects. Each course contains video lectures, transcripts, OCR outputs for lecture frames, and optionally lecture notes, slides, assignments, and related educational content that can inspire a variety of tasks. Our second contribution is introducing video lecture segmentation that splits lectures into bite-sized topics that show promise in improving learner engagement. We formulate lecture segmentation as an unsupervised task that leverages visual, textual, and OCR cues from the lecture, while clip representations are fine-tuned on a pretext self-supervised task of matching the narration with the temporally aligned visual content. We use these representations to generate segments using a temporally consistent 1-nearest neighbor algorithm, TW-FINCH. We evaluate our method on 15 courses and compare it against various visual and textual baselines, outperforming all of them. Our comprehensive ablation studies also identify the key factors driving the success of our approach.

Large language models (LLMs) has been widely used for automated negotiation, but their high computational cost and privacy risks limit deployment in privacy-sensitive, on-device settings such as mobile assistants or rescue robots. Small language models (SLMs) offer a viable alternative, yet struggle with the complex emotional dynamics of high-stakes negotiation. We introduces EmoMAS, a Bayesian multi-agent framework that transforms emotional decision-making from reactive to strategic. EmoMAS leverages a Bayesian orchestrator to coordinate three specialized agents: game-theoretic, reinforcement learning, and psychological coherence models. The system fuses their real-time insights to optimize emotional state transitions while continuously updating agent reliability based on negotiation feedback. This mixture-of-agents architecture enables online strategy learning without pre-training. We further introduce four high-stakes, edge-deployable negotiation benchmarks across debt, healthcare, emergency response, and educational domains. Through extensive agent-to-agent simulations across all benchmarks, both SLMs and LLMs equipped with EmoMAS consistently surpass all baseline models in negotiation performance while balancing ethical behavior. These results show that strategic emotional intelligence is also the key driver of negotiation success. By treating emotional expression as a strategic variable within a Bayesian multi-agent optimization framework, EmoMAS establishes a new paradigm for effective, private, and adaptive negotiation AI suitable for high-stakes edge deployment.

Conversion of spoken mathematical expressions is a challenging task that involves transcribing speech into a strictly structured symbolic representation while addressing the ambiguity inherent in the pronunciation of equations. Although significant progress has been achieved in automatic speech recognition (ASR) and language models (LM), the problem of converting spoken mathematics into LaTeX remains underexplored. This task directly applies to educational and research domains, such as lecture transcription or note creation. Based on ASR post-correction, prior work requires 2 transcriptions, focuses only on isolated equations, has a limited test set, and provides neither training data nor multilingual coverage. To address these issues, we present the first fully open-source large-scale dataset, comprising over 66,000 human-annotated audio samples of mathematical equations and sentences in both English and Russian, drawn from diverse scientific domains. In addition to the ASR post-correction models and few-shot prompting, we apply audio language models, demonstrating comparable character error rate (CER) results on the MathSpeech benchmark (28% vs. 30%) for the equations conversion. In contrast, on the proposed S2L-equations benchmark, our models outperform the MathSpeech model by a substantial margin of more than 40 percentage points, even after accounting for LaTeX formatting artifacts (27% vs. 64%). We establish the first benchmark for mathematical sentence recognition (S2L-sentences) and achieve an equation CER of 40%. This work lays the groundwork for future advances in multimodal AI, with a particular focus on mathematical content recognition.

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.

The widespread accessibility of large language models (LLMs) to the general public has significantly amplified the dissemination of machine-generated texts (MGTs). Advancements in prompt manipulation have exacerbated the difficulty in discerning the origin of a text (human-authored vs machinegenerated). This raises concerns regarding the potential misuse of MGTs, particularly within educational and academic domains. In this paper, we present LLM-DetectAIve -- a system designed for fine-grained MGT detection. It is able to classify texts into four categories: human-written, machine-generated, machine-written machine-humanized, and human-written machine-polished. Contrary to previous MGT detectors that perform binary classification, introducing two additional categories in LLM-DetectiAIve offers insights into the varying degrees of LLM intervention during the text creation. This might be useful in some domains like education, where any LLM intervention is usually prohibited. Experiments show that LLM-DetectAIve can effectively identify the authorship of textual content, proving its usefulness in enhancing integrity in education, academia, and other domains. LLM-DetectAIve is publicly accessible at https://huggingface.co/spaces/raj-tomar001/MGT-New. The video describing our system is available at https://youtu.be/E8eT_bE7k8c.

In recent years, automatic text summarization has witnessed significant advancement, particularly with the development of transformer-based models. However, the challenge of controlling the readability level of generated summaries remains an under-explored area, especially for languages with complex linguistic features like Turkish. This gap has the effect of impeding effective communication and also limits the accessibility of information. Controlling readability of textual data is an important element for creating summaries for different audiences with varying literacy and education levels, such as students ranging from primary school to graduate level, as well as individuals with diverse educational backgrounds. Summaries that align with the needs of specific reader groups can improve comprehension and engagement, ensuring that the intended message is effectively communicated. Furthermore, readability adjustment is essential to expand the usability of summarization models in educational and professional domains. Current summarization models often don't have the mechanisms to adjust the complexity of their outputs, resulting in summaries that may be too simplistic or overly complex for certain types of reader groups. Developing adaptive models that can tailor content to specific readability levels is therefore crucial. To address this problem, we create our own custom dataset and train a model with our custom architecture. Our method ensures that readability levels are effectively controlled while maintaining accuracy and coherence. We rigorously compare our model to a supervised fine-tuned baseline, demonstrating its superiority in generating readability-aware summaries.

Large Language Models (LLMs) have been applied to Math Word Problems (MWPs) with transformative impacts, revolutionizing how these complex problems are approached and solved in various domains including educational settings. However, the evaluation of these models often prioritizes final accuracy, overlooking the crucial aspect of reasoning capabilities. This work addresses this gap by focusing on the ability of LLMs to detect and correct reasoning mistakes. We introduce a novel dataset MWP-MISTAKE, incorporating MWPs with both correct and incorrect reasoning steps generated through rule-based methods and smaller language models. Our comprehensive benchmarking reveals significant insights into the strengths and weaknesses of state-of-the-art models, such as GPT-4o, GPT-4, GPT-3.5Turbo, and others. We highlight GPT-$o's superior performance in mistake detection and rectification and the persistent challenges faced by smaller models. Additionally, we identify issues related to data contamination and memorization, impacting the reliability of LLMs in real-world applications. Our findings emphasize the importance of rigorous evaluation of reasoning processes and propose future directions to enhance the generalization and robustness of LLMs in mathematical problem-solving.

In the field of education, understanding students' opinions through their comments is crucial, especially in the Vietnamese language, where resources remain limited. Existing educational datasets often lack domain relevance and student slang. To address these gaps, we introduce NEU-ESC, a new Vietnamese dataset for Educational Sentiment Classification and Topic Classification, curated from university forums, which offers more samples, richer class diversity, longer texts, and broader vocabulary. In addition, we explore multitask learning using encoder-only language models (BERT), in which we showed that it achieves performance up to 83.7% and 79.8% accuracy for sentiment and topic classification tasks. We also benchmark our dataset and model with other datasets and models, including Large Language Models, and discuss these benchmarks. The dataset is publicly available at: https://huggingface.co/datasets/hung20gg/NEU-ESC.

Vision-language models (VLMs) demonstrate impressive performance on standard video understanding benchmarks yet fail systematically on simple reasoning tasks that preschool children can solve, including counting, spatial reasoning, and compositional understanding. We hypothesize that the pedagogically-structured content of educational videos provides an ideal training signal for improving these capabilities. We introduce DoraVQA, a dataset of 5,344 question-answer pairs automatically extracted from 8 seasons of Dora the Explorer with precise timestamp alignment. Each episode follows a consistent context-question-pause-answer structure that creates a self-contained learning environment analogous to interactive tutoring. We fine-tune both Qwen2 and Qwen3 using Group Relative Policy Optimization (GRPO), leveraging the clear correctness signals and structured reasoning traces inherent in educational content. Despite training exclusively on 38 hours of children's educational videos, our approach achieves improvements of 8-14 points on DoraVQA and state-of-the-art 86.16\% on CVBench, with strong transfer to Video-MME and NExT-QA, demonstrating effective generalization from narrow pedagogical content to broad multimodal understanding. Through cross-domain benchmarks, we show that VLMs can perform tasks that require robust reasoning learned from structured educational content, suggesting that content structure matters as much as content scale.

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.

Reading comprehension systems for low-resource languages face significant challenges in handling unanswerable questions. These systems tend to produce unreliable responses when correct answers are absent from context. To solve this problem, we introduce NCTB-QA, a large-scale Bangla question answering dataset comprising 87,805 question-answer pairs extracted from 50 textbooks published by Bangladesh's National Curriculum and Textbook Board. Unlike existing Bangla datasets, NCTB-QA maintains a balanced distribution of answerable (57.25%) and unanswerable (42.75%) questions. NCTB-QA also includes adversarially designed instances containing plausible distractors. We benchmark three transformer-based models (BERT, RoBERTa, ELECTRA) and demonstrate substantial improvements through fine-tuning. BERT achieves 313% relative improvement in F1 score (0.150 to 0.620). Semantic answer quality measured by BERTScore also increases significantly across all models. Our results establish NCTB-QA as a challenging benchmark for Bangla educational question answering. This study demonstrates that domain-specific fine-tuning is critical for robust performance in low-resource settings.

Developing questions that are pedagogically sound, relevant, and promote learning is a challenging and time-consuming task for educators. Modern-day large language models (LLMs) generate high-quality content across multiple domains, potentially helping educators to develop high-quality questions. Automated educational question generation (AEQG) is important in scaling online education catering to a diverse student population. Past attempts at AEQG have shown limited abilities to generate questions at higher cognitive levels. In this study, we examine the ability of five state-of-the-art LLMs of different sizes to generate diverse and high-quality questions of different cognitive levels, as defined by Bloom's taxonomy. We use advanced prompting techniques with varying complexity for AEQG. We conducted expert and LLM-based evaluations to assess the linguistic and pedagogical relevance and quality of the questions. Our findings suggest that LLms can generate relevant and high-quality educational questions of different cognitive levels when prompted with adequate information, although there is a significant variance in the performance of the five LLms considered. We also show that automated evaluation is not on par with human evaluation.

Arabic is a linguistically and culturally rich language with a vast vocabulary that spans scientific, religious, and literary domains. Yet, large-scale lexical datasets linking Arabic words to precise definitions remain limited. We present MURAD (Multi-domain Unified Reverse Arabic Dictionary), an open lexical dataset with 96,243 word-definition pairs. The data come from trusted reference works and educational sources. Extraction used a hybrid pipeline integrating direct text parsing, optical character recognition, and automated reconstruction. This ensures accuracy and clarity. Each record aligns a target word with its standardized Arabic definition and metadata that identifies the source domain. The dataset covers terms from linguistics, Islamic studies, mathematics, physics, psychology, and engineering. It supports computational linguistics and lexicographic research. Applications include reverse dictionary modeling, semantic retrieval, and educational tools. By releasing this resource, we aim to advance Arabic natural language processing and promote reproducible research on Arabic lexical semantics.

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.

Large Language Models are increasingly deployed as educational tools, yet existing benchmarks focus on narrow skills and lack grounding in learning sciences. We introduce OpenLearnLM Benchmark, a theory-grounded framework evaluating LLMs across three dimensions derived from educational assessment theory: Knowledge (curriculum-aligned content and pedagogical understanding), Skills (scenario-based competencies organized through a four-level center-role-scenario-subscenario hierarchy), and Attitude (alignment consistency and deception resistance). Our benchmark comprises 124K+ items spanning multiple subjects, educational roles, and difficulty levels based on Bloom's taxonomy. The Knowledge domain prioritizes authentic assessment items from established benchmarks, while the Attitude domain adapts Anthropic's Alignment Faking methodology to detect behavioral inconsistency under varying monitoring conditions. Evaluation of seven frontier models reveals distinct capability profiles: Claude-Opus-4.5 excels in practical skills despite lower content knowledge, while Grok-4.1-fast leads in knowledge but shows alignment concerns. Notably, no single model dominates all dimensions, validating the necessity of multi-axis evaluation. OpenLearnLM provides an open, comprehensive framework for advancing LLM readiness in authentic educational contexts.

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.

This paper presents TAMUSA-Chat, a research-oriented framework for building domain-adapted large language model conversational systems. The work addresses critical challenges in adapting general-purpose foundation models to institutional contexts through supervised fine-tuning, retrieval-augmented generation, and systematic evaluation methodologies. We describe the complete architecture encompassing data acquisition from institutional sources, preprocessing pipelines, embedding construction, model training workflows, and deployment strategies. The system integrates modular components enabling reproducible experimentation with training configurations, hyper-parameters, and evaluation protocols. Our implementation demonstrates how academic institutions can develop contextually grounded conversational agents while maintaining transparency, governance compliance, and responsible AI practices. Through empirical analysis of fine-tuning behavior across model sizes and training iterations, we provide insights into domain adaptation efficiency, computational resource requirements, and quality-cost trade-offs. The publicly available codebase at https://github.com/alsmadi/TAMUSA_LLM_Based_Chat_app supports continued research into institutional LLM deployment, evaluation methodologies, and ethical considerations for educational AI systems.

Educational illustrations play a central role in communicating abstract concepts, yet current multimodal large language models (MLLMs) remain limited in producing pedagogically coherent and semantically consistent educational visuals. We introduce MAGMA-Edu, a self-reflective multi-agent framework that unifies textual reasoning and diagrammatic synthesis for structured educational problem generation. Unlike existing methods that treat text and image generation independently, MAGMA-Edu employs a two-stage co-evolutionary pipeline: (1) a generation-verification-reflection loop that iteratively refines question statements and solutions for mathematical accuracy, and (2) a code-based intermediate representation that enforces geometric fidelity and semantic alignment during image rendering. Both stages are guided by internal self-reflection modules that evaluate and revise outputs until domain-specific pedagogical constraints are met. Extensive experiments on multimodal educational benchmarks demonstrate the superiority of MAGMA-Edu over state-of-the-art MLLMs. Compared to GPT-4o, MAGMA-Edu improves the average textual metric from 57.01 to 92.31 (+35.3 pp) and boosts image-text consistency (ITC) from 13.20 to 85.24 (+72 pp). Across all model backbones, MAGMA-Edu achieves the highest scores (Avg-Text 96.20, ITC 99.12), establishing a new state of the art for multimodal educational content generation and demonstrating the effectiveness of self-reflective multi-agent collaboration in pedagogically aligned vision-language reasoning.

In the past few years, convolutional neural networks (CNNs) have achieved impressive results in computer vision tasks, which however mainly focus on photos with natural scene content. Besides, non-sensor derived images such as illustrations, data visualizations, figures, etc. are typically used to convey complex information or to explore large datasets. However, this kind of images has received little attention in computer vision. CNNs and similar techniques use large volumes of training data. Currently, many document analysis systems are trained in part on scene images due to the lack of large datasets of educational image data. In this paper, we address this issue and present SlideImages, a dataset for the task of classifying educational illustrations. SlideImages contains training data collected from various sources, e.g., Wikimedia Commons and the AI2D dataset, and test data collected from educational slides. We have reserved all the actual educational images as a test dataset in order to ensure that the approaches using this dataset generalize well to new educational images, and potentially other domains. Furthermore, we present a baseline system using a standard deep neural architecture and discuss dealing with the challenge of limited training data.

Ensuring the safety and compliance of large language models (LLMs) is of paramount importance. However, existing LLM safety datasets often rely on ad-hoc taxonomies for data generation and suffer from a significant shortage of rule-grounded, real-world cases that are essential for robustly protecting LLMs. In this work, we address this critical gap by constructing a comprehensive safety dataset from a compliance perspective. Using a powerful web-searching agent, we collect a rule-grounded, real-world case dataset OmniCompliance-100K, sourced from multi-domain authoritative references. The dataset spans 74 regulations and policies across a wide range of domains, including security and privacy regulations, content safety and user data privacy policies from leading AI companies and social media platforms, financial security requirements, medical device risk management standards, educational integrity guidelines, and protections of fundamental human rights. In total, our dataset contains 12,985 distinct rules and 106,009 associated real-world compliance cases. Our analysis confirms a strong alignment between the rules and their corresponding cases. We further conduct extensive benchmarking experiments to evaluate the safety and compliance capabilities of advanced LLMs across different model scales. Our experiments reveal several interesting findings that have great potential to offer valuable insights for future LLM safety research.

The current study describes a cost-effective method for adapting large language models (LLMs) for academic advising with study-abroad contexts in mind and for application in low-resource methods for acculturation. With the Mistral-7B-Instruct model applied with a Low-Rank Adaptation (LoRA) method and a 4-bit quantization method, the model underwent training in two distinct stages related to this study's purpose to enhance domain specificity while maintaining computational efficiency. In Phase 1, the model was conditioned with a synthetic dataset via the Gemini Pro API, and in Phase 2, it was trained with manually curated datasets from the StudyAbroadGPT project to achieve enhanced, contextualized responses. Technical innovations entailed memory-efficient quantization, parameter-efficient adaptation, and continuous training analytics via Weights & Biases. After training, this study demonstrated a reduction in training loss by 52.7%, 92% accuracy in domain-specific recommendations, achieved 95% markdown-based formatting support, and a median run-rate of 100 samples per second on off-the-shelf GPU equipment. These findings support the effective application of instruction-tuned LLMs within educational advisers, especially in low-resource institutional scenarios. Limitations included decreased generalizability and the application of a synthetically generated dataset, but this framework is scalable for adding new multilingual-augmented and real-time academic advising processes. Future directions may include plans for the integration of retrieval-augmented generation, applying dynamic quantization routines, and connecting to real-time academic databases to increase adaptability and accuracy.

In the field of urban planning, existing Vision-Language Models (VLMs) frequently fail to effectively analyze and evaluate planning maps, despite the critical importance of these visual elements for urban planners and related educational contexts. Planning maps, which visualize land use, infrastructure layouts, and functional zoning, require specialized understanding of spatial configurations, regulatory requirements, and multi-scale analysis. To address this challenge, we introduce PlanGPT-VL, the first domain-specific Vision-Language Model tailored specifically for urban planning maps. PlanGPT-VL employs three innovative approaches: (1) PlanAnno-V framework for high-quality VQA data synthesis, (2) Critical Point Thinking to reduce hallucinations through structured verification, and (3) comprehensive training methodology combining Supervised Fine-Tuning with frozen vision encoder parameters. Through systematic evaluation on our proposed PlanBench-V benchmark, we demonstrate that PlanGPT-VL significantly outperforms general-purpose state-of-the-art VLMs in specialized planning map interpretation tasks, offering urban planning professionals a reliable tool for map analysis, assessment, and educational applications while maintaining high factual accuracy. Our lightweight 7B parameter model achieves comparable performance to models exceeding 72B parameters, demonstrating efficient domain specialization without sacrificing performance.

Recent breakthroughs in large language models (LLMs) exemplified by the impressive mathematical and scientific reasoning capabilities of the o1 model have spotlighted the critical importance of high-quality training data in advancing LLM performance across STEM disciplines. While the mathematics community has benefited from a growing body of curated datasets, the scientific domain at the higher education level has long suffered from a scarcity of comparable resources. To address this gap, we present SCP-116K, a new large-scale dataset of 116,756 high-quality problem-solution pairs, automatically extracted from heterogeneous sources using a streamlined and highly generalizable pipeline. Our approach involves stringent filtering to ensure the scientific rigor and educational level of the extracted materials, while maintaining adaptability for future expansions or domain transfers. By openly releasing both the dataset and the extraction pipeline, we seek to foster research on scientific reasoning, enable comprehensive performance evaluations of new LLMs, and lower the barrier to replicating the successes of advanced models like o1 in the broader science community. We believe SCP-116K will serve as a critical resource, catalyzing progress in high-level scientific reasoning tasks and promoting further innovations in LLM development. The dataset and code are publicly available at https://github.com/AQA6666/SCP-116K-open.

Large Language Models (LLMs) are increasingly being adopted as tools for learning; however, most tools remain text-only, limiting their usefulness for domains where visualizations are essential, such as mathematics. Recent work shows that LLMs are capable of generating code that compiles to educational figures, but a major bottleneck remains: scalable evaluation of these diagrams. We address this by proposing DiagramIR: an automatic and scalable evaluation pipeline for geometric figures. Our method relies on intermediate representations (IRs) of LaTeX TikZ code. We compare our pipeline to other evaluation baselines such as LLM-as-a-Judge, showing that our approach has higher agreement with human raters. This evaluation approach also enables smaller models like GPT-4.1-Mini to perform comparably to larger models such as GPT-5 at a 10x lower inference cost, which is important for deploying accessible and scalable education technologies.

Recent advancements in Large Language Models (LLMs) and their increased accessibility have made it easier than ever for students to automatically generate texts, posing new challenges for educational institutions. To enforce norms of academic integrity and ensure students' learning, learning analytics methods to automatically detect LLM-generated text appear increasingly appealing. This paper benchmarks the performance of different state-of-the-art detectors in educational contexts, introducing a novel dataset, called Generative Essay Detection in Education (GEDE), containing over 900 student-written essays and over 12,500 LLM-generated essays from various domains. To capture the diversity of LLM usage practices in generating text, we propose the concept of contribution levels, representing students' contribution to a given assignment. These levels range from purely human-written texts, to slightly LLM-improved versions, to fully LLM-generated texts, and finally to active attacks on the detector by "humanizing" generated texts. We show that most detectors struggle to accurately classify texts of intermediate student contribution levels, like LLM-improved human-written texts. Detectors are particularly likely to produce false positives, which is problematic in educational settings where false suspicions can severely impact students' lives. Our dataset, code, and additional supplementary materials are publicly available at https://github.com/lukasgehring/Assessing-LLM-Text-Detection-in-Educational-Contexts.

Large Language Models (LLMs) have not only exhibited exceptional performance across various tasks, but also demonstrated sparks of intelligence. Recent studies have focused on assessing their capabilities on human exams and revealed their impressive competence in different domains. However, cognitive research on the overall knowledge structure of LLMs is still lacking. In this paper, based on educational diagnostic assessment method, we conduct an evaluation using MoocRadar, a meticulously annotated human test dataset based on Bloom Taxonomy. We aim to reveal the knowledge structures of LLMs and gain insights of their cognitive capabilities. This research emphasizes the significance of investigating LLMs' knowledge and understanding the disparate cognitive patterns of LLMs. By shedding light on models' knowledge, researchers can advance development and utilization of LLMs in a more informed and effective manner.

Large language models (LLMs) are typically trained on enormous quantities of unlicensed text, a practice that has led to scrutiny due to possible intellectual property infringement and ethical concerns. Training LLMs on openly licensed text presents a first step towards addressing these issues, but prior data collection efforts have yielded datasets too small or low-quality to produce performant LLMs. To address this gap, we collect, curate, and release the Common Pile v0.1, an eight terabyte collection of openly licensed text designed for LLM pretraining. The Common Pile comprises content from 30 sources that span diverse domains including research papers, code, books, encyclopedias, educational materials, audio transcripts, and more. Crucially, we validate our efforts by training two 7 billion parameter LLMs on text from the Common Pile: Comma v0.1-1T and Comma v0.1-2T, trained on 1 and 2 trillion tokens respectively. Both models attain competitive performance to LLMs trained on unlicensed text with similar computational budgets, such as Llama 1 and 2 7B. In addition to releasing the Common Pile v0.1 itself, we also release the code used in its creation as well as the training mixture and checkpoints for the Comma v0.1 models.

Large language models (LLMs) have demonstrated remarkable capability to generate fluent responses to a wide variety of user queries, but this has also resulted in concerns regarding the potential misuse of such texts in journalism, educational, and academic context. In this work, we aim to develop automatic systems to identify machine-generated text and to detect potential misuse. We first introduce a large-scale benchmark M4, which is multi-generator, multi-domain, and multi-lingual corpus for machine-generated text detection. Using the dataset, we experiment with a number of methods and we show that it is challenging for detectors to generalize well on unseen examples if they are either from different domains or are generated by different large language models. In such cases, detectors tend to misclassify machine-generated text as human-written. These results show that the problem is far from solved and there is a lot of room for improvement. We believe that our dataset M4, which covers different generators, domains and languages, will enable future research towards more robust approaches for this pressing societal problem. The M4 dataset is available at https://github.com/mbzuai-nlp/M4.

A retrieval-augmented generation (RAG) system deployed over a multi-author institutional corpus can give a different answer to the same question depending on which source it retrieves -- a failure mode the dominant single-gold-answer paradigm cannot diagnose. We argue that source-dependence is a missing axis of NLP evaluation, and that auditing it means shifting the unit of evaluation from answer correctness to the inter-source relationship. We make this concrete in transplant patient education, where institutional sources demonstrably disagree, releasing three artefacts: TransplantQA, a benchmark of real patient questions, each answered by grounding generation in multiple institutional handbooks as candidate sources; HERO-QA, a hierarchical retrieval strategy that grounds and audits each answer; and a structured-output judge that scores inter-source relationships on a validated 5-label taxonomy. At scale, better retrieval reveals far more disagreement than prior estimates suggested -- understating its prevalence, not its intensity. The framework is domain-agnostic and transfers to legal and educational RAG: measuring source-dependence is a responsibility for deployed multi-source NLP generally.

Domain-specific neural machine translation (NMT) systems (e.g., in educational applications) are socially significant with the potential to help make information accessible to a diverse set of users in multilingual societies. It is desirable that such NMT systems be lexically constrained and draw from domain-specific dictionaries. Dictionaries could present multiple candidate translations for a source word/phrase due to the polysemous nature of words. The onus is then on the NMT model to choose the contextually most appropriate candidate. Prior work has largely ignored this problem and focused on the single candidate constraint setting wherein the target word or phrase is replaced by a single constraint. In this work we present DictDis, a lexically constrained NMT system that disambiguates between multiple candidate translations derived from dictionaries. We achieve this by augmenting training data with multiple dictionary candidates to actively encourage disambiguation during training by implicitly aligning multiple candidate constraints. We demonstrate the utility of DictDis via extensive experiments on English-Hindi and English-German sentences in a variety of domains including regulatory, finance, engineering. We also present comparisons on standard benchmark test datasets. In comparison with existing approaches for lexically constrained and unconstrained NMT, we demonstrate superior performance with respect to constraint copy and disambiguation related measures on all domains while also obtaining improved fluency of up to 2-3 BLEU points on some domains.

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.

EduChat (https://www.educhat.top/) is a large-scale language model (LLM)-based chatbot system in the education domain. Its goal is to support personalized, fair, and compassionate intelligent education, serving teachers, students, and parents. Guided by theories from psychology and education, it further strengthens educational functions such as open question answering, essay assessment, Socratic teaching, and emotional support based on the existing basic LLMs. Particularly, we learn domain-specific knowledge by pre-training on the educational corpus and stimulate various skills with tool use by fine-tuning on designed system prompts and instructions. Currently, EduChat is available online as an open-source project, with its code, data, and model parameters available on platforms (e.g., GitHub https://github.com/icalk-nlp/EduChat, Hugging Face https://huggingface.co/ecnu-icalk ). We also prepare a demonstration of its capabilities online (https://vimeo.com/851004454). This initiative aims to promote research and applications of LLMs for intelligent education.

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

Large-scale sharing of dialogue-based data is instrumental for advancing the science of teaching and learning, yet rigorous de-identification remains a major barrier. In mathematics tutoring transcripts, numeric expressions frequently resemble structured identifiers (e.g., dates or IDs), leading generic Personally Identifiable Information (PII) detection systems to over-redact core instructional content and reduce dataset utility. This work asks how PII can be detected in math tutoring transcripts while preserving their educational utility. To address this challenge, we investigate the "numeric ambiguity" problem and introduce MathEd-PII, the first benchmark dataset for PII detection in math tutoring dialogues, created through a human-in-the-loop LLM workflow that audits upstream redactions and generates privacy-preserving surrogates. The dataset contains 1,000 tutoring sessions (115,620 messages; 769,628 tokens) with validated PII annotations. Using a density-based segmentation method, we show that false PII redactions are disproportionately concentrated in math-dense regions, confirming numeric ambiguity as a key failure mode. We then compare four detection strategies: a Presidio baseline and LLM-based approaches with basic, math-aware, and segment-aware prompting. Math-aware prompting substantially improves performance over the baseline (F1: 0.821 vs. 0.379) while reducing numeric false positives, demonstrating that de-identification must incorporate domain context to preserve analytic utility. This work provides both a new benchmark and evidence that utility-preserving de-identification for tutoring data requires domain-aware modeling.

Knowledge graphs (KGs) are crucial in the field of artificial intelligence and are widely applied in downstream tasks, such as enhancing Question Answering (QA) systems. The construction of KGs typically requires significant effort from domain experts. Recently, Large Language Models (LLMs) have been used for knowledge graph construction (KGC), however, most existing approaches focus on a local perspective, extracting knowledge triplets from individual sentences or documents. In this work, we introduce Graphusion, a zero-shot KGC framework from free text. The core fusion module provides a global view of triplets, incorporating entity merging, conflict resolution, and novel triplet discovery. We showcase how Graphusion could be applied to the natural language processing (NLP) domain and validate it in the educational scenario. Specifically, we introduce TutorQA, a new expert-verified benchmark for graph reasoning and QA, comprising six tasks and a total of 1,200 QA pairs. Our evaluation demonstrates that Graphusion surpasses supervised baselines by up to 10% in accuracy on link prediction. Additionally, it achieves average scores of 2.92 and 2.37 out of 3 in human evaluations for concept entity extraction and relation recognition, respectively.

This survey examines the rapidly evolving field of Deep Research systems -- AI-powered applications that automate complex research workflows through the integration of large language models, advanced information retrieval, and autonomous reasoning capabilities. We analyze more than 80 commercial and non-commercial implementations that have emerged since 2023, including OpenAI/Deep Research, Gemini/Deep Research, Perplexity/Deep Research, and numerous open-source alternatives. Through comprehensive examination, we propose a novel hierarchical taxonomy that categorizes systems according to four fundamental technical dimensions: foundation models and reasoning engines, tool utilization and environmental interaction, task planning and execution control, and knowledge synthesis and output generation. We explore the architectural patterns, implementation approaches, and domain-specific adaptations that characterize these systems across academic, scientific, business, and educational applications. Our analysis reveals both the significant capabilities of current implementations and the technical and ethical challenges they present regarding information accuracy, privacy, intellectual property, and accessibility. The survey concludes by identifying promising research directions in advanced reasoning architectures, multimodal integration, domain specialization, human-AI collaboration, and ecosystem standardization that will likely shape the future evolution of this transformative technology. By providing a comprehensive framework for understanding Deep Research systems, this survey contributes to both the theoretical understanding of AI-augmented knowledge work and the practical development of more capable, responsible, and accessible research technologies. The paper resources can be viewed at https://github.com/scienceaix/deepresearch.

Knowledge Graphs (KGs) are crucial in the field of artificial intelligence and are widely used in downstream tasks, such as question-answering (QA). The construction of KGs typically requires significant effort from domain experts. Large Language Models (LLMs) have recently been used for Knowledge Graph Construction (KGC). However, most existing approaches focus on a local perspective, extracting knowledge triplets from individual sentences or documents, missing a fusion process to combine the knowledge in a global KG. This work introduces Graphusion, a zero-shot KGC framework from free text. It contains three steps: in Step 1, we extract a list of seed entities using topic modeling to guide the final KG includes the most relevant entities; in Step 2, we conduct candidate triplet extraction using LLMs; in Step 3, we design the novel fusion module that provides a global view of the extracted knowledge, incorporating entity merging, conflict resolution, and novel triplet discovery. Results show that Graphusion achieves scores of 2.92 and 2.37 out of 3 for entity extraction and relation recognition, respectively. Moreover, we showcase how Graphusion could be applied to the Natural Language Processing (NLP) domain and validate it in an educational scenario. Specifically, we introduce TutorQA, a new expert-verified benchmark for QA, comprising six tasks and a total of 1,200 QA pairs. Using the Graphusion-constructed KG, we achieve a significant improvement on the benchmark, for example, a 9.2% accuracy improvement on sub-graph completion.

Effective personalization of LLMs is critical for a broad range of user-interfacing applications such as virtual assistants and content curation. Inspired by the strong in-context learning capabilities of LLMs, we propose Few-Shot Preference Optimization (FSPO), which reframes reward modeling as a meta-learning problem. Under this framework, an LLM learns to quickly adapt to a user via a few labeled preferences from that user, constructing a personalized reward function for them. Additionally, since real-world preference data is scarce and challenging to collect at scale, we propose careful design choices to construct synthetic preference datasets for personalization, generating over 1M synthetic personalized preferences using publicly available LLMs. In particular, to successfully transfer from synthetic data to real users, we find it crucial for the data to exhibit both high diversity and coherent, self-consistent structure. We evaluate FSPO on personalized open-ended generation for up to 1,500 synthetic users across across three domains: movie reviews, pedagogical adaptation based on educational background, and general question answering, along with a controlled human study. Overall, FSPO achieves an 87% Alpaca Eval winrate on average in generating responses that are personalized to synthetic users and a 72% winrate with real human users in open-ended question answering.

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.

Phone recognition (PR) serves as the atomic interface for language-agnostic modeling for cross-lingual speech processing and phonetic analysis. Despite prolonged efforts in developing PR systems, current evaluations only measure surface-level transcription accuracy. We introduce PRiSM, the first open-source benchmark designed to expose blind spots in phonetic perception through intrinsic and extrinsic evaluation of PR systems. PRiSM standardizes transcription-based evaluation and assesses downstream utility in clinical, educational, and multilingual settings with transcription and representation probes. We find that diverse language exposure during training is key to PR performance, encoder-CTC models are the most stable, and specialized PR models still outperform Large Audio Language Models. PRiSM releases code, recipes, and datasets to move the field toward multilingual speech models with robust phonetic ability: https://github.com/changelinglab/prism.

Mathematical reasoning, a core aspect of human cognition, is vital across many domains, from educational problem-solving to scientific advancements. As artificial general intelligence (AGI) progresses, integrating large language models (LLMs) with mathematical reasoning tasks is becoming increasingly significant. This survey provides the first comprehensive analysis of mathematical reasoning in the era of multimodal large language models (MLLMs). We review over 200 studies published since 2021, and examine the state-of-the-art developments in Math-LLMs, with a focus on multimodal settings. We categorize the field into three dimensions: benchmarks, methodologies, and challenges. In particular, we explore multimodal mathematical reasoning pipeline, as well as the role of (M)LLMs and the associated methodologies. Finally, we identify five major challenges hindering the realization of AGI in this domain, offering insights into the future direction for enhancing multimodal reasoning capabilities. This survey serves as a critical resource for the research community in advancing the capabilities of LLMs to tackle complex multimodal reasoning tasks.

In this paper we present the multilingual language model BLOOM-zh that features enhanced support for Traditional Chinese. BLOOM-zh has its origins in the open-source BLOOM models presented by BigScience in 2022. Starting from released models, we extended the pre-training of BLOOM by additional 7.4 billion tokens in Traditional Chinese and English covering a variety of domains such as news articles, books, encyclopedias, educational materials as well as spoken language. In order to show the properties of BLOOM-zh, both existing and newly created benchmark scenarios are used for evaluating the performance. BLOOM-zh outperforms its predecessor on most Traditional Chinese benchmarks while maintaining its English capability. We release all our models to the research community.

We introduce Biomed-Enriched, a biomedical text dataset constructed from PubMed via a two-stage annotation process. In the first stage, a large language model annotates 400K paragraphs from PubMed scientific articles, assigning scores for their type (review, study, clinical case, other), domain (clinical, biomedical, other), and educational quality. The educational quality score (rated 1 to 5) estimates how useful a paragraph is for college-level learning. These annotations are then used to fine-tune a small language model, which propagates the labels across the full PMC-OA corpus. The resulting metadata allows us to extract refined subsets, including 2M clinical case paragraphs with over 450K high-quality ones from articles with commercial-use licenses, and to construct several variants via quality filtering and domain upsampling. Clinical text is typically difficult to access due to privacy constraints, as hospital records cannot be publicly shared. Hence, our dataset provides an alternative large-scale, openly available collection of clinical cases from PubMed, making it a valuable resource for biomedical and clinical NLP. Preliminary continual-pretraining experiments with OLMo2 suggest these curated subsets enable targeted improvements, with clinical upsampling boosting performance by ~5% on MMLU ProfMed and educational quality filtering improving MedQA and MedMCQA by ~1%. Combinations of these techniques led to faster convergence, reaching same performance with a third of training tokens, indicating potential for more efficient and effective biomedical pretraining strategies.

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.

Domain experts across engineering, healthcare, and education follow strict standards for producing quality content such as technical manuals, medication instructions, and children's reading materials. However, current works in controllable text generation have yet to explore using these standards as references for control. Towards this end, we introduce Standardize, a retrieval-style in-context learning-based framework to guide large language models to align with expert-defined standards. Focusing on English language standards in the education domain as a use case, we consider the Common European Framework of Reference for Languages (CEFR) and Common Core Standards (CCS) for the task of open-ended content generation. Our findings show that models can gain 40% to 100% increase in precise accuracy for Llama2 and GPT-4, respectively, demonstrating that the use of knowledge artifacts extracted from standards and integrating them in the generation process can effectively guide models to produce better standard-aligned content.

Online education platforms are powered by various NLP pipelines, which utilize models like BERT to aid in content curation. Since the inception of the pre-trained language models like BERT, there have also been many efforts toward adapting these pre-trained models to specific domains. However, there has not been a model specifically adapted for the education domain (particularly K-12) across subjects to the best of our knowledge. In this work, we propose to train a language model on a corpus of data curated by us across multiple subjects from various sources for K-12 education. We also evaluate our model, K12-BERT, on downstream tasks like hierarchical taxonomy tagging.

We consider two problems of NMT domain adaptation using meta-learning. First, we want to reach domain robustness, i.e., we want to reach high quality on both domains seen in the training data and unseen domains. Second, we want our systems to be adaptive, i.e., making it possible to finetune systems with just hundreds of in-domain parallel sentences. We study the domain adaptability of meta-learning when improving the domain robustness of the model. In this paper, we propose a novel approach, RMLNMT (Robust Meta-Learning Framework for Neural Machine Translation Domain Adaptation), which improves the robustness of existing meta-learning models. More specifically, we show how to use a domain classifier in curriculum learning and we integrate the word-level domain mixing model into the meta-learning framework with a balanced sampling strategy. Experiments on EnglishrightarrowGerman and EnglishrightarrowChinese translation show that RMLNMT improves in terms of both domain robustness and domain adaptability in seen and unseen domains. Our source code is available at https://github.com/lavine-lmu/RMLNMT.

Textual domain is a crucial property within the Natural Language Processing (NLP) community due to its effects on downstream model performance. The concept itself is, however, loosely defined and, in practice, refers to any non-typological property, such as genre, topic, medium or style of a document. We investigate the core notion of domains via human proficiency in identifying related intrinsic textual properties, specifically the concepts of genre (communicative purpose) and topic (subject matter). We publish our annotations in *TGeGUM*: A collection of 9.1k sentences from the GUM dataset (Zeldes, 2017) with single sentence and larger context (i.e., prose) annotations for one of 11 genres (source type), and its topic/subtopic as per the Dewey Decimal library classification system (Dewey, 1979), consisting of 10/100 hierarchical topics of increased granularity. Each instance is annotated by three annotators, for a total of 32.7k annotations, allowing us to examine the level of human disagreement and the relative difficulty of each annotation task. With a Fleiss' kappa of at most 0.53 on the sentence level and 0.66 at the prose level, it is evident that despite the ubiquity of domains in NLP, there is little human consensus on how to define them. By training classifiers to perform the same task, we find that this uncertainty also extends to NLP models.

In this paper, we tackle the problem of domain shift. Most existing methods perform training on multiple source domains using a single model, and the same trained model is used on all unseen target domains. Such solutions are sub-optimal as each target domain exhibits its own specialty, which is not adapted. Furthermore, expecting single-model training to learn extensive knowledge from multiple source domains is counterintuitive. The model is more biased toward learning only domain-invariant features and may result in negative knowledge transfer. In this work, we propose a novel framework for unsupervised test-time adaptation, which is formulated as a knowledge distillation process to address domain shift. Specifically, we incorporate Mixture-of-Experts (MoE) as teachers, where each expert is separately trained on different source domains to maximize their specialty. Given a test-time target domain, a small set of unlabeled data is sampled to query the knowledge from MoE. As the source domains are correlated to the target domains, a transformer-based aggregator then combines the domain knowledge by examining the interconnection among them. The output is treated as a supervision signal to adapt a student prediction network toward the target domain. We further employ meta-learning to enforce the aggregator to distill positive knowledge and the student network to achieve fast adaptation. Extensive experiments demonstrate that the proposed method outperforms the state-of-the-art and validates the effectiveness of each proposed component. Our code is available at https://github.com/n3il666/Meta-DMoE.

Domain Generalization (DG) is a challenging task in machine learning that requires a coherent ability to comprehend shifts across various domains through extraction of domain-invariant features. DG performance is typically evaluated by performing image classification in domains of various image styles. However, current methodology lacks quantitative understanding about shifts in stylistic domain, and relies on a vast amount of pre-training data, such as ImageNet1K, which are predominantly in photo-realistic style with weakly supervised class labels. Such a data-driven practice could potentially result in spurious correlation and inflated performance on DG benchmarks. In this paper, we introduce a new DG paradigm to address these risks. We first introduce two new quantitative measures ICV and IDD to describe domain shifts in terms of consistency of classes within one domain and similarity between two stylistic domains. We then present SuperMarioDomains (SMD), a novel synthetic multi-domain dataset sampled from video game scenes with more consistent classes and sufficient dissimilarity compared to ImageNet1K. We demonstrate our DG method SMOS. SMOS first uses SMD to train a precursor model, which is then used to ground the training on a DG benchmark. We observe that SMOS contributes to state-of-the-art performance across five DG benchmarks, gaining large improvements to performances on abstract domains along with on-par or slight improvements to those on photo-realistic domains. Our qualitative analysis suggests that these improvements can be attributed to reduced distributional divergence between originally distant domains. Our data are available at https://github.com/fpsluozi/SMD-SMOS .

Domain generalization (DG) aims to tackle the distribution shift between training domains and unknown target domains. Generating new domains is one of the most effective approaches, yet its performance gain depends on the distribution discrepancy between the generated and target domains. Distributionally robust optimization is promising to tackle distribution discrepancy by exploring domains in an uncertainty set. However, the uncertainty set may be overwhelmingly large, leading to low-confidence prediction in DG. It is because a large uncertainty set could introduce domains containing semantically different factors from training domains. To address this issue, we propose to perform a moderately distributional exploration (MODE) for domain generalization. Specifically, MODE performs distribution exploration in an uncertainty subset that shares the same semantic factors with the training domains. We show that MODE can endow models with provable generalization performance on unknown target domains. The experimental results show that MODE achieves competitive performance compared to state-of-the-art baselines.

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.

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

Large Language Models (LLMs) assist in specialized tasks but struggle to align with evolving domain knowledge without costly fine-tuning. Domain knowledge consists of: Knowledge: Immutable facts (e.g., 'A stone is solid') and generally accepted principles (e.g., ethical standards); Refined Memory: Evolving insights shaped by business needs and real-world changes. However, a significant gap often exists between a domain expert's deep, nuanced understanding and the system's domain knowledge, which can hinder accurate information retrieval and application. Our Memory-Augmented Refinement of Knowledge (MARK) framework enables LLMs to continuously learn without retraining by leveraging structured refined memory, inspired by the Society of Mind. MARK operates through specialized agents, each serving a distinct role: Residual Refined Memory Agent: Stores and retrieves domain-specific insights to maintain context over time; User Question Refined Memory Agent: Captures user-provided facts, abbreviations, and terminology for better comprehension; LLM Response Refined Memory Agent: Extracts key elements from responses for refinement and personalization. These agents analyse stored refined memory, detect patterns, resolve contradictions, and improve response accuracy. Temporal factors like recency and frequency prioritize relevant information while discarding outdated insights. MARK enhances LLMs in multiple ways: Ground Truth Strategy: Reduces hallucinations by establishing a structured reference; Domain-Specific Adaptation: Essential for fields like healthcare, law, and manufacturing, where proprietary insights are absent from public datasets; Personalized AI Assistants: Improves virtual assistants by remembering user preferences, ensuring coherent responses over time.

Domain Generalization (DG) is a fundamental challenge for machine learning models, which aims to improve model generalization on various domains. Previous methods focus on generating domain invariant features from various source domains. However, we argue that the domain variantions also contain useful information, ie, classification-aware information, for downstream tasks, which has been largely ignored. Different from learning domain invariant features from source domains, we decouple the input images into Domain Expert Features and noise. The proposed domain expert features lie in a learned latent space where the images in each domain can be classified independently, enabling the implicit use of classification-aware domain variations. Based on the analysis, we proposed a novel paradigm called Domain Disentanglement Network (DDN) to disentangle the domain expert features from the source domain images and aggregate the source domain expert features for representing the target test domain. We also propound a new contrastive learning method to guide the domain expert features to form a more balanced and separable feature space. Experiments on the widely-used benchmarks of PACS, VLCS, OfficeHome, DomainNet, and TerraIncognita demonstrate the competitive performance of our method compared to the recently proposed alternatives.

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.

Can one inject new concepts into an already trained generative model, while respecting its existing structure and knowledge? We propose a new task - domain expansion - to address this. Given a pretrained generator and novel (but related) domains, we expand the generator to jointly model all domains, old and new, harmoniously. First, we note the generator contains a meaningful, pretrained latent space. Is it possible to minimally perturb this hard-earned representation, while maximally representing the new domains? Interestingly, we find that the latent space offers unused, "dormant" directions, which do not affect the output. This provides an opportunity: By "repurposing" these directions, we can represent new domains without perturbing the original representation. In fact, we find that pretrained generators have the capacity to add several - even hundreds - of new domains! Using our expansion method, one "expanded" model can supersede numerous domain-specific models, without expanding the model size. Additionally, a single expanded generator natively supports smooth transitions between domains, as well as composition of domains. Code and project page available at https://yotamnitzan.github.io/domain-expansion/.

Domain shift refers to the well known problem that a model trained in one source domain performs poorly when applied to a target domain with different statistics. {Domain Generalization} (DG) techniques attempt to alleviate this issue by producing models which by design generalize well to novel testing domains. We propose a novel {meta-learning} method for domain generalization. Rather than designing a specific model that is robust to domain shift as in most previous DG work, we propose a model agnostic training procedure for DG. Our algorithm simulates train/test domain shift during training by synthesizing virtual testing domains within each mini-batch. The meta-optimization objective requires that steps to improve training domain performance should also improve testing domain performance. This meta-learning procedure trains models with good generalization ability to novel domains. We evaluate our method and achieve state of the art results on a recent cross-domain image classification benchmark, as well demonstrating its potential on two classic reinforcement learning tasks.

Large Language Models (LLMs), like LLaMA, have exhibited remarkable performance across various tasks. Nevertheless, when deployed to specific domains such as law or medicine, the models still confront the challenge of a deficiency in domain-specific knowledge and an inadequate capability to leverage that knowledge to resolve domain-related problems. In this paper, we propose a new framework to adapt LLMs to specific domains and build Lawyer LLaMA, a legal domain LLM, based on this framework. Specifically, we inject domain knowledge during the continual training stage and teach the model to learn professional skills using properly designed supervised fine-tuning tasks. Moreover, to alleviate the hallucination problem during the model's generation, we add a retrieval module and extract relevant legal articles before the model answers any queries. When learning domain-specific skills, we find that experts' experience is much more useful than experiences distilled from ChatGPT, where hundreds of expert-written data outperform tens of thousands of ChatGPT-generated ones. We will release our model and data.

The rapid advancement of large language models(LLMs) has intensified the need for domain and culture specific evaluation. Existing benchmarks are largely Anglocentric and domain-agnostic, limiting their applicability to India-centric contexts. To address this gap, we introduce BhashaBench V1, the first domain-specific, multi-task, bilingual benchmark focusing on critical Indic knowledge systems. BhashaBench V1 contains 74,166 meticulously curated question-answer pairs, with 52,494 in English and 21,672 in Hindi, sourced from authentic government and domain-specific exams. It spans four major domains: Agriculture, Legal, Finance, and Ayurveda, comprising 90+ subdomains and covering 500+ topics, enabling fine-grained evaluation. Evaluation of 29+ LLMs reveals significant domain and language specific performance gaps, with especially large disparities in low-resource domains. For instance, GPT-4o achieves 76.49% overall accuracy in Legal but only 59.74% in Ayurveda. Models consistently perform better on English content compared to Hindi across all domains. Subdomain-level analysis shows that areas such as Cyber Law, International Finance perform relatively well, while Panchakarma, Seed Science, and Human Rights remain notably weak. BhashaBench V1 provides a comprehensive dataset for evaluating large language models across India's diverse knowledge domains. It enables assessment of models' ability to integrate domain-specific knowledge with bilingual understanding. All code, benchmarks, and resources are publicly available to support open research.

Multimodal large language models (MLLMs) have shown great potential in general domains but perform poorly in some specific domains due to a lack of domain-specific data, such as image-text data or vedio-text data. In some specific domains, there is abundant graphic and textual data scattered around, but lacks standardized arrangement. In the field of medical ultrasound, there are ultrasonic diagnostic books, ultrasonic clinical guidelines, ultrasonic diagnostic reports, and so on. However, these ultrasonic materials are often saved in the forms of PDF, images, etc., and cannot be directly used for the training of MLLMs. This paper proposes a novel image-text reasoning supervised fine-tuning data generation pipeline to create specific domain quadruplets (image, question, thinking trace, and answer) from domain-specific materials. A medical ultrasound domain dataset ReMUD is established, containing over 45,000 reasoning and non-reasoning supervised fine-tuning Question Answering (QA) and Visual Question Answering (VQA) data. The ReMUD-7B model, fine-tuned on Qwen2.5-VL-7B-Instruct, outperforms general-domain MLLMs in medical ultrasound field. To facilitate research, the ReMUD dataset, data generation codebase, and ReMUD-7B parameters will be released at https://github.com/ShiDaizi/ReMUD, addressing the data shortage issue in specific domain MLLMs.

Adapting a language model into a specific domain, a.k.a `domain adaption', is a common practice when specialized knowledge, e.g. medicine, is not encapsulated in a general language model like Llama2. The challenge lies in the heterogeneity of data across the two training stages, as it varies in languages, genres, or formats. To tackle this and simplify the learning protocol, we propose to transform heterogeneous data, from the both pre-training and supervised stages, into a unified, simple input-output pair format. We validate the new protocol in the domains where proprietary LLMs like ChatGPT perform relatively poorly, such as Traditional Chinese Medicine. The developed model, HuatuoGPT-II, has shown state-of-the-art performance in Chinese medicine domain on a number of benchmarks, e.g. medical licensing exams. It even outperforms proprietary models like ChatGPT and GPT-4 in some aspects, especially in Traditional Chinese Medicine. Expert manual evaluations further validate HuatuoGPT-II's advantages over existing LLMs. Notably, HuatuoGPT-II was benchmarked in a fresh Chinese National Medical Licensing Examination where it achieved the best performance, showcasing not only its effectiveness but also its generalization capabilities.

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

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

We present ORCA (Omni Research on Calculation in AI) Benchmark - a novel benchmark that evaluates large language models (LLMs) on multi-domain, real-life quantitative reasoning using verified outputs from Omni's calculator engine. In 500 natural-language tasks across domains such as finance, physics, health, and statistics, the five state-of-the-art systems (ChatGPT-5, Gemini~2.5~Flash, Claude~Sonnet~4.5, Grok~4, and DeepSeek~V3.2) achieved only 45--63,% accuracy, with errors mainly related to rounding (35,%) and calculation mistakes (33,%). Results in specific domains indicate strengths in mathematics and engineering, but weaknesses in physics and natural sciences. Correlation analysis (r approx 0.40--0.65) shows that the models often fail together but differ in the types of errors they make, highlighting their partial complementarity rather than redundancy. Unlike standard math datasets, ORCA evaluates step-by-step reasoning, numerical precision, and domain generalization across real problems from finance, physics, health, and statistics.

We present a novel method for obtaining high-quality, domain-targeted multiple choice questions from crowd workers. Generating these questions can be difficult without trading away originality, relevance or diversity in the answer options. Our method addresses these problems by leveraging a large corpus of domain-specific text and a small set of existing questions. It produces model suggestions for document selection and answer distractor choice which aid the human question generation process. With this method we have assembled SciQ, a dataset of 13.7K multiple choice science exam questions (Dataset available at http://allenai.org/data.html). We demonstrate that the method produces in-domain questions by providing an analysis of this new dataset and by showing that humans cannot distinguish the crowdsourced questions from original questions. When using SciQ as additional training data to existing questions, we observe accuracy improvements on real science exams.

Reinforcement learning with verifiable rewards (RLVR) has been extended from single-domain training to multi-domain reasoning suites spanning mathematics, programming, and science. However, the training curriculum (how often each domain is sampled) is typically fixed or hand-tuned, even though reasoning skills transfer unevenly across domains. Existing learnability-based curricula adapt to where the policy is currently improving, but are blind to whether a gradient step on the selected domain benefits the remaining domains. In this paper, we propose Transfer-Aware Curriculum (TAC), a bandit-style online curriculum that prioritizes domains whose updates broadly benefit the rest of the training suite. TAC repurposes signals already produced by RL training: per-domain advantages capture local learnability, and projected gradients, taken from the GRPO step being computed, estimate cross-domain transferability via gradient-geometry alignment, at negligible cost (<1% wall-clock overhead). Across a six-domain reasoning suite, TAC achieves the best macro-averaged accuracy on both Qwen3-1.7B and Llama3.2-3B, outperforming proportional random sampling, a hand-designed schedule, and a learnability-only bandit, and improving over the last of these by up to 2.8 points (10% relative). Ablations show performance degrades sharply when the transferability term is removed, and TAC remains robust on imbalanced training mixtures where learnability-only curricula over-commit to dominant domains. Our findings establish cross-domain transferability as a key signal for curriculum design in multi-domain RLVR.

With a strong understanding of the target domain from natural language, we produce promising results in translating across large domain gaps and bringing skeletons back to life. In this work, we use text-guided latent diffusion models for zero-shot image-to-image translation (I2I) across large domain gaps (longI2I), where large amounts of new visual features and new geometry need to be generated to enter the target domain. Being able to perform translations across large domain gaps has a wide variety of real-world applications in criminology, astrology, environmental conservation, and paleontology. In this work, we introduce a new task Skull2Animal for translating between skulls and living animals. On this task, we find that unguided Generative Adversarial Networks (GANs) are not capable of translating across large domain gaps. Instead of these traditional I2I methods, we explore the use of guided diffusion and image editing models and provide a new benchmark model, Revive-2I, capable of performing zero-shot I2I via text-prompting latent diffusion models. We find that guidance is necessary for longI2I because, to bridge the large domain gap, prior knowledge about the target domain is needed. In addition, we find that prompting provides the best and most scalable information about the target domain as classifier-guided diffusion models require retraining for specific use cases and lack stronger constraints on the target domain because of the wide variety of images they are trained on.

In domains such as biomedicine, materials, and finance, high-stakes deployment of large language models (LLMs) requires injecting private, domain-specific knowledge that is proprietary, fast-evolving, and under-represented in public pretraining. However, the two dominant paradigms for private knowledge injection each have pronounced drawbacks: fine-tuning is expensive to iterate, and continual updates risk catastrophic forgetting and general-capability regression; retrieval-augmented generation (RAG) keeps the base model intact but is brittle in specialized private corpora due to chunk-induced evidence fragmentation, retrieval drift, and long-context pressure that yields query-dependent prompt inflation. Inspired by how multimodal LLMs align heterogeneous modalities into a shared semantic space, we propose Generation-Augmented Generation (GAG), which treats private expertise as an additional expert modality and injects it via a compact, representation-level interface aligned to the frozen base model, avoiding prompt-time evidence serialization while enabling plug-and-play specialization and scalable multi-domain composition with reliable selective activation. Across two private scientific QA benchmarks (immunology adjuvant and catalytic materials) and mixed-domain evaluations, GAG improves specialist performance over strong RAG baselines by 15.34% and 14.86% on the two benchmarks, respectively, while maintaining performance on six open general benchmarks and enabling near-oracle selective activation for scalable multi-domain deployment.

Out-of-distribution (OOD) generalization is a favorable yet challenging property for deep neural networks. The core challenges lie in the limited availability of source domains that help models learn an invariant representation from the spurious features. Various domain augmentation have been proposed but largely rely on interpolating existing domains and frequently face difficulties in creating truly "novel" domains. Humans, on the other hand, can easily extrapolate novel domains, thus, an intriguing question arises: How can neural networks extrapolate like humans and achieve OOD generalization? We introduce a novel approach to domain extrapolation that leverages reasoning ability and the extensive knowledge encapsulated within large language models (LLMs) to synthesize entirely new domains. Starting with the class of interest, we query the LLMs to extract relevant knowledge for these novel domains. We then bridge the gap between the text-centric knowledge derived from LLMs and the pixel input space of the model using text-to-image generation techniques. By augmenting the training set of domain generalization datasets with high-fidelity, photo-realistic images of these new domains, we achieve significant improvements over all existing methods, as demonstrated in both single and multi-domain generalization across various benchmarks. With the ability to extrapolate any domains for any class, our method has the potential to learn a generalized model for any task without any data. To illustrate, we put forth a much more difficult setting termed, data-free domain generalization, that aims to learn a generalized model in the absence of any collected data. Our empirical findings support the above argument and our methods exhibit commendable performance in this setting, even surpassing the supervised setting by approximately 1-2\% on datasets such as VLCS.

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

Despite the critical importance of the medical domain in Deep Learning, most of the research in this area solely focuses on training models in static environments. It is only in recent years that research has begun to address dynamic environments and tackle the Catastrophic Forgetting problem through Continual Learning (CL) techniques. Previous studies have primarily focused on scenarios such as Domain Incremental Learning and Class Incremental Learning, which do not fully capture the complexity of real-world applications. Therefore, in this work, we propose a novel benchmark combining the challenges of new class arrivals and domain shifts in a single framework, by considering the New Instances and New Classes (NIC) scenario. This benchmark aims to model a realistic CL setting for the multi-label classification problem in medical imaging. Additionally, it encompasses a greater number of tasks compared to previously tested scenarios. Specifically, our benchmark consists of two datasets (NIH and CXP), nineteen classes, and seven tasks, a stream longer than the previously tested ones. To solve common challenges (e.g., the task inference problem) found in the CIL and NIC scenarios, we propose a novel approach called Replay Consolidation with Label Propagation (RCLP). Our method surpasses existing approaches, exhibiting superior performance with minimal forgetting.

We introduce Domain-specific Masks for Generalization, a model for improving both in-domain and out-of-domain generalization performance. For domain generalization, the goal is to learn from a set of source domains to produce a single model that will best generalize to an unseen target domain. As such, many prior approaches focus on learning representations which persist across all source domains with the assumption that these domain agnostic representations will generalize well. However, often individual domains contain characteristics which are unique and when leveraged can significantly aid in-domain recognition performance. To produce a model which best generalizes to both seen and unseen domains, we propose learning domain specific masks. The masks are encouraged to learn a balance of domain-invariant and domain-specific features, thus enabling a model which can benefit from the predictive power of specialized features while retaining the universal applicability of domain-invariant features. We demonstrate competitive performance compared to naive baselines and state-of-the-art methods on both PACS and DomainNet.

Recent works have demonstrated the effectiveness of self-alignment in which a large language model is, by itself, aligned to follow general instructions through the automatic generation of instructional data using a handful of human-written seeds. Instead of general alignment, in this work, we focus on self-alignment for expert domain specialization (e.g., biomedicine), discovering it to be very effective for improving zero-shot and few-shot performance in target domains of interest. As a preliminary, we first present the benchmark results of existing aligned models within a specialized domain, which reveals the marginal effect that "generic" instruction-following training has on downstream expert domains' performance. To remedy this, we explore self-specialization that leverages domain-specific unlabelled data and a few labeled seeds for the self-alignment process. When augmented with retrieval to reduce hallucination and enhance concurrency of the alignment, self-specialization offers an effective (and efficient) way of "carving out" an expert model out of a "generalist", pre-trained LLM where different domains of expertise are originally combined in a form of "superposition". Our experimental results on a biomedical domain show that our self-specialized model (30B) outperforms its base model, MPT-30B by a large margin and even surpasses larger popular models based on LLaMA-65B, highlighting its potential and practicality for specialization, especially considering its efficiency in terms of data and parameters.

We introduce Agents-A1, a 35B Mixture-of-Experts Agentic Model that reaches trillion-parameter-level performance by scaling the agent horizon. We investigate agent-horizon scaling from two perspectives: scaling long-horizon trajectories and scaling heterogeneous agent abilities. To support this goal, we build a long-horizon knowledge-action infrastructure that connects external knowledge, actions, observations, and verifier outcomes, producing agentic trajectories with an average length of 45K tokens. Based on this, we train Agents-A1 with a three-stage recipe. First, we perform full-domain supervised fine-tuning to align the base model with broad agentic behaviors. Second, we train domain-level teacher models to capture specialized expertise in each domain. Third, we propose a multi-teacher domain-routed on-policy distillation with salient vocabulary alignment to improve knowledge transfer efficiency across different domains, unifying six heterogeneous domains into one deployable student model. Agents-A1 achieves strong and broad performance for long-horizon agent benchmarks. Compared with 1T-parameter model such as Kimi-K2.6 and DeepSeek-V4-pro, Agents-A1 achieves leading results on SEAL-0 (56.4), IFBench (80.6), HiPhO (46.4), FrontierScience-Olympiad (79.0), and MolBench-Bind (56.8), and remains highly competitive on SciCode (44.3), HLE (47.6) and BrowseComp (75.5). We hope this work provides the community with a practical path for scaling the horizon using a 35B agent that can reach or match the performance of 1T models on long-horizon tasks.

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

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.

Recent proprietary large language models (LLMs), such as GPT-4, have achieved a milestone in tackling diverse challenges in the biomedical domain, ranging from multiple-choice questions to long-form generations. To address challenges that still cannot be handled with the encoded knowledge of LLMs, various retrieval-augmented generation (RAG) methods have been developed by searching documents from the knowledge corpus and appending them unconditionally or selectively to the input of LLMs for generation. However, when applying existing methods to different domain-specific problems, poor generalization becomes apparent, leading to fetching incorrect documents or making inaccurate judgments. In this paper, we introduce Self-BioRAG, a framework reliable for biomedical text that specializes in generating explanations, retrieving domain-specific documents, and self-reflecting generated responses. We utilize 84k filtered biomedical instruction sets to train Self-BioRAG that can assess its generated explanations with customized reflective tokens. Our work proves that domain-specific components, such as a retriever, domain-related document corpus, and instruction sets are necessary for adhering to domain-related instructions. Using three major medical question-answering benchmark datasets, experimental results of Self-BioRAG demonstrate significant performance gains by achieving a 7.2% absolute improvement on average over the state-of-the-art open-foundation model with a parameter size of 7B or less. Overall, we analyze that Self-BioRAG finds the clues in the question, retrieves relevant documents if needed, and understands how to answer with information from retrieved documents and encoded knowledge as a medical expert does. We release our data and code for training our framework components and model weights (7B and 13B) to enhance capabilities in biomedical and clinical domains.

Crossword puzzles are popular linguistic games often used as tools to engage students in learning. Educational crosswords are characterized by less cryptic and more factual clues that distinguish them from traditional crossword puzzles. Despite there exist several publicly available clue-answer pair databases for traditional crosswords, educational clue-answer pairs datasets are missing. In this article, we propose a methodology to build educational clue generation datasets that can be used to instruct Large Language Models (LLMs). By gathering from Wikipedia pages informative content associated with relevant keywords, we use Large Language Models to automatically generate pedagogical clues related to the given input keyword and its context. With such an approach, we created clue-instruct, a dataset containing 44,075 unique examples with text-keyword pairs associated with three distinct crossword clues. We used clue-instruct to instruct different LLMs to generate educational clues from a given input content and keyword. Both human and automatic evaluations confirmed the quality of the generated clues, thus validating the effectiveness of our approach.

In Natural Language Processing (NLP), Machine Reading Comprehension (MRC) is the task of answering a question based on a given context. To handle questions in the medical domain, modern language models such as BioBERT, SciBERT and even ChatGPT are trained on vast amounts of in-domain medical corpora. However, in-domain pre-training is expensive in terms of time and resources. In this paper, we propose a resource-efficient approach for injecting domain knowledge into a model without relying on such domain-specific pre-training. Knowledge graphs are powerful resources for accessing medical information. Building on existing work, we introduce a method using Multi-Layer Perceptrons (MLPs) for aligning and integrating embeddings extracted from medical knowledge graphs with the embedding spaces of pre-trained language models (LMs). The aligned embeddings are fused with open-domain LMs BERT and RoBERTa that are fine-tuned for two MRC tasks, span detection (COVID-QA) and multiple-choice questions (PubMedQA). We compare our method to prior techniques that rely on a vocabulary overlap for embedding alignment and show how our method circumvents this requirement to deliver better performance. On both datasets, our method allows BERT/RoBERTa to either perform on par (occasionally exceeding) with stronger domain-specific models or show improvements in general over prior techniques. With the proposed approach, we signal an alternative method to in-domain pre-training to achieve domain proficiency.

The growing popularity of data mining catalyses the researchers to explore various exciting aspects of education. Early prediction of student performance is an emerging area among them. The researchers have used various predictors in performance modelling studies. Although prior cognition can affect student performance, establishing their relationship is still an open research challenge. Quantifying the knowledge from readily available data is the major challenge here. We have proposed a semantic approach for this purpose. Association mining on nearly 0.35 million observations establishes that prior cognition impacts the student performance. The proposed approach of measuring domain knowledge can help the early performance modelling studies to use it as a predictor.

Large language models exhibit promising general capabilities but often lack specialized knowledge for domain-specific tasks. Developing domain experts from a base model enables a range of applications without prohibitive training costs. This work demonstrates a method using continuous training and instruction fine-tuning to rapidly adapt Llama 2 base models to the Chinese medical domain. We first conduct continuous training on 1B tokens from Chinese medical references to teach relevant vocabulary and knowledge. The models are then fine-tuned on 54K examples sourced from the Chinese National Medical Licensing Examination. Experiments on Chinese medical data confirm the effectiveness of this approach, producing a model comparable to GPT-3.5-turbo while using way less computational resource. The resulting domain-specific model could be useful for various Chinese medical applications. More broadly, this provides a template for domain-specific training of large language models in areas where pre-trained models lack the required expertise, such as law, science, and engineering.

Domain Adaptation (DA) is a method for enhancing a model's performance on a target domain with inadequate annotated data by applying the information the model has acquired from a related source domain with sufficient labeled data. The escalating enforcement of data-privacy regulations like HIPAA, COPPA, FERPA, etc. have sparked a heightened interest in adapting models to novel domains while circumventing the need for direct access to the source data, a problem known as Source-Free Domain Adaptation (SFDA). In this paper, we propose a novel framework for SFDA that generates source data using a text-to-image diffusion model trained on the target domain samples. Our method starts by training a text-to-image diffusion model on the labeled target domain samples, which is then fine-tuned using the pre-trained source model to generate samples close to the source data. Finally, we use Domain Adaptation techniques to align the artificially generated source data with the target domain data, resulting in significant performance improvements of the model on the target domain. Through extensive comparison against several baselines on the standard Office-31, Office-Home, and VisDA benchmarks, we demonstrate the effectiveness of our approach for the SFDA task.

Large Language Models (LLMs) have demonstrated significant enhancements in instruction-following abilities through instruction tuning, achieving notable performances across various tasks. Previous research has focused on fine-tuning medical domain-specific LLMs using an extensive array of medical-specific data, incorporating millions of pieces of biomedical literature to augment their medical capabilities. However, existing medical instruction-tuned LLMs have been constrained by the limited scope of tasks and instructions available, restricting the efficacy of instruction tuning and adversely affecting performance in the general domain. In this paper, we fine-tune LLaMA-series models using 52k diverse, machine-generated, medical instruction-following data, MedInstruct-52k, resulting in the model AlpaCare. Comprehensive experimental results on both general and medical-specific domain free-form instruction evaluations showcase AlpaCare's strong medical proficiency and generalizability compared to previous instruction-tuned models in both medical and general domains. We provide public access to our MedInstruct-52k dataset and a clinician-crafted free-form instruction test set, MedInstruct-test, along with our codebase, to foster further research and development. Our project page is available at https://github.com/XZhang97666/AlpaCare.

We delve into Open Domain Generalization (ODG), marked by domain and category shifts between training's labeled source and testing's unlabeled target domains. Existing solutions to ODG face limitations due to constrained generalizations of traditional CNN backbones and errors in detecting target open samples in the absence of prior knowledge. Addressing these pitfalls, we introduce ODG-CLIP, harnessing the semantic prowess of the vision-language model, CLIP. Our framework brings forth three primary innovations: Firstly, distinct from prevailing paradigms, we conceptualize ODG as a multi-class classification challenge encompassing both known and novel categories. Central to our approach is modeling a unique prompt tailored for detecting unknown class samples, and to train this, we employ a readily accessible stable diffusion model, elegantly generating proxy images for the open class. Secondly, aiming for domain-tailored classification (prompt) weights while ensuring a balance of precision and simplicity, we devise a novel visual stylecentric prompt learning mechanism. Finally, we infuse images with class-discriminative knowledge derived from the prompt space to augment the fidelity of CLIP's visual embeddings. We introduce a novel objective to safeguard the continuity of this infused semantic intel across domains, especially for the shared classes. Through rigorous testing on diverse datasets, covering closed and open-set DG contexts, ODG-CLIP demonstrates clear supremacy, consistently outpacing peers with performance boosts between 8%-16%. Code will be available at https://github.com/mainaksingha01/ODG-CLIP.

In adapting LLMs to specific domains, achieving both domain expertise and reasoning ability remains an urgent challenge. This study proposes a general method for constructing high-quality synthetic instruction data for any domain, starting from domain-specific vocabulary. As a demonstration, we applied this method to the financial domain and constructed a large-scale instruction dataset totaling approximately 9.5 billion tokens with Chain-of-Thought reasoning traces. Evaluation results confirmed performance improvements over baseline models on financial benchmarks, demonstrating the effectiveness of our approach. We also report findings on the impact of reasoning trace length on performance and its limitations. Lastly, we open-source our models and datasets on https://huggingface.co/nri-ai .

Real-world model deployments demand strong performance on narrow domains where data is often scarce. Typically, practitioners finetune models to specialize them, but this risks overfitting to the domain and forgetting general knowledge. We study a simple strategy, specialized pretraining (SPT), where a small domain dataset, typically reserved for finetuning, is repeated starting from pretraining as a fraction of the total tokens. Across three specialized domains (ChemPile, MusicPile, and ProofPile), SPT improves domain performance and preserves general capabilities after finetuning compared to standard pretraining. In our experiments, SPT reduces the pretraining tokens needed to reach a given domain performance by up to 1.75x. These gains grow when the target domain is underrepresented in the pretraining corpus: on domains far from web text, a 1B SPT model outperforms a 3B standard pretrained model. Beyond these empirical gains, we derive overfitting scaling laws to guide practitioners in selecting the optimal domain-data repetition for a given pretraining compute budget. Our observations reveal the finetuner's fallacy: while finetuning may appear to be the cheapest path to domain adaptation, introducing specialized domain data during pretraining stretches its utility. SPT yields better specialized domain performance (via reduced overfitting across repeated exposures) and better general domain performance (via reduced forgetting during finetuning), ultimately achieving stronger results with fewer parameters and less total compute when amortized over inference. To get the most out of domain data, incorporate it as early in training as possible.

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.

Graphs are able to model interconnected entities in many online services, supporting a wide range of applications on the Web. This raises an important question: How can we train a graph foundational model on multiple source domains and adapt to an unseen target domain? A major obstacle is that graphs from different domains often exhibit divergent characteristics. Some studies leverage large language models to align multiple domains based on textual descriptions associated with the graphs, limiting their applicability to text-attributed graphs. For text-free graphs, a few recent works attempt to align different feature distributions across domains, while generally neglecting structural differences. In this work, we propose a novel Structure Alignment framework for text-free Multi-domain Graph Pre-Training and cross-domain adaptation (SAMGPT). It is designed to learn multi-domain knowledge from graphs originating in multiple source domains, which can then be adapted to address applications in an unseen target domain. Specifically, we introduce a set of structure tokens to harmonize structure-based aggregation across source domains during the pre-training phase. Next, for cross-domain adaptation, we design dual prompts, namely, holistic prompts and specific prompts, which adapt unified multi-domain structural knowledge and fine-grained, domain-specific information, respectively, to a target domain. Finally, we conduct comprehensive experiments on seven public datasets to evaluate and analyze the effectiveness of SAMGPT.

Mathematical reasoning---a core ability within human intelligence---presents some unique challenges as a domain: we do not come to understand and solve mathematical problems primarily on the back of experience and evidence, but on the basis of inferring, learning, and exploiting laws, axioms, and symbol manipulation rules. In this paper, we present a new challenge for the evaluation (and eventually the design) of neural architectures and similar system, developing a task suite of mathematics problems involving sequential questions and answers in a free-form textual input/output format. The structured nature of the mathematics domain, covering arithmetic, algebra, probability and calculus, enables the construction of training and test splits designed to clearly illuminate the capabilities and failure-modes of different architectures, as well as evaluate their ability to compose and relate knowledge and learned processes. Having described the data generation process and its potential future expansions, we conduct a comprehensive analysis of models from two broad classes of the most powerful sequence-to-sequence architectures and find notable differences in their ability to resolve mathematical problems and generalize their knowledge.

Knowledge Distillation (KD) is a model-agnostic technique to improve model quality while having a fixed capacity budget. It is a commonly used technique for model compression, where a larger capacity teacher model with better quality is used to train a more compact student model with better inference efficiency. Through distillation, one hopes to benefit from student's compactness, without sacrificing too much on model quality. Despite the large success of knowledge distillation, better understanding of how it benefits student model's training dynamics remains under-explored. In this paper, we categorize teacher's knowledge into three hierarchical levels and study its effects on knowledge distillation: (1) knowledge of the `universe', where KD brings a regularization effect through label smoothing; (2) domain knowledge, where teacher injects class relationships prior to student's logit layer geometry; and (3) instance specific knowledge, where teacher rescales student model's per-instance gradients based on its measurement on the event difficulty. Using systematic analyses and extensive empirical studies on both synthetic and real-world datasets, we confirm that the aforementioned three factors play a major role in knowledge distillation. Furthermore, based on our findings, we diagnose some of the failure cases of applying KD from recent studies.

Domain generalization (DG) aims to learn a robust model from source domains that generalize well on unseen target domains. Recent studies focus on generating novel domain samples or features to diversify distributions complementary to source domains. Yet, these approaches can hardly deal with the restriction that the samples synthesized from various domains can cause semantic distortion. In this paper, we propose an online one-stage Cross Contrasting Feature Perturbation (CCFP) framework to simulate domain shift by generating perturbed features in the latent space while regularizing the model prediction against domain shift. Different from the previous fixed synthesizing strategy, we design modules with learnable feature perturbations and semantic consistency constraints. In contrast to prior work, our method does not use any generative-based models or domain labels. We conduct extensive experiments on a standard DomainBed benchmark with a strict evaluation protocol for a fair comparison. Comprehensive experiments show that our method outperforms the previous state-of-the-art, and quantitative analyses illustrate that our approach can alleviate the domain shift problem in out-of-distribution (OOD) scenarios.

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

With the rapid development of large language models in recent years, there has been an increasing demand for domain-specific Agents that can cater to the unique needs of enterprises and organizations. Unlike general models, which strive for broad coverage, these specialized Agents rely on focused datasets tailored to their intended applications. This research proposes a pipeline that leverages the power of LLMs and the Retrieval-Augmented Generation related framework to construct high-quality instruction datasets for fine-tuning on specific domains using custom document collections. By ingesting domain-specific documents, the pipeline generates relevant and contextually appropriate instructions, thus effectively creating a comprehensive dataset for fine-tuning LLMs on the target domain. This approach overcomes the limitations of traditional dataset creation methods, which often rely on manual curation or web-scraping techniques that may introduce noise and irrelevant data. Notably, our pipeline offers a dynamic solution that can quickly adapt to updates or modifications in the domain-specific document collection, eliminating the need for complete retraining. Additionally, it addresses the challenge of data scarcity by enabling the generation of instruction datasets from a limited set of initial documents, rendering it suitable for unpopular or specialized domains where comprehensive datasets are scarce. As a case study, we apply this approach to the domain of psychiatry, a field requiring specialized knowledge and sensitive handling of patient information. The resulting fine-tuned LLM demonstrates showcases the viability of the proposed approach and underscores its potential for widespread adoption across various industries and domains where tailored, accurate, and contextually relevant language models are indispensable.

Knowledge graphs (KGs) have been successfully applied to the analysis of complex scientific and technological domains, with automatic KG generation methods typically building upon relation extraction models capturing fine-grained relations between domain entities in text. While these relations are fully applicable across scientific areas, existing models are trained on few domain-specific datasets such as SciERC and do not perform well on new target domains. In this paper, we experiment with leveraging in-context learning capabilities of Large Language Models to perform schema-constrained data annotation, collecting in-domain training instances for a Transformer-based relation extraction model deployed on titles and abstracts of research papers in the Architecture, Construction, Engineering and Operations (AECO) domain. By assessing the performance gain with respect to a baseline Deep Learning architecture trained on off-domain data, we show that by using a few-shot learning strategy with structured prompts and only minimal expert annotation the presented approach can potentially support domain adaptation of a science KG generation model.

Domain Large Language Models (LLMs) are developed for domain-specific tasks based on general LLMs. But it still requires professional knowledge to facilitate the expertise for some domain-specific tasks. In this paper, we investigate into knowledge-intensive calculation problems. We find that the math problems to be challenging for LLMs, when involving complex domain-specific rules and knowledge documents, rather than simple formulations of terminologies. Therefore, we propose a pipeline to solve the domain-specific calculation problems with Knowledge-Intensive Programs Generator more effectively, named as KIPG. It generates knowledge-intensive programs according to the domain-specific documents. For each query, key variables are extracted, then outcomes which are dependent on domain knowledge are calculated with the programs. By iterative preference alignment, the code generator learns to improve the logic consistency with the domain knowledge. Taking legal domain as an example, we have conducted experiments to prove the effectiveness of our pipeline, and extensive analysis on the modules. We also find that the code generator is also adaptable to other domains, without training on the new knowledge.

The problem of domain generalization is to learn from multiple training domains, and extract a domain-agnostic model that can then be applied to an unseen domain. Domain generalization (DG) has a clear motivation in contexts where there are target domains with distinct characteristics, yet sparse data for training. For example recognition in sketch images, which are distinctly more abstract and rarer than photos. Nevertheless, DG methods have primarily been evaluated on photo-only benchmarks focusing on alleviating the dataset bias where both problems of domain distinctiveness and data sparsity can be minimal. We argue that these benchmarks are overly straightforward, and show that simple deep learning baselines perform surprisingly well on them. In this paper, we make two main contributions: Firstly, we build upon the favorable domain shift-robust properties of deep learning methods, and develop a low-rank parameterized CNN model for end-to-end DG learning. Secondly, we develop a DG benchmark dataset covering photo, sketch, cartoon and painting domains. This is both more practically relevant, and harder (bigger domain shift) than existing benchmarks. The results show that our method outperforms existing DG alternatives, and our dataset provides a more significant DG challenge to drive future research.

Educational crosswords offer numerous benefits for students, including increased engagement, improved understanding, critical thinking, and memory retention. Creating high-quality educational crosswords can be challenging, but recent advances in natural language processing and machine learning have made it possible to use language models to generate nice wordplays. The exploitation of cutting-edge language models like GPT3-DaVinci, GPT3-Curie, GPT3-Babbage, GPT3-Ada, and BERT-uncased has led to the development of a comprehensive system for generating and verifying crossword clues. A large dataset of clue-answer pairs was compiled to fine-tune the models in a supervised manner to generate original and challenging clues from a given keyword. On the other hand, for generating crossword clues from a given text, Zero/Few-shot learning techniques were used to extract clues from the input text, adding variety and creativity to the puzzles. We employed the fine-tuned model to generate data and labeled the acceptability of clue-answer parts with human supervision. To ensure quality, we developed a classifier by fine-tuning existing language models on the labeled dataset. Conversely, to assess the quality of clues generated from the given text using zero/few-shot learning, we employed a zero-shot learning approach to check the quality of generated clues. The results of the evaluation have been very promising, demonstrating the effectiveness of the approach in creating high-standard educational crosswords that offer students engaging and rewarding learning experiences.

Large Language Models (LLMs) constitute a breakthrough state-of-the-art Artificial Intelligence (AI) technology which is rapidly evolving and promises to aid in medical diagnosis either by assisting doctors or by simulating a doctor's workflow in more advanced and complex implementations. In this technical paper, we outline Cognitive Network Evaluation Toolkit for Medical Domains (COGNET-MD), which constitutes a novel benchmark for LLM evaluation in the medical domain. Specifically, we propose a scoring-framework with increased difficulty to assess the ability of LLMs in interpreting medical text. The proposed framework is accompanied with a database of Multiple Choice Quizzes (MCQs). To ensure alignment with current medical trends and enhance safety, usefulness, and applicability, these MCQs have been constructed in collaboration with several associated medical experts in various medical domains and are characterized by varying degrees of difficulty. The current (first) version of the database includes the medical domains of Psychiatry, Dentistry, Pulmonology, Dermatology and Endocrinology, but it will be continuously extended and expanded to include additional medical domains.

Large pretrained (e.g., "foundation") models exhibit distinct capabilities depending on the domain of data they are trained on. While these domains are generic, they may only barely overlap. For example, visual-language models (VLMs) are trained on Internet-scale image captions, but large language models (LMs) are further trained on Internet-scale text with no images (e.g., spreadsheets, SAT questions, code). As a result, these models store different forms of commonsense knowledge across different domains. In this work, we show that this diversity is symbiotic, and can be leveraged through Socratic Models (SMs): a modular framework in which multiple pretrained models may be composed zero-shot i.e., via multimodal-informed prompting, to exchange information with each other and capture new multimodal capabilities, without requiring finetuning. With minimal engineering, SMs are not only competitive with state-of-the-art zero-shot image captioning and video-to-text retrieval, but also enable new applications such as (i) answering free-form questions about egocentric video, (ii) engaging in multimodal assistive dialogue with people (e.g., for cooking recipes) by interfacing with external APIs and databases (e.g., web search), and (iii) robot perception and planning.

Open domain subject-driven text-to-video (S2V) generation has drawn significant interest in academia and industry. Open domain S2V mainly involves two scenarios: in-domain, which requires retaining the reference subject features as much as possible, and cross-domain, which preserves the intrinsic features of the subject while allowing subject-irrelevant properties to vary flexibly according to the text prompt. Existing methods primarily focus on maximizing subject fidelity in in-domain scenarios, which limits their editability and adaptability in cross-domain scenarios, such as novel styles, semantic combinations, or domain attributes. In this study, we propose that an ideal S2V method should flexibly shuttle between different domains, achieving strong performance in both in-domain and cross-domain scenarios. To this end, we propose DomainShuttle, which could achieve high fidelity and generative flexibility for open domain video personalization. Specifically, we introduce Domain-MoT, which decouples videos and reference features and introduces the domain-aware AdaLN for domain-specific modeling of reference images. We then introduce the Video-Reference DualRoPE scheme, which places reference image tokens and video tokens in separate RoPE spaces to enable precise subject-level spatial modeling, and Cross-Pair Consistent Loss, which aims to extract intrinsic subject features unaffected by irrelevant features. Extensive experiments demonstrate that DomainShuttle achieves significant performance improvements over existing methods, exhibiting high subject fidelity and generative flexibility across diverse open domain application scenarios.

There has been an influx of biomedical domain-specific language models, showing language models pre-trained on biomedical text perform better on biomedical domain benchmarks than those trained on general domain text corpora such as Wikipedia and Books. Yet, most works do not study the factors affecting each domain language application deeply. Additionally, the study of model size on domain-specific models has been mostly missing. We empirically study and evaluate several factors that can affect performance on domain language applications, such as the sub-word vocabulary set, model size, pre-training corpus, and domain transfer. We show consistent improvements on benchmarks with our larger BioMegatron model trained on a larger domain corpus, contributing to our understanding of domain language model applications. We demonstrate noticeable improvements over the previous state-of-the-art (SOTA) on standard biomedical NLP benchmarks of named entity recognition, relation extraction, and question answering. Model checkpoints and code are available at [https://ngc.nvidia.com] and [https://github.com/NVIDIA/NeMo].

Domain generalization (DG) aims to learn domain-generalizable models from one or multiple source domains that can perform well in unseen target domains. Despite its recent progress, most existing work suffers from the misalignment between the difficulty level of training samples and the capability of contemporarily trained models, leading to over-fitting or under-fitting in the trained generalization model. We design MoDify, a Momentum Difficulty framework that tackles the misalignment by balancing the seesaw between the model's capability and the samples' difficulties along the training process. MoDify consists of two novel designs that collaborate to fight against the misalignment while learning domain-generalizable models. The first is MoDify-based Data Augmentation which exploits an RGB Shuffle technique to generate difficulty-aware training samples on the fly. The second is MoDify-based Network Optimization which dynamically schedules the training samples for balanced and smooth learning with appropriate difficulty. Without bells and whistles, a simple implementation of MoDify achieves superior performance across multiple benchmarks. In addition, MoDify can complement existing methods as a plug-in, and it is generic and can work for different visual recognition tasks.

In the domain of Large Language Model (LLM), LLMs demonstrate significant capabilities in natural language understanding and generation. With the growing needs of applying LLMs on various domains, it is a research question that how to efficiently train and build a model that has expertise in different domains but with a low training cost. We propose CCoE architecture, a framework of easily coupling multiple strong domain experts together to fuse into a big LLM, provides a collective way of utilizing the different domain expert LLMs. Besides, training a large collaborative of multiple expert LLMs requires a high requirements on training sources. CCoE bypasses this problem through isolating other experts and train each expert separately. The design of CCoE assembles multiple expert LLMs through the CoE (Collaboration of Experts) layer. Each CoE layer could have one or more expert LLMs. Expert LLMs have different number of layers and have been well-trained for different domain tasks. Each expert is fine-tuned to be able to achieve the comparable results with SOTA domain LLMs. We start from 5 experts in the domain of Code, Math, Law, text-to-SQL and Medical. The results indicate that our CCoE framework can easily and efficiently boost nearly 10%-20% performance on original base model in different domains but using less resources on training, as well as inference.

Domain generalization (DG) is proposed to deal with the issue of domain shift, which occurs when statistical differences exist between source and target domains. However, most current methods do not account for a common realistic scenario where the source and target domains have different classes. To overcome this deficiency, open set domain generalization (OSDG) then emerges as a more practical setting to recognize unseen classes in unseen domains. An intuitive approach is to use multiple one-vs-all classifiers to define decision boundaries for each class and reject the outliers as unknown. However, the significant class imbalance between positive and negative samples often causes the boundaries biased towards positive ones, resulting in misclassification for known samples in the unseen target domain. In this paper, we propose a novel meta-learning-based framework called dualistic MEta-learning with joint DomaIn-Class matching (MEDIC), which considers gradient matching towards inter-domain and inter-class splits simultaneously to find a generalizable boundary balanced for all tasks. Experimental results demonstrate that MEDIC not only outperforms previous methods in open set scenarios, but also maintains competitive close set generalization ability at the same time. Our code is available at https://github.com/zzwdx/MEDIC.

Large language models (LLMs) have been increasingly applied to various domains, which triggers increasing concerns about LLMs' safety on specialized domains, e.g. medicine. However, testing the domain-specific safety of LLMs is challenging due to the lack of domain knowledge-driven attacks in existing benchmarks. To bridge this gap, we propose a new task, knowledge-to-jailbreak, which aims to generate jailbreaks from domain knowledge to evaluate the safety of LLMs when applied to those domains. We collect a large-scale dataset with 12,974 knowledge-jailbreak pairs and fine-tune a large language model as jailbreak-generator, to produce domain knowledge-specific jailbreaks. Experiments on 13 domains and 8 target LLMs demonstrate the effectiveness of jailbreak-generator in generating jailbreaks that are both relevant to the given knowledge and harmful to the target LLMs. We also apply our method to an out-of-domain knowledge base, showing that jailbreak-generator can generate jailbreaks that are comparable in harmfulness to those crafted by human experts. Data and code: https://github.com/THU-KEG/Knowledge-to-Jailbreak/.

DIHARD III was the third in a series of speaker diarization challenges intended to improve the robustness of diarization systems to variability in recording equipment, noise conditions, and conversational domain. Speaker diarization was evaluated under two speech activity conditions (diarization from a reference speech activity vs. diarization from scratch) and 11 diverse domains. The domains span a range of recording conditions and interaction types, including read audio-books, meeting speech, clinical interviews, web videos, and, for the first time, conversational telephone speech. A total of 30 organizations (forming 21teams) from industry and academia submitted 499 valid system outputs. The evaluation results indicate that speaker diarization has improved markedly since DIHARD I, particularly for two-party interactions, but that for many domains (e.g., web video) the problem remains far from solved.

The solution methods used to realize artificial general intelligence (AGI) may not contain the formalism needed to adequately model and characterize AGI. In particular, current approaches to learning hold notions of problem domain and problem task as fundamental precepts, but it is hardly apparent that an AGI encountered in the wild will be discernable into a set of domain-task pairings. Nor is it apparent that the outcomes of AGI in a system can be well expressed in terms of domain and task, or as consequences thereof. Thus, there is both a practical and theoretical use for meta-theories of learning which do not express themselves explicitly in terms of solution methods. General systems theory offers such a meta-theory. Herein, Mesarovician abstract systems theory is used as a super-structure for learning. Abstract learning systems are formulated. Subsequent elaboration stratifies the assumptions of learning systems into a hierarchy and considers the hierarchy such stratification projects onto learning theory. The presented Mesarovician abstract learning systems theory calls back to the founding motivations of artificial intelligence research by focusing on the thinking participants directly, in this case, learning systems, in contrast to the contemporary focus on the problems thinking participants solve.

Scientific writing is an expert-domain task that demands deep domain knowledge, task-specific requirements and reasoning capabilities that leverage the domain knowledge to satisfy the task specifications. While scientific text generation has been widely studied, its evaluation remains a challenging and open problem. It is critical to develop models that can be reliably deployed for evaluating diverse open-ended scientific writing tasks while adhering to their distinct requirements. However, existing LLM-based judges and reward models are primarily optimized for general-purpose benchmarks with fixed scoring rubrics and evaluation criteria. Consequently, they often fail to reason over sparse knowledge of scientific domains when interpreting task-dependent and multi-faceted criteria. Moreover, fine-tuning for each individual task is costly and impractical for low-resource settings. To bridge these gaps, we propose cost-efficient, open-source reward models tailored for scientific writing evaluation. We introduce a two-stage training framework that initially optimizes scientific evaluation preferences and then refines reasoning capabilities. Our multi-aspect evaluation design and joint training across diverse tasks enable fine-grained assessment and robustness to dynamic criteria and scoring rubrics. Experimental analysis shows that our training regime strongly improves LLM-based scientific writing evaluation. Our models generalize effectively across tasks and to previously unseen scientific writing evaluation settings, allowing a single trained evaluator to be reused without task-specific retraining.

Domain Generalization aims to develop models that can generalize to novel and unseen data distributions. In this work, we study how model architectures and pre-training objectives impact feature richness and propose a method to effectively leverage them for domain generalization. Specifically, given a pre-trained feature space, we first discover latent domain structures, referred to as pseudo-domains, that capture domain-specific variations in an unsupervised manner. Next, we augment existing classifiers with these complementary pseudo-domain representations making them more amenable to diverse unseen test domains. We analyze how different pre-training feature spaces differ in the domain-specific variances they capture. Our empirical studies reveal that features from diffusion models excel at separating domains in the absence of explicit domain labels and capture nuanced domain-specific information. On 5 datasets, we show that our very simple framework improves generalization to unseen domains by a maximum test accuracy improvement of over 4% compared to the standard baseline Empirical Risk Minimization (ERM). Crucially, our method outperforms most algorithms that access domain labels during training.

Instruction-tuning can be substantially optimized through enhanced diversity, resulting in models capable of handling a broader spectrum of tasks. However, existing data employed for such tuning often exhibit an inadequate coverage of individual domains, limiting the scope for nuanced comprehension and interactions within these areas. To address this deficiency, we propose Explore-Instruct, a novel approach to enhance the data coverage to be used in domain-specific instruction-tuning through active exploration via Large Language Models (LLMs). Built upon representative domain use cases, Explore-Instruct explores a multitude of variations or possibilities by implementing a search algorithm to obtain diversified and domain-focused instruction-tuning data. Our data-centric analysis validates the effectiveness of this proposed approach in improving domain-specific instruction coverage. Moreover, our model's performance demonstrates considerable advancements over multiple baselines, including those utilizing domain-specific data enhancement. Our findings offer a promising opportunity to improve instruction coverage, especially in domain-specific contexts, thereby advancing the development of adaptable language models. Our code, model weights, and data are public at https://github.com/fanqiwan/Explore-Instruct.

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

This work presents a collection of multi-modal domain adapted large language models built upon the instruction tuned variants of open weight models (Gemma 3, Qwen 3, Gemma 4) using a relatively small dataset of around 50 million tokens. The dataset consists of open-access additive manufacturing journal articles with data extracted for the domain adaptive pretraining and visual instruction tuning processes. Various stages of the developed model are evaluated with the Additive-Manufacturing-Benchmark which consists of additive manufacturing domain specific tasks compiled published resources. Domain adapted and instruction tuned models exhibit proficiency in both language and vision based tasks, achieving accuracies upwards of 90% in general additive manufacturing knowledge. This domain adaptive pretraining and instruction tuning strategy outline an accessible specialization method for large language models to a domain such as additive manufacturing.

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