Daily Papers

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

Most translation tasks among languages belong to the zero-resource translation problem where parallel corpora are unavailable. Multilingual neural machine translation (MNMT) enables one-pass translation using shared semantic space for all languages compared to the two-pass pivot translation but often underperforms the pivot-based method. In this paper, we propose a novel method, named as Unified Multilingual Multiple teacher-student Model for NMT (UM4). Our method unifies source-teacher, target-teacher, and pivot-teacher models to guide the student model for the zero-resource translation. The source teacher and target teacher force the student to learn the direct source to target translation by the distilled knowledge on both source and target sides. The monolingual corpus is further leveraged by the pivot-teacher model to enhance the student model. Experimental results demonstrate that our model of 72 directions significantly outperforms previous methods on the WMT benchmark.

One of the most significant challenges in Music Emotion Recognition (MER) comes from the fact that emotion labels can be heterogeneous across datasets with regard to the emotion representation, including categorical (e.g., happy, sad) versus dimensional labels (e.g., valence-arousal). In this paper, we present a unified multitask learning framework that combines these two types of labels and is thus able to be trained on multiple datasets. This framework uses an effective input representation that combines musical features (i.e., key and chords) and MERT embeddings. Moreover, knowledge distillation is employed to transfer the knowledge of teacher models trained on individual datasets to a student model, enhancing its ability to generalize across multiple tasks. To validate our proposed framework, we conducted extensive experiments on a variety of datasets, including MTG-Jamendo, DEAM, PMEmo, and EmoMusic. According to our experimental results, the inclusion of musical features, multitask learning, and knowledge distillation significantly enhances performance. In particular, our model outperforms the state-of-the-art models, including the best-performing model from the MediaEval 2021 competition on the MTG-Jamendo dataset. Our work makes a significant contribution to MER by allowing the combination of categorical and dimensional emotion labels in one unified framework, thus enabling training across datasets.

Text-to-Image (T2I) diffusion models have made remarkable advancements in generative modeling; however, they face a trade-off between inference speed and image quality, posing challenges for efficient deployment. Existing distilled T2I models can generate high-fidelity images with fewer sampling steps, but often struggle with diversity and quality, especially in one-step models. From our analysis, we observe redundant computations in the UNet encoders. Our findings suggest that, for T2I diffusion models, decoders are more adept at capturing richer and more explicit semantic information, while encoders can be effectively shared across decoders from diverse time steps. Based on these observations, we introduce the first Time-independent Unified Encoder TiUE for the student model UNet architecture, which is a loop-free image generation approach for distilling T2I diffusion models. Using a one-pass scheme, TiUE shares encoder features across multiple decoder time steps, enabling parallel sampling and significantly reducing inference time complexity. In addition, we incorporate a KL divergence term to regularize noise prediction, which enhances the perceptual realism and diversity of the generated images. Experimental results demonstrate that TiUE outperforms state-of-the-art methods, including LCM, SD-Turbo, and SwiftBrushv2, producing more diverse and realistic results while maintaining the computational efficiency.

CLIP has become a promising language-supervised visual pre-training framework and achieves excellent performance over a wide range of tasks. This paper aims to distill small CLIP models supervised by a large teacher CLIP model. We propose several distillation strategies, including relation, feature, gradient and contrastive paradigm, to examine the impact on CLIP distillation. We show that the simplest feature mimicry with MSE loss performs best. Moreover, interactive contrastive learning and relation-based distillation are also critical in performance improvement. We apply the unified method to distill several student networks trained on 15 million (image, text) pairs. Distillation improves the student CLIP models consistently over zero-shot ImageNet classification and cross-modal retrieval benchmarks. We hope our empirical study will become an important baseline for future CLIP distillation research. The code is available at https://github.com/winycg/CLIP-KD.

Large Language Models (LLMs) have made the ambitious quest for generalist agents significantly far from being a fantasy. A key hurdle for building such general models is the diversity and heterogeneity of tasks and modalities. A promising solution is unification, allowing the support of a myriad of tasks and modalities within one unified framework. While few large models (e.g., Flamingo (Alayrac et al., 2022), trained on massive datasets, can support more than two modalities, current small to mid-scale unified models are still limited to 2 modalities, usually image-text or video-text. The question that we ask is: is it possible to build efficiently a unified model that can support all modalities? To answer this, we propose UnIVAL, a step further towards this ambitious goal. Without relying on fancy datasets sizes or models with billions of parameters, the ~ 0.25B parameter UnIVAL model goes beyond two modalities and unifies text, images, video, and audio into a single model. Our model is efficiently pretrained on many tasks, based on task balancing and multimodal curriculum learning. UnIVAL shows competitive performance to existing state-of-the-art approaches, across image and video-text tasks. The feature representations learned from image and video-text modalities, allows the model to achieve competitive performance when finetuned on audio-text tasks, despite not being pretrained on audio. Thanks to the unified model, we propose a novel study on multimodal model merging via weight interpolation of models trained on different multimodal tasks, showing their benefits in particular for out-of-distribution generalization. Finally, we motivate unification by showing the synergy between tasks. The model weights and code are released here: https://github.com/mshukor/UnIVAL.

Although Large Language Models (LLMs) are becoming increasingly powerful, they still exhibit significant but subtle weaknesses, such as mistakes in instruction-following or coding tasks. As these unexpected errors could lead to severe consequences in practical deployments, it is crucial to investigate the limitations within LLMs systematically. Traditional benchmarking approaches cannot thoroughly pinpoint specific model deficiencies, while manual inspections are costly and not scalable. In this paper, we introduce a unified framework, AutoDetect, to automatically expose weaknesses in LLMs across various tasks. Inspired by the educational assessment process that measures students' learning outcomes, AutoDetect consists of three LLM-powered agents: Examiner, Questioner, and Assessor. The collaboration among these three agents is designed to realize comprehensive and in-depth weakness identification. Our framework demonstrates significant success in uncovering flaws, with an identification success rate exceeding 30% in prominent models such as ChatGPT and Claude. More importantly, these identified weaknesses can guide specific model improvements, proving more effective than untargeted data augmentation methods like Self-Instruct. Our approach has led to substantial enhancements in popular LLMs, including the Llama series and Mistral-7b, boosting their performance by over 10% across several benchmarks. Code and data are publicly available at https://github.com/thu-coai/AutoDetect.

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

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

Online education platforms, leveraging the internet to distribute education resources, seek to provide convenient education but often fall short in real-time communication with students. They often struggle to offer personalized education resources due to the challenge of addressing the diverse obstacles students encounter throughout their learning journey. Recently, the emergence of large language models (LLMs), such as ChatGPT, offers the possibility for resolving this issue by comprehending individual requests. Although LLMs have been successful in various fields, creating an LLM-based education system is still challenging for the wide range of educational skills required. This paper reviews the recently emerged LLM researches related to educational capabilities, including mathematics, writing, programming, reasoning, and knowledge-based question answering, with the aim to explore their potential in constructing the next-generation intelligent education system. Based on the current development status, we further outline two approaches for an LLM-based education system: a unified approach and a mixture-of-expert (MoE) approach. Finally, we explore the challenges and future directions, providing new research opportunities and perspectives on adapting LLMs for education.

The present study aims to explore the capabilities of Language Models (LMs) in tackling high-stakes multiple-choice tests, represented here by the Exame Nacional do Ensino M\'edio (ENEM), a multidisciplinary entrance examination widely adopted by Brazilian universities. This exam poses challenging tasks for LMs, since its questions may span into multiple fields of knowledge, requiring understanding of information from diverse domains. For instance, a question may require comprehension of both statistics and biology to be solved. This work analyzed responses generated by GPT-3.5 and GPT-4 models for questions presented in the 2009-2017 exams, as well as for questions of the 2022 exam, which were made public after the training of the models was completed. Furthermore, different prompt strategies were tested, including the use of Chain-of-Thought (CoT) prompts to generate explanations for answers. On the 2022 edition, the best-performing model, GPT-4 with CoT, achieved an accuracy of 87%, largely surpassing GPT-3.5 by 11 points. The code and data used on experiments are available at https://github.com/piresramon/gpt-4-enem.

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

Significant advancements has recently been achieved in the field of multi-modal large language models (MLLMs), demonstrating their remarkable capabilities in understanding and reasoning across diverse tasks. However, these models are often trained for specific tasks and rely on task-specific input-output formats, limiting their applicability to a broader range of tasks. This raises a fundamental question: Can we develop a unified approach to represent and handle different multi-modal tasks to maximize the generalizability of MLLMs? In this paper, we propose UnifiedMLLM, a comprehensive model designed to represent various tasks using a unified representation. Our model exhibits strong capabilities in comprehending the implicit intent of user instructions and preforming reasoning. In addition to generating textual responses, our model also outputs task tokens and grounding tokens, serving as indicators of task types and task granularity. These outputs are subsequently routed through the task router and directed to specific expert models for task completion. To train our model, we construct a task-specific dataset and an 100k multi-task dataset encompassing complex scenarios. Employing a three-stage training strategy, we equip our model with robust reasoning and task processing capabilities while preserving its generalization capacity and knowledge reservoir. Extensive experiments showcase the impressive performance of our unified representation approach across various tasks, surpassing existing methodologies. Furthermore, our approach exhibits exceptional scalability and generality. Our code, model, and dataset will be available at https://github.com/lzw-lzw/UnifiedMLLM.

We present a shared data model for enabling data science in Massive Open Online Courses (MOOCs). The model captures students interactions with the online platform. The data model is platform agnostic and is based on some basic core actions that students take on an online learning platform. Students usually interact with the platform in four different modes: Observing, Submitting, Collaborating and giving feedback. In observing mode students are simply browsing the online platform, watching videos, reading material, reading book or watching forums. In submitting mode, students submit information to the platform. This includes submissions towards quizzes, homeworks, or any assessment modules. In collaborating mode students interact with other students or instructors on forums, collaboratively editing wiki or chatting on google hangout or other hangout venues. With this basic definitions of activities, and a data model to store events pertaining to these activities, we then create a common terminology to map Coursera and edX data into this shared data model. This shared data model called MOOCdb becomes the foundation for a number of collaborative frameworks that enable progress in data science without the need to share the data.

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

We present a unified transformer, i.e., Show-o, that unifies multimodal understanding and generation. Unlike fully autoregressive models, Show-o unifies autoregressive and (discrete) diffusion modeling to adaptively handle inputs and outputs of various and mixed modalities. The unified model flexibly supports a wide range of vision-language tasks including visual question-answering, text-to-image generation, text-guided inpainting/extrapolation, and mixed-modality generation. Across various benchmarks, it demonstrates comparable or superior performance to existing individual models with an equivalent or larger number of parameters tailored for understanding or generation. This significantly highlights its potential as a next-generation foundation model. Code and models are released at https://github.com/showlab/Show-o.

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

Humans can learn a variety of concepts and skills incrementally over the course of their lives while exhibiting many desirable properties, such as continual learning without forgetting, forward transfer and backward transfer of knowledge, and learning a new concept or task with only a few examples. Several lines of machine learning research, such as lifelong machine learning, few-shot learning, and transfer learning attempt to capture these properties. However, most previous approaches can only demonstrate subsets of these properties, often by different complex mechanisms. In this work, we propose a simple yet powerful unified deep learning framework that supports almost all of these properties and approaches through one central mechanism. Experiments on toy examples support our claims. We also draw connections between many peculiarities of human learning (such as memory loss and "rain man") and our framework. As academics, we often lack resources required to build and train, deep neural networks with billions of parameters on hundreds of TPUs. Thus, while our framework is still conceptual, and our experiment results are surely not SOTA, we hope that this unified lifelong learning framework inspires new work towards large-scale experiments and understanding human learning in general. This paper is summarized in two short YouTube videos: https://youtu.be/gCuUyGETbTU (part 1) and https://youtu.be/XsaGI01b-1o (part 2).

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.

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

The integration of visual understanding and generation into unified multimodal models represents a significant stride toward general-purpose AI. However, a fundamental question remains unanswered by existing benchmarks: does this architectural unification actually enable synergetic interaction between the constituent capabilities? Existing evaluation paradigms, which primarily assess understanding and generation in isolation, are insufficient for determining whether a unified model can leverage its understanding to enhance its generation, or use generative simulation to facilitate deeper comprehension. To address this critical gap, we introduce RealUnify, a benchmark specifically designed to evaluate bidirectional capability synergy. RealUnify comprises 1,000 meticulously human-annotated instances spanning 10 categories and 32 subtasks. It is structured around two core axes: 1) Understanding Enhances Generation, which requires reasoning (e.g., commonsense, logic) to guide image generation, and 2) Generation Enhances Understanding, which necessitates mental simulation or reconstruction (e.g., of transformed or disordered visual inputs) to solve reasoning tasks. A key contribution is our dual-evaluation protocol, which combines direct end-to-end assessment with a diagnostic stepwise evaluation that decomposes tasks into distinct understanding and generation phases. This protocol allows us to precisely discern whether performance bottlenecks stem from deficiencies in core abilities or from a failure to integrate them. Through large-scale evaluations of 12 leading unified models and 6 specialized baselines, we find that current unified models still struggle to achieve effective synergy, indicating that architectural unification alone is insufficient. These results highlight the need for new training strategies and inductive biases to fully unlock the potential of unified modeling.

Multi-modal generative AI has received increasing attention in both academia and industry. Particularly, two dominant families of techniques are: i) The multi-modal large language model (MLLM) such as GPT-4V, which shows impressive ability for multi-modal understanding; ii) The diffusion model such as Sora, which exhibits remarkable multi-modal powers, especially with respect to visual generation. As such, one natural question arises: Is it possible to have a unified model for both understanding and generation? To answer this question, in this paper, we first provide a detailed review of both MLLM and diffusion models, including their probabilistic modeling procedure, multi-modal architecture design, and advanced applications to image/video large language models as well as text-to-image/video generation. Then, we discuss the two important questions on the unified model: i) whether the unified model should adopt the auto-regressive or diffusion probabilistic modeling, and ii) whether the model should utilize a dense architecture or the Mixture of Experts(MoE) architectures to better support generation and understanding, two objectives. We further provide several possible strategies for building a unified model and analyze their potential advantages and disadvantages. We also summarize existing large-scale multi-modal datasets for better model pretraining in the future. To conclude the paper, we present several challenging future directions, which we believe can contribute to the ongoing advancement of multi-modal generative AI.

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

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than 56%, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a 60% pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.

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.

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

Existing MLLM benchmarks face significant challenges in evaluating Unified MLLMs (U-MLLMs) due to: 1) lack of standardized benchmarks for traditional tasks, leading to inconsistent comparisons; 2) absence of benchmarks for mixed-modality generation, which fails to assess multimodal reasoning capabilities. We present a comprehensive evaluation framework designed to systematically assess U-MLLMs. Our benchmark includes: Standardized Traditional Task Evaluation. We sample from 12 datasets, covering 10 tasks with 30 subtasks, ensuring consistent and fair comparisons across studies." 2. Unified Task Assessment. We introduce five novel tasks testing multimodal reasoning, including image editing, commonsense QA with image generation, and geometric reasoning. 3. Comprehensive Model Benchmarking. We evaluate 12 leading U-MLLMs, such as Janus-Pro, EMU3, VILA-U, and Gemini2-flash, alongside specialized understanding (e.g., Claude-3.5-Sonnet) and generation models (e.g., DALL-E-3). Our findings reveal substantial performance gaps in existing U-MLLMs, highlighting the need for more robust models capable of handling mixed-modality tasks effectively. The code and evaluation data can be found in https://mme-unify.github.io/.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

We propose GeoUni, the first unified geometry expert model capable of generating problem solutions and diagrams within a single framework in a way that enables the creation of unique and individualized geometry problems. Traditionally, solving geometry problems and generating diagrams have been treated as separate tasks in machine learning, with no models successfully integrating both to support problem creation. However, we believe that mastery in geometry requires frictionless integration of all of these skills, from solving problems to visualizing geometric relationships, and finally, crafting tailored problems. Our extensive experiments demonstrate that GeoUni, with only 1.5B parameters, achieves performance comparable to larger models such as DeepSeek-R1 with 671B parameters in geometric reasoning tasks. GeoUni also excels in generating precise geometric diagrams, surpassing both text-to-image models and unified models, including the GPT-4o image generation. Most importantly, GeoUni is the only model capable of successfully generating textual problems with matching diagrams based on specific knowledge points, thus offering a wider range of capabilities that extend beyond current models.

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

Large language models (LLMs) are becoming increasingly better at a wide range of Natural Language Processing tasks (NLP), such as text generation and understanding. Recently, these models have extended their capabilities to coding tasks, bridging the gap between natural languages (NL) and programming languages (PL). Foundational models such as the Generative Pre-trained Transformer (GPT) and LLaMA series have set strong baseline performances in various NL and PL tasks. Additionally, several models have been fine-tuned specifically for code generation, showing significant improvements in code-related applications. Both foundational and fine-tuned models are increasingly used in education, helping students write, debug, and understand code. We present a comprehensive systematic literature review to examine the impact of LLMs in computer science and computer engineering education. We analyze their effectiveness in enhancing the learning experience, supporting personalized education, and aiding educators in curriculum development. We address five research questions to uncover insights into how LLMs contribute to educational outcomes, identify challenges, and suggest directions for future research.

Artificial intelligence (AI) has a profound impact on traditional education. In recent years, large language models (LLMs) have been increasingly used in various applications such as natural language processing, computer vision, speech recognition, and autonomous driving. LLMs have also been applied in many fields, including recommendation, finance, government, education, legal affairs, and finance. As powerful auxiliary tools, LLMs incorporate various technologies such as deep learning, pre-training, fine-tuning, and reinforcement learning. The use of LLMs for smart education (LLMEdu) has been a significant strategic direction for countries worldwide. While LLMs have shown great promise in improving teaching quality, changing education models, and modifying teacher roles, the technologies are still facing several challenges. In this paper, we conduct a systematic review of LLMEdu, focusing on current technologies, challenges, and future developments. We first summarize the current state of LLMEdu and then introduce the characteristics of LLMs and education, as well as the benefits of integrating LLMs into education. We also review the process of integrating LLMs into the education industry, as well as the introduction of related technologies. Finally, we discuss the challenges and problems faced by LLMEdu, as well as prospects for future optimization of LLMEdu.

The recent emergence of Large Language Models (LLMs) has heralded a new era of human-AI interaction. These sophisticated models, exemplified by Chat-GPT and its successors, have exhibited remarkable capabilities in language understanding. However, as these LLMs have undergone exponential growth, a crucial dimension that remains understudied is the personalization of these models. Large foundation models such as GPT-3 etc. focus on creating a universal model that serves a broad range of tasks and users. This approach emphasizes the model's generalization capabilities, treating users as a collective rather than as distinct individuals. While practical for many common applications, this one-size-fits-all approach often fails to address the rich tapestry of human diversity and individual needs. To explore this issue we introduce the PEFT-U Benchmark: a new dataset for building and evaluating NLP models for user personalization. consists of a series of user-centered tasks containing diverse and individualized expressions where the preferences of users can potentially differ for the same input. Using PEFT-U, we explore the challenge of efficiently personalizing LLMs to accommodate user-specific preferences in the context of diverse user-centered tasks.

Question answering (QA) tasks have been posed using a variety of formats, such as extractive span selection, multiple choice, etc. This has led to format-specialized models, and even to an implicit division in the QA community. We argue that such boundaries are artificial and perhaps unnecessary, given the reasoning abilities we seek to teach are not governed by the format. As evidence, we use the latest advances in language modeling to build a single pre-trained QA model, UnifiedQA, that performs surprisingly well across 17 QA datasets spanning 4 diverse formats. UnifiedQA performs on par with 9 different models that were trained on individual datasets themselves. Even when faced with 12 unseen datasets of observed formats, UnifiedQA performs surprisingly well, showing strong generalization from its out-of-format training data. Finally, simply fine-tuning this pre-trained QA model into specialized models results in a new state of the art on 6 datasets, establishing UnifiedQA as a strong starting point for building QA systems.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

Objective To solve major clinical natural language processing (NLP) tasks using a unified text-to-text learning architecture based on a generative large language model (LLM) via prompt tuning. Methods We formulated 7 key clinical NLP tasks as text-to-text learning and solved them using one unified generative clinical LLM, GatorTronGPT, developed using GPT-3 architecture and trained with up to 20 billion parameters. We adopted soft prompts (i.e., trainable vectors) with frozen LLM, where the LLM parameters were not updated (i.e., frozen) and only the vectors of soft prompts were updated, known as prompt tuning. We added additional soft prompts as a prefix to the input layer, which were optimized during the prompt tuning. We evaluated the proposed method using 7 clinical NLP tasks and compared them with previous task-specific solutions based on Transformer models. Results and Conclusion The proposed approach achieved state-of-the-art performance for 5 out of 7 major clinical NLP tasks using one unified generative LLM. Our approach outperformed previous task-specific transformer models by ~3% for concept extraction and 7% for relation extraction applied to social determinants of health, 3.4% for clinical concept normalization, 3.4~10% for clinical abbreviation disambiguation, and 5.5~9% for natural language inference. Our approach also outperformed a previously developed prompt-based machine reading comprehension (MRC) model, GatorTron-MRC, for clinical concept and relation extraction. The proposed approach can deliver the ``one model for all`` promise from training to deployment using a unified generative LLM.

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

This study explores the performance of large language models (LLMs) in solving competitive programming problems from the Romanian Informatics Olympiad at the county level. Romania, a leading nation in computer science competitions, provides an ideal environment for evaluating LLM capabilities due to its rich history and stringent competition standards. We collected and analyzed a dataset comprising 304 challenges from 2002 to 2023, focusing on solutions written by LLMs in C++ and Python for these problems. Our primary goal is to understand why LLMs perform well or poorly on different tasks. We evaluated various models, including closed-source models like GPT-4 and open-weight models such as CodeLlama and RoMistral, using a standardized process involving multiple attempts and feedback rounds. The analysis revealed significant variations in LLM performance across different grades and problem types. Notably, GPT-4 showed strong performance, indicating its potential use as an educational tool for middle school students. We also observed differences in code quality and style across various LLMs

Large Language Models (LLMs) have demonstrated exceptional capabilities across diverse natural language processing (NLP) tasks. The release of open-source LLMs like LLaMA and Qwen has triggered the development of numerous fine-tuned models tailored for various tasks and languages. In this paper, we explore an important question: is it possible to combine these specialized models to create a unified model with multi-task capabilities. We introduces Hierarchical Iterative Merging (Hi-Merging), a training-free method for unifying different specialized LLMs into a single model. Specifically, Hi-Merging employs model-wise and layer-wise pruning and scaling, guided by contribution analysis, to mitigate parameter conflicts. Extensive experiments on multiple-choice and question-answering tasks in both Chinese and English validate Hi-Merging's ability for multi-task learning. The results demonstrate that Hi-Merging consistently outperforms existing merging techniques and surpasses the performance of models fine-tuned on combined datasets in most scenarios. Code is available at: https://github.com/Applied-Machine-Learning-Lab/Hi-Merging.

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.

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

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

Large language models have recently made tremendous progress in a variety of aspects, e.g., cross-task generalization, instruction following. Comprehensively evaluating the capability of large language models in multiple tasks is of great importance. In this paper, we propose M3KE, a Massive Multi-Level Multi-Subject Knowledge Evaluation benchmark, which is developed to measure knowledge acquired by Chinese large language models by testing their multitask accuracy in zero- and few-shot settings. We have collected 20,477 questions from 71 tasks. Our selection covers all major levels of Chinese education system, ranging from the primary school to college, as well as a wide variety of subjects, including humanities, history, politics, law, education, psychology, science, technology, art and religion. All questions are multiple-choice questions with four options, hence guaranteeing a standardized and unified assessment process. We've assessed a number of state-of-the-art open-source Chinese large language models on the proposed benchmark. The size of these models varies from 335M to 130B parameters. Experiment results demonstrate that they perform significantly worse than GPT-3.5 that reaches an accuracy of ~ 48% on M3KE. The dataset is available at https://github.com/tjunlp-lab/M3KE.

This study evaluates the effectiveness of various large language models (LLMs) in performing tasks common among undergraduate computer science students. Although a number of research studies in the computing education community have explored the possibility of using LLMs for a variety of tasks, there is a lack of comprehensive research comparing different LLMs and evaluating which LLMs are most effective for different tasks. Our research systematically assesses some of the publicly available LLMs such as Google Bard, ChatGPT(3.5), GitHub Copilot Chat, and Microsoft Copilot across diverse tasks commonly encountered by undergraduate computer science students in India. These tasks include code explanation and documentation, solving class assignments, technical interview preparation, learning new concepts and frameworks, and email writing. Evaluation for these tasks was carried out by pre-final year and final year undergraduate computer science students and provides insights into the models' strengths and limitations. This study aims to guide students as well as instructors in selecting suitable LLMs for any specific task and offers valuable insights on how LLMs can be used constructively by students and instructors.

We introduce Sabi\'a-2, a family of large language models trained on Portuguese texts. The models are evaluated on a diverse range of exams, including entry-level tests for Brazilian universities, professional certification exams, and graduate-level exams for various disciplines such as accounting, economics, engineering, law and medicine. Our results reveal that our best model so far, Sabi\'a-2 Medium, matches or surpasses GPT-4's performance in 23 out of 64 exams and outperforms GPT-3.5 in 58 out of 64 exams. Notably, specialization has a significant impact on a model's performance without the need to increase its size, allowing us to offer Sabi\'a-2 Medium at a price per token that is 10 times cheaper than GPT-4. Finally, we identified that math and coding are key abilities that need improvement.

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

The current trend to improve language model performance seems to be based on scaling up with the number of parameters (e.g. the state of the art GPT4 model has approximately 1.7 trillion parameters) or the amount of training data fed into the model. However this comes at significant costs in terms of computational resources and energy costs that compromise the sustainability of AI solutions, as well as risk relating to privacy and misuse. In this paper we present the Erasmian Language Model (ELM) a small context specific, 900 million parameter model, pre-trained and fine-tuned by and for Erasmus University Rotterdam. We show how the model performs adequately in a classroom context for essay writing, and how it achieves superior performance in subjects that are part of its context. This has implications for a wide range of institutions and organizations, showing that context specific language models may be a viable alternative for resource constrained, privacy sensitive use cases.

Using LLMs to give educational feedback to students for their assignments has attracted much attention in the AI in Education field. Yet, there is currently no large-scale open-source dataset of student assignments that includes detailed assignment descriptions, rubrics, and student submissions across various courses. As a result, research on generalisable methodology for automatic generation of effective and responsible educational feedback remains limited. In the current study, we constructed a large-scale dataset of Synthetic Computer science Assignments for LLM-generated Educational Feedback research (SCALEFeedback). We proposed a Sophisticated Assignment Mimicry (SAM) framework to generate the synthetic dataset by one-to-one LLM-based imitation from real assignment descriptions, student submissions to produce their synthetic versions. Our open-source dataset contains 10,000 synthetic student submissions spanning 155 assignments across 59 university-level computer science courses. Our synthetic submissions achieved BERTScore F1 0.84, PCC of 0.62 for assignment marks and 0.85 for length, compared to the corresponding real-world assignment dataset, while ensuring perfect protection of student private information. All these results of our SAM framework outperformed results of a naive mimicry method baseline. The LLM-generated feedback for our synthetic assignments demonstrated the same level of effectiveness compared to that of real-world assignment dataset. Our research showed that one-to-one LLM imitation is a promising method for generating open-source synthetic educational datasets that preserve the original dataset's semantic meaning and student data distribution, while protecting student privacy and institutional copyright. SCALEFeedback enhances our ability to develop LLM-based generalisable methods for offering high-quality, automated educational feedback in a scalable way.

We introduce the concept of "universal password model" -- a password model that, once pre-trained, can automatically adapt its guessing strategy based on the target system. To achieve this, the model does not need to access any plaintext passwords from the target credentials. Instead, it exploits users' auxiliary information, such as email addresses, as a proxy signal to predict the underlying password distribution. Specifically, the model uses deep learning to capture the correlation between the auxiliary data of a group of users (e.g., users of a web application) and their passwords. It then exploits those patterns to create a tailored password model for the target system at inference time. No further training steps, targeted data collection, or prior knowledge of the community's password distribution is required. Besides improving over current password strength estimation techniques and attacks, the model enables any end-user (e.g., system administrators) to autonomously generate tailored password models for their systems without the often unworkable requirements of collecting suitable training data and fitting the underlying machine learning model. Ultimately, our framework enables the democratization of well-calibrated password models to the community, addressing a major challenge in the deployment of password security solutions at scale.

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

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

Large language models are redefining software engineering by implementing AI-powered techniques throughout the whole software development process, including requirement gathering, software architecture, code generation, testing, and deployment. However, it is still difficult to develop a cohesive platform that consistently produces the best outcomes across all stages. The objective of this study is to develop a unified platform that utilizes multiple artificial intelligence agents to automate the process of transforming user requirements into well-organized deliverables. These deliverables include user stories, prioritization, and UML sequence diagrams, along with the modular approach to APIs, unit tests, and end-to-end tests. Additionally, the platform will organize tasks, perform security and compliance, and suggest design patterns and improvements for non-functional requirements. We allow users to control and manage each phase according to their preferences. In addition, the platform provides security and compliance checks following European standards and proposes design optimizations. We use multiple models, such as GPT-3.5, GPT-4, and Llama3 to enable to generation of modular code as per user choice. The research also highlights the limitations and future research discussions to overall improve the software development life cycle. The source code for our uniform platform is hosted on GitHub, enabling additional experimentation and supporting both research and practical uses. \end

We continue the investigation into the power of smaller Transformer-based language models as initiated by TinyStories -- a 10 million parameter model that can produce coherent English -- and the follow-up work on phi-1, a 1.3 billion parameter model with Python coding performance close to the state-of-the-art. The latter work proposed to use existing Large Language Models (LLMs) to generate ``textbook quality" data as a way to enhance the learning process compared to traditional web data. We follow the ``Textbooks Are All You Need" approach, focusing this time on common sense reasoning in natural language, and create a new 1.3 billion parameter model named phi-1.5, with performance on natural language tasks comparable to models 5x larger, and surpassing most non-frontier LLMs on more complex reasoning tasks such as grade-school mathematics and basic coding. More generally, phi-1.5 exhibits many of the traits of much larger LLMs, both good -- such as the ability to ``think step by step" or perform some rudimentary in-context learning -- and bad, including hallucinations and the potential for toxic and biased generations -- encouragingly though, we are seeing improvement on that front thanks to the absence of web data. We open-source phi-1.5 to promote further research on these urgent topics.

With the rapid advancement of Artificial Intelligence, particularly in Natural Language Processing, Large Language Models (LLMs) have become pivotal in educational question-answering systems, especially university admission chatbots. Concepts such as Retrieval-Augmented Generation (RAG) and other advanced techniques have been developed to enhance these systems by integrating specific university data, enabling LLMs to provide informed responses on admissions and academic counseling. However, these enhanced RAG techniques often involve high operational costs and require the training of complex, specialized modules, which poses challenges for practical deployment. Additionally, in the educational context, it is crucial to provide accurate answers to prevent misinformation, a task that LLM-based systems find challenging without appropriate strategies and methods. In this paper, we introduce the Unified RAG (URAG) Framework, a hybrid approach that significantly improves the accuracy of responses, particularly for critical queries. Experimental results demonstrate that URAG enhances our in-house, lightweight model to perform comparably to state-of-the-art commercial models. Moreover, to validate its practical applicability, we conducted a case study at our educational institution, which received positive feedback and acclaim. This study not only proves the effectiveness of URAG but also highlights its feasibility for real-world implementation in educational settings.

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

Currently, the success of large language models (LLMs) illustrates that a unified multitasking approach can significantly enhance model usability, streamline deployment, and foster synergistic benefits across different tasks. However, in computer vision, while text-to-image (T2I) models have significantly improved generation quality through scaling up, their framework design did not initially consider how to unify with downstream tasks, such as various types of editing. To address this, we introduce DreamOmni, a unified model for image generation and editing. We begin by analyzing existing frameworks and the requirements of downstream tasks, proposing a unified framework that integrates both T2I models and various editing tasks. Furthermore, another key challenge is the efficient creation of high-quality editing data, particularly for instruction-based and drag-based editing. To this end, we develop a synthetic data pipeline using sticker-like elements to synthesize accurate, high-quality datasets efficiently, which enables editing data scaling up for unified model training. For training, DreamOmni jointly trains T2I generation and downstream tasks. T2I training enhances the model's understanding of specific concepts and improves generation quality, while editing training helps the model grasp the nuances of the editing task. This collaboration significantly boosts editing performance. Extensive experiments confirm the effectiveness of DreamOmni. The code and model will be released.

We introduce Universal NER (UNER), an open, community-driven project to develop gold-standard NER benchmarks in many languages. The overarching goal of UNER is to provide high-quality, cross-lingually consistent annotations to facilitate and standardize multilingual NER research. UNER v1 contains 18 datasets annotated with named entities in a cross-lingual consistent schema across 12 diverse languages. In this paper, we detail the dataset creation and composition of UNER; we also provide initial modeling baselines on both in-language and cross-lingual learning settings. We release the data, code, and fitted models to the public.

Recent advancements in language models have showcased human-comparable performance in academic entrance exams. However, existing studies often overlook questions that require the integration of visual comprehension, thus compromising the full spectrum and complexity inherent in real-world scenarios. To address this gap, we present a comprehensive framework to evaluate language models on entrance exams, which incorporates both textual and visual elements. We evaluate the two most recent editions of Exame Nacional do Ensino M\'edio (ENEM), the main standardized entrance examination adopted by Brazilian universities. Our study not only reaffirms the capabilities of GPT-4 as the state of the art for handling complex multidisciplinary questions, but also pioneers in offering a realistic assessment of multimodal language models on Portuguese examinations. One of the highlights is that text captions transcribing visual content outperform the direct use of images, suggesting that the vision model has room for improvement. Yet, despite improvements afforded by images or captions, mathematical questions remain a challenge for these state-of-the-art models. The code and data used on experiments are available at https://github.com/piresramon/gpt-4-enem.

In recent years, a plethora of open-source foundation models have emerged, achieving remarkable progress in some widely attended fields, with performance being quite close to that of closed-source models. However, in high-value but more challenging scientific professional fields, either the fields still rely on expert models, or the progress of general foundation models lags significantly compared to those in popular areas, far from sufficient for transforming scientific research and leaving substantial gap between open-source models and closed-source models in these scientific domains. To mitigate this gap and explore a step further toward Artificial General Intelligence (AGI), we introduce Intern-S1, a specialized generalist equipped with general understanding and reasoning capabilities with expertise to analyze multiple science modal data. Intern-S1 is a multimodal Mixture-of-Experts (MoE) model with 28 billion activated parameters and 241 billion total parameters, continually pre-trained on 5T tokens, including over 2.5T tokens from scientific domains. In the post-training stage, Intern-S1 undergoes offline and then online reinforcement learning (RL) in InternBootCamp, where we propose Mixture-of-Rewards (MoR) to synergize the RL training on more than 1000 tasks simultaneously. Through integrated innovations in algorithms, data, and training systems, Intern-S1 achieved top-tier performance in online RL training.On comprehensive evaluation benchmarks, Intern-S1 demonstrates competitive performance on general reasoning tasks among open-source models and significantly outperforms open-source models in scientific domains, surpassing closed-source state-of-the-art models in professional tasks, such as molecular synthesis planning, reaction condition prediction, predicting thermodynamic stabilities for crystals. Our models are available at https://huggingface.co/internlm/Intern-S1.

Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they nonetheless often do not learn the same function. It is, however, often highly desirable that the student's and teacher's functions share similar properties such as basing the prediction on the same input features, as this ensures that students learn the 'right features' from the teachers. In this work, we explore whether this can be achieved by not only optimizing the classic KD loss but also the similarity of the explanations generated by the teacher and the student. Despite the idea being simple and intuitive, we find that our proposed 'explanation-enhanced' KD (e^2KD) (1) consistently provides large gains in terms of accuracy and student-teacher agreement, (2) ensures that the student learns from the teacher to be right for the right reasons and to give similar explanations, and (3) is robust with respect to the model architectures, the amount of training data, and even works with 'approximate', pre-computed explanations.

Large language models (LLMs) are increasingly considered as tutoring aids in science education. Yet their readiness for unsupervised use in undergraduate instruction remains uncertain, as reliable teaching requires more than fluent recall: it demands consistent, principle-grounded reasoning. Thermodynamics, with its compact laws and subtle distinctions between state and path functions, reversibility, and entropy, provides an ideal testbed for evaluating such capabilities. Here we present UTQA, a 50-item undergraduate thermodynamics question answering benchmark, covering ideal-gas processes, reversibility, and diagram interpretation. No leading 2025-era model exceeded our 95\% competence threshold: the best LLMs achieved 82\% accuracy, with text-only items performing better than image reasoning tasks, which often fell to chance levels. Prompt phrasing and syntactic complexity showed modest to little correlation with performance. The gap concentrates in finite-rate/irreversible scenarios and in binding visual features to thermodynamic meaning, indicating that current LLMs are not yet suitable for unsupervised tutoring in this domain.

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

The widespread availability of large language models (LLMs), such as ChatGPT, has significantly impacted education, raising both opportunities and challenges. Students can frequently interact with LLM-powered, interactive learning tools, but their usage patterns need to be analyzed to ensure ethical usage of these tools. To better understand how students interact with LLMs in an academic setting, we introduce StudyChat, a publicly available dataset capturing real-world student interactions with an LLM-powered tutoring chatbot in a semester-long, university-level artificial intelligence (AI) course. We deploy a web application that replicates ChatGPT's core functionalities, and use it to log student interactions with the LLM while working on programming assignments. We collect 1,197 conversations, which we annotate using a dialogue act labeling schema inspired by observed interaction patterns and prior research. Additionally, we analyze these interactions, highlight behavioral trends, and analyze how specific usage patterns relate to course outcomes. StudyChat provides a rich resource for the learning sciences and AI in education communities, enabling further research into the evolving role of LLMs in education.

The rapid expansion of the open-source language model landscape presents an opportunity to merge the competencies of these model checkpoints by combining their parameters. Advances in transfer learning, the process of fine-tuning pretrained models for specific tasks, has resulted in the development of vast amounts of task-specific models, typically specialized in individual tasks and unable to utilize each other's strengths. Model merging facilitates the creation of multitask models without the need for additional training, offering a promising avenue for enhancing model performance and versatility. By preserving the intrinsic capabilities of the original models, model merging addresses complex challenges in AI - including the difficulties of catastrophic forgetting and multitask learning. To support this expanding area of research, we introduce MergeKit, a comprehensive, open-source library designed to facilitate the application of model merging strategies. MergeKit offers an extensible framework to efficiently merge models on any hardware, providing utility to researchers and practitioners. To date, thousands of models have been merged by the open-source community, leading to the creation of some of the worlds most powerful open-source model checkpoints, as assessed by the Open LLM Leaderboard. The library is accessible at https://github.com/arcee-ai/MergeKit.

Students' mental well-being is vital for academic success, with activities such as studying, socializing, and sleeping playing a role. Current mobile sensing data highlight this intricate link using statistical and machine learning analyses. We propose a novel LLM agent-based simulation framework to model student activities and mental health using the StudentLife Dataset. Each LLM agent was initialized with personality questionnaires and guided by smartphone sensing data throughout the simulated semester. These agents predict individual behaviors, provide self-reported mental health data via ecological momentary assessments (EMAs), and complete follow-up personality questionnaires. To ensure accuracy, we investigated various prompting techniques, memory systems, and activity-based mental state management strategies that dynamically update an agent's mental state based on their daily activities. This simulation goes beyond simply replicating existing data. This allows us to explore new scenarios that are not present in the original dataset, such as peer influence through agent-to-agent interactions and the impact of social media. Furthermore, we can conduct intervention studies by manipulating activity patterns via sensing signals and personality traits using questionnaire responses. This provides valuable insights into the behavioral changes that could enhance student well-being. The framework also facilitates hypothetical interviews with LLM agents, offering deeper insights into their mental health. This study showcases the power of LLM-driven behavioral modeling with sensing data, opening new avenues for understanding and supporting student mental health.

Massive open online courses (MOOCs) unlock the doors to free education for anyone around the globe with access to a computer and the internet. Despite this democratization of learning, the massive enrollment in these courses means it is almost impossible for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, using 18 distinct settings, we explore the feasibility of leveraging large language models (LLMs) to replace peer grading in MOOCs. Specifically, we focus on two state-of-the-art LLMs: GPT-4 and GPT-3.5, across three distinct courses: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on a variant of the zero-shot chain-of-thought (Zero-shot-CoT) prompting technique: Zero-shot-CoT combined with instructor-provided correct answers; Zero-shot-CoT in conjunction with both instructor-formulated answers and rubrics; and Zero-shot-CoT with instructor-offered correct answers and LLM-generated rubrics. Our results show that Zero-shot-CoT, when integrated with instructor-provided answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. However, the History and Philosophy of Astronomy course proves to be more challenging in terms of grading as opposed to other courses. Finally, our study reveals a promising direction for automating grading systems for MOOCs, especially in subjects with well-defined rubrics.

Large Language Models (LLMs) have demonstrated human-like instruction-following abilities, particularly those exceeding 100 billion parameters. The combined capability of some smaller, resource-friendly LLMs can address most of the instructions that larger LLMs excel at. In this work, we explore how to route the best-performing LLM for each instruction to achieve better overall performance. We develop a new paradigm, constructing capability instructions with model capability representation, user instruction, and performance inquiry prompts to assess the performance. To learn from capability instructions, we introduce a new end-to-end framework called Model Selection with Aptitude Test (Model-SAT), which generates positive and negative samples based on what different models perform well or struggle with. Model-SAT uses a model capability encoder that extends its model representation to a lightweight LLM. Our experiments show that Model-SAT understands the performance dimensions of candidate models and provides the probabilities of their capability to handle various instructions. Additionally, during deployment, a new model can quickly infer its aptitude test results across 50 tasks, each with 20 shots. Model-SAT performs state-of-the-art model routing without candidate inference and in real-world new model-released scenarios. The code is available at https://github.com/Now-Join-Us/CIT-LLM-Routing

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

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

Large Language Models (LLMs) are increasingly utilized in educational tasks such as providing writing suggestions to students. Despite their potential, LLMs are known to harbor inherent biases which may negatively impact learners. Previous studies have investigated bias in models and data representations separately, neglecting the potential impact of LLM bias on human writing. In this paper, we investigate how bias transfers through an AI writing support pipeline. We conduct a large-scale user study with 231 students writing business case peer reviews in German. Students are divided into five groups with different levels of writing support: one classroom group with feature-based suggestions and four groups recruited from Prolific -- a control group with no assistance, two groups with suggestions from fine-tuned GPT-2 and GPT-3 models, and one group with suggestions from pre-trained GPT-3.5. Using GenBit gender bias analysis, Word Embedding Association Tests (WEAT), and Sentence Embedding Association Test (SEAT) we evaluate the gender bias at various stages of the pipeline: in model embeddings, in suggestions generated by the models, and in reviews written by students. Our results demonstrate that there is no significant difference in gender bias between the resulting peer reviews of groups with and without LLM suggestions. Our research is therefore optimistic about the use of AI writing support in the classroom, showcasing a context where bias in LLMs does not transfer to students' responses.

The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.

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

Many recent breakthroughs in machine learning have been enabled by the pre-trained foundation models. By scaling up model parameters, training data, and computation resources, foundation models have significantly advanced the state-of-the-art in many applications. However, it is still an open question of how to use these models to perform downstream tasks efficiently. Knowledge distillation (KD) has been explored to tackle this challenge. KD transfers knowledge from a large teacher model to a smaller student model. While KD has been successful in improving student model performance, recent research has discovered that a powerful teacher does not necessarily lead to a powerful student, due to their huge capacity gap. In addition, the potential distribution shifts between the pre-training data and downstream tasks can make knowledge transfer in KD sub-optimal for improving downstream task performance. In this paper, we extend KD with an interactive communication process to help students of downstream tasks learn effectively from pre-trained foundation models. Our design is inspired by the way humans learn from teachers who can explain knowledge in a way that meets the students' needs. Specifically, we let each model (i.e., student and teacher) train two components: (1) an encoder encoding the model's hidden states to a message and (2) a decoder decoding any messages to its own hidden states. With encoder and decoder, not only can the teacher transfer rich information by encoding its hidden states, but also the student can send messages with information of downstream tasks to the teacher. Therefore, knowledge passing from teacher to student can be tailored to the student's capacity and downstream tasks' distributions. We conducted experiments on benchmark datasets to show that our communication mechanism outperforms state-of-the-art distillation techniques.

Scaling high-quality tutoring remains a major challenge in education. Due to growing demand, many platforms employ novice tutors who, unlike experienced educators, struggle to address student mistakes and thus fail to seize prime learning opportunities. Our work explores the potential of large language models (LLMs) to close the novice-expert knowledge gap in remediating math mistakes. We contribute Bridge, a method that uses cognitive task analysis to translate an expert's latent thought process into a decision-making model for remediation. This involves an expert identifying (A) the student's error, (B) a remediation strategy, and (C) their intention before generating a response. We construct a dataset of 700 real tutoring conversations, annotated by experts with their decisions. We evaluate state-of-the-art LLMs on our dataset and find that the expert's decision-making model is critical for LLMs to close the gap: responses from GPT4 with expert decisions (e.g., "simplify the problem") are +76% more preferred than without. Additionally, context-sensitive decisions are critical to closing pedagogical gaps: random decisions decrease GPT4's response quality by -97% than expert decisions. Our work shows the potential of embedding expert thought processes in LLM generations to enhance their capability to bridge novice-expert knowledge gaps. Our dataset and code can be found at: https://github.com/rosewang2008/bridge.

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

The university management is perpetually in the process of innovating policies to improve the quality of service. Intellectual growth of the students, the popularity of university are some of the major areas that management strives to improve upon. Relevant historical data is needed in support of taking any decision. Furthermore, providing data to various university ranking frameworks is a frequent activity in recent years. The format of such requirement changes frequently which requires efficient manual effort. Maintaining a data warehouse can be a solution to this problem. However, both in-house and outsourced implementation of a dedicated data warehouse may not be a cost-effective and smart solution. This work proposes an educational data warehouse as a service (eDWaaS) model to store historical data for multiple universities. The proposed multi-tenant schema facilitates the universities to maintain their data warehouse in a cost-effective solution. It also addresses the scalability issues in implementing such data warehouse as a service model.

We introduce a new challenge to test the STEM skills of neural models. The problems in the real world often require solutions, combining knowledge from STEM (science, technology, engineering, and math). Unlike existing datasets, our dataset requires the understanding of multimodal vision-language information of STEM. Our dataset features one of the largest and most comprehensive datasets for the challenge. It includes 448 skills and 1,073,146 questions spanning all STEM subjects. Compared to existing datasets that often focus on examining expert-level ability, our dataset includes fundamental skills and questions designed based on the K-12 curriculum. We also add state-of-the-art foundation models such as CLIP and GPT-3.5-Turbo to our benchmark. Results show that the recent model advances only help master a very limited number of lower grade-level skills (2.5% in the third grade) in our dataset. In fact, these models are still well below (averaging 54.7%) the performance of elementary students, not to mention near expert-level performance. To understand and increase the performance on our dataset, we teach the models on a training split of our dataset. Even though we observe improved performance, the model performance remains relatively low compared to average elementary students. To solve STEM problems, we will need novel algorithmic innovations from the community.

Multimodal large language models (MLLMs) have gained significant attention due to their strong multimodal understanding capability. However, existing works rely heavily on modality-specific encoders, which usually differ in architecture and are limited to common modalities. In this paper, we present OneLLM, an MLLM that aligns eight modalities to language using a unified framework. We achieve this through a unified multimodal encoder and a progressive multimodal alignment pipeline. In detail, we first train an image projection module to connect a vision encoder with LLM. Then, we build a universal projection module (UPM) by mixing multiple image projection modules and dynamic routing. Finally, we progressively align more modalities to LLM with the UPM. To fully leverage the potential of OneLLM in following instructions, we also curated a comprehensive multimodal instruction dataset, including 2M items from image, audio, video, point cloud, depth/normal map, IMU and fMRI brain activity. OneLLM is evaluated on 25 diverse benchmarks, encompassing tasks such as multimodal captioning, question answering and reasoning, where it delivers excellent performance. Code, data, model and online demo are available at https://github.com/csuhan/OneLLM

We study how to train personalized models for different tasks on decentralized devices with limited local data. We propose "Structured Cooperative Learning (SCooL)", in which a cooperation graph across devices is generated by a graphical model prior to automatically coordinate mutual learning between devices. By choosing graphical models enforcing different structures, we can derive a rich class of existing and novel decentralized learning algorithms via variational inference. In particular, we show three instantiations of SCooL that adopt Dirac distribution, stochastic block model (SBM), and attention as the prior generating cooperation graphs. These EM-type algorithms alternate between updating the cooperation graph and cooperative learning of local models. They can automatically capture the cross-task correlations among devices by only monitoring their model updating in order to optimize the cooperation graph. We evaluate SCooL and compare it with existing decentralized learning methods on an extensive set of benchmarks, on which SCooL always achieves the highest accuracy of personalized models and significantly outperforms other baselines on communication efficiency. Our code is available at https://github.com/ShuangtongLi/SCooL.

The surprising ability of Large Language Models (LLMs) to perform well on complex reasoning with only few-shot chain-of-thought prompts is believed to emerge only in very large-scale models (100+ billion parameters). We show that such abilities can, in fact, be distilled down from GPT-3.5 (ge 175B) to T5 variants (le 11B). We propose model specialization, to specialize the model's ability towards a target task. The hypothesis is that large models (commonly viewed as larger than 100B) have strong modeling power, but are spread on a large spectrum of tasks. Small models (commonly viewed as smaller than 10B) have limited model capacity, but if we concentrate their capacity on a specific target task, the model can achieve a decent improved performance. We use multi-step math reasoning as our testbed because it is a very typical emergent ability. We show two important aspects of model abilities: (1). there exists a very complex balance/ tradeoff between language models' multi-dimensional abilities; (2). by paying the price of decreased generic ability, we can clearly lift up the scaling curve of models smaller than 10B towards a specialized multi-step math reasoning ability. We further give comprehensive discussions about important design choices for better generalization, including the tuning data format, the start model checkpoint, and a new model selection method. We hope our practice and discoveries can serve as an important attempt towards specialized smaller models in the new research paradigm set by LLMs.

To facilitate the research on large language models (LLMs), this paper presents a comprehensive and unified library, LLMBox, to ease the development, use, and evaluation of LLMs. This library is featured with three main merits: (1) a unified data interface that supports the flexible implementation of various training strategies, (2) a comprehensive evaluation that covers extensive tasks, datasets, and models, and (3) more practical consideration, especially on user-friendliness and efficiency. With our library, users can easily reproduce existing methods, train new models, and conduct comprehensive performance comparisons. To rigorously test LLMBox, we conduct extensive experiments in a diverse coverage of evaluation settings, and experimental results demonstrate the effectiveness and efficiency of our library in supporting various implementations related to LLMs. The detailed introduction and usage guidance can be found at https://github.com/RUCAIBox/LLMBox.

We present the Chinese Elementary School Math Word Problems (CMATH) dataset, comprising 1.7k elementary school-level math word problems with detailed annotations, source from actual Chinese workbooks and exams. This dataset aims to provide a benchmark tool for assessing the following question: to what grade level of elementary school math do the abilities of popular large language models (LLMs) correspond? We evaluate a variety of popular LLMs, including both commercial and open-source options, and discover that only GPT-4 achieves success (accuracy geq 60\%) across all six elementary school grades, while other models falter at different grade levels. Furthermore, we assess the robustness of several top-performing LLMs by augmenting the original problems in the CMATH dataset with distracting information. Our findings reveal that GPT-4 is able to maintains robustness, while other model fail. We anticipate that our study will expose limitations in LLMs' arithmetic and reasoning capabilities, and promote their ongoing development and advancement.

Large language models have made significant advancements in natural language processing (NLP), exhibiting human performance across various classic NLP tasks. These tasks, however, focus on structure and semantics, and few are designed to assess reasoning abilities and real-world knowledge, which are increasingly vital given that these models are trained on extensive textual data and information. While prior research primarily focuses on English, in this work, we gather a collection of exam problems from primary school to university entrance tests in Indonesia, and evaluate whether large language models can pass the exams. We obtain 14,906 questions across 63 tasks and levels, with 46\% of the questions focusing on assessing proficiency in the Indonesian language and knowledge of nine local languages and cultures in Indonesia. Our empirical evaluations show that GPT-3.5 only manages to pass the Indonesian primary school level, with limited knowledge of the Indonesian local languages and cultures. Other smaller models such as BLOOMZ and Falcon fail the exams.

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

Enhancing computational efficiency and reducing deployment costs for large language models (LLMs) have become critical challenges in various resource-constrained scenarios. In this work, we present DistilQwen2.5, a family of distilled, lightweight LLMs derived from the public Qwen2.5 models. These distilled models exhibit enhanced instruction-following capabilities compared to the original models based on a series of distillation techniques that incorporate knowledge from much larger LLMs. In our industrial practice, we first leverage powerful proprietary LLMs with varying capacities as multi-agent teachers to select, rewrite, and refine instruction-response pairs that are more suitable for student LLMs to learn. After standard fine-tuning, we further leverage a computationally efficient model fusion approach that enables student models to progressively integrate fine-grained hidden knowledge from their teachers. Experimental evaluations demonstrate that the distilled models possess significantly stronger capabilities than their original checkpoints. Additionally, we present use cases to illustrate the applications of our framework in real-world scenarios. To facilitate practical use, we have released all the DistilQwen2.5 models to the open-source community.

Large Language Models (LLMs) have emerged as foundational infrastructure in the pursuit of Artificial General Intelligence (AGI). Despite their remarkable capabilities in language perception and generation, current LLMs fundamentally lack a unified and structured architecture for handling memory. They primarily rely on parametric memory (knowledge encoded in model weights) and ephemeral activation memory (context-limited runtime states). While emerging methods like Retrieval-Augmented Generation (RAG) incorporate plaintext memory, they lack lifecycle management and multi-modal integration, limiting their capacity for long-term knowledge evolution. To address this, we introduce MemOS, a memory operating system designed for LLMs that, for the first time, elevates memory to a first-class operational resource. It builds unified mechanisms for representation, organization, and governance across three core memory types: parametric, activation, and plaintext. At its core is the MemCube, a standardized memory abstraction that enables tracking, fusion, and migration of heterogeneous memory, while offering structured, traceable access across tasks and contexts. MemOS establishes a memory-centric execution framework with strong controllability, adaptability, and evolvability. It fills a critical gap in current LLM infrastructure and lays the groundwork for continual adaptation, personalized intelligence, and cross-platform coordination in next-generation intelligent systems.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

Unified models (UniMs) for multimodal understanding and generation have recently received much attention in the area of vision and language. Existing UniMs are designed to simultaneously learn both multimodal understanding and generation capabilities, demanding substantial computational resources, and often struggle to generate interleaved text-image. We present ARMOR, a resource-efficient and pure autoregressive framework that achieves both understanding and generation by fine-tuning existing multimodal large language models (MLLMs). Specifically, ARMOR extends existing MLLMs from three perspectives: (1) For model architecture, an asymmetric encoder-decoder architecture with a forward-switching mechanism is introduced to unify embedding space integrating textual and visual modalities for enabling natural text-image interleaved generation with minimal computational overhead. (2) For training data, a meticulously curated, high-quality interleaved dataset is collected for fine-tuning MLLMs. (3) For the training algorithm, we propose a ``what or how to generate" algorithm to empower existing MLLMs with multimodal generation capabilities while preserving their multimodal understanding capabilities, through three progressive training stages based on the collected dataset. Experimental results demonstrate that ARMOR upgrades existing MLLMs to UniMs with promising image generation capabilities, using limited training resources. Our code will be released soon at https://armor.github.io.

Recent research has shown that smaller language models can acquire substantial reasoning abilities when fine-tuned with reasoning exemplars crafted by a significantly larger teacher model. We explore this paradigm for the financial domain, focusing on the challenge of answering questions that require multi-hop numerical reasoning over financial texts. We assess the performance of several smaller models that have been fine-tuned to generate programs that encode the required financial reasoning and calculations. Our findings demonstrate that these fine-tuned smaller models approach the performance of the teacher model. To provide a granular analysis of model performance, we propose an approach to investigate the specific student model capabilities that are enhanced by fine-tuning. Our empirical analysis indicates that fine-tuning refines the student models ability to express and apply the required financial concepts along with adapting the entity extraction for the specific data format. In addition, we hypothesize and demonstrate that comparable financial reasoning capability can be induced using relatively smaller datasets.

With LLMs shifting their role from statistical modeling of language to serving as general-purpose AI agents, how should LLM evaluations change? Arguably, a key ability of an AI agent is to flexibly combine, as needed, the basic skills it has learned. The capability to combine skills plays an important role in (human) pedagogy and also in a paper on emergence phenomena (Arora & Goyal, 2023). This work introduces Skill-Mix, a new evaluation to measure ability to combine skills. Using a list of N skills the evaluator repeatedly picks random subsets of k skills and asks the LLM to produce text combining that subset of skills. Since the number of subsets grows like N^k, for even modest k this evaluation will, with high probability, require the LLM to produce text significantly different from any text in the training set. The paper develops a methodology for (a) designing and administering such an evaluation, and (b) automatic grading (plus spot-checking by humans) of the results using GPT-4 as well as the open LLaMA-2 70B model. Administering a version of to popular chatbots gave results that, while generally in line with prior expectations, contained surprises. Sizeable differences exist among model capabilities that are not captured by their ranking on popular LLM leaderboards ("cramming for the leaderboard"). Furthermore, simple probability calculations indicate that GPT-4's reasonable performance on k=5 is suggestive of going beyond "stochastic parrot" behavior (Bender et al., 2021), i.e., it combines skills in ways that it had not seen during training. We sketch how the methodology can lead to a Skill-Mix based eco-system of open evaluations for AI capabilities of future models.

Large language models (LLMs) like GPT-4, PaLM, and LLaMA have shown significant improvements in various reasoning tasks. However, smaller models such as Llama-3-8B and DeepSeekMath-Base still struggle with complex mathematical reasoning because they fail to effectively identify and correct reasoning errors. Recent reflection-based methods aim to address these issues by enabling self-reflection and self-correction, but they still face challenges in independently detecting errors in their reasoning steps. To overcome these limitations, we propose SuperCorrect, a novel two-stage framework that uses a large teacher model to supervise and correct both the reasoning and reflection processes of a smaller student model. In the first stage, we extract hierarchical high-level and detailed thought templates from the teacher model to guide the student model in eliciting more fine-grained reasoning thoughts. In the second stage, we introduce cross-model collaborative direct preference optimization (DPO) to enhance the self-correction abilities of the student model by following the teacher's correction traces during training. This cross-model DPO approach teaches the student model to effectively locate and resolve erroneous thoughts with error-driven insights from the teacher model, breaking the bottleneck of its thoughts and acquiring new skills and knowledge to tackle challenging problems. Extensive experiments consistently demonstrate our superiority over previous methods. Notably, our SuperCorrect-7B model significantly surpasses powerful DeepSeekMath-7B by 7.8%/5.3% and Qwen2.5-Math-7B by 15.1%/6.3% on MATH/GSM8K benchmarks, achieving new SOTA performance among all 7B models. Code: https://github.com/YangLing0818/SuperCorrect-llm

Single-task models have proven pivotal in solving specific tasks; however, they have limitations in real-world applications where multi-tasking is necessary and domain shifts are exhibited. Recently, instructional prompts have shown significant improvement towards multi-task generalization; however, the effect of instructional prompts and Multi-Task Learning (MTL) has not been systematically studied in the biomedical domain. Motivated by this, this paper explores the impact of instructional prompts for biomedical MTL. We introduce the BoX, a collection of 32 instruction tasks for Biomedical NLP across (X) various categories. Using this meta-dataset, we propose a unified model termed In-BoXBART, that can jointly learn all tasks of the BoX without any task-specific modules. To the best of our knowledge, this is the first attempt to propose a unified model in the biomedical domain and use instructions to achieve generalization across several biomedical tasks. Experimental results indicate that the proposed model: 1) outperforms the single-task baseline by ~3% and multi-task (without instruction) baseline by ~18% on an average, and 2) shows ~23% improvement compared to the single-task baseline in few-shot learning (i.e., 32 instances per task) on an average. Our analysis indicates that there is significant room for improvement across tasks in the BoX, implying the scope for future research direction.

Deep research tools are among the most impactful and most commonly encountered agentic systems today. We observe, however, that each deep research agent introduced so far is hard-coded to carry out a particular research strategy using a fixed choice of tools. We introduce Universal Deep Research (UDR), a generalist agentic system that wraps around any language model and enables the user to create, edit, and refine their own entirely custom deep research strategies without any need for additional training or finetuning. To showcase the generality of our system, we equip UDR with example minimal, expansive, and intensive research strategies, and provide a user interface to facilitate experimentation with the system.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

Geometry problem solving is a well-recognized testbed for evaluating the high-level multi-modal reasoning capability of deep models. In most existing works, two main geometry problems: calculation and proving, are usually treated as two specific tasks, hindering a deep model to unify its reasoning capability on multiple math tasks. However, in essence, these two tasks have similar problem representations and overlapped math knowledge which can improve the understanding and reasoning ability of a deep model on both two tasks. Therefore, we construct a large-scale Unified Geometry problem benchmark, UniGeo, which contains 4,998 calculation problems and 9,543 proving problems. Each proving problem is annotated with a multi-step proof with reasons and mathematical expressions. The proof can be easily reformulated as a proving sequence that shares the same formats with the annotated program sequence for calculation problems. Naturally, we also present a unified multi-task Geometric Transformer framework, Geoformer, to tackle calculation and proving problems simultaneously in the form of sequence generation, which finally shows the reasoning ability can be improved on both two tasks by unifying formulation. Furthermore, we propose a Mathematical Expression Pretraining (MEP) method that aims to predict the mathematical expressions in the problem solution, thus improving the Geoformer model. Experiments on the UniGeo demonstrate that our proposed Geoformer obtains state-of-the-art performance by outperforming task-specific model NGS with over 5.6% and 3.2% accuracies on calculation and proving problems, respectively.

We curate a comprehensive dataset of 4,550 questions and solutions from problem sets, midterm exams, and final exams across all MIT Mathematics and Electrical Engineering and Computer Science (EECS) courses required for obtaining a degree. We evaluate the ability of large language models to fulfill the graduation requirements for any MIT major in Mathematics and EECS. Our results demonstrate that GPT-3.5 successfully solves a third of the entire MIT curriculum, while GPT-4, with prompt engineering, achieves a perfect solve rate on a test set excluding questions based on images. We fine-tune an open-source large language model on this dataset. We employ GPT-4 to automatically grade model responses, providing a detailed performance breakdown by course, question, and answer type. By embedding questions in a low-dimensional space, we explore the relationships between questions, topics, and classes and discover which questions and classes are required for solving other questions and classes through few-shot learning. Our analysis offers valuable insights into course prerequisites and curriculum design, highlighting language models' potential for learning and improving Mathematics and EECS education.

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

Recommendation systems, which assist users in discovering their preferred items among numerous options, have served billions of users across various online platforms. Intuitively, users' interactions with items are highly driven by their unchanging inherent intents (e.g., always preferring high-quality items) and changing demand intents (e.g., wanting a T-shirt in summer but a down jacket in winter). However, both types of intents are implicitly expressed in recommendation scenario, posing challenges in leveraging them for accurate intent-aware recommendations. Fortunately, in search scenario, often found alongside recommendation on the same online platform, users express their demand intents explicitly through their query words. Intuitively, in both scenarios, a user shares the same inherent intent and the interactions may be influenced by the same demand intent. It is therefore feasible to utilize the interaction data from both scenarios to reinforce the dual intents for joint intent-aware modeling. But the joint modeling should deal with two problems: 1) accurately modeling users' implicit demand intents in recommendation; 2) modeling the relation between the dual intents and the interactive items. To address these problems, we propose a novel model named Unified Dual-Intents Translation for joint modeling of Search and Recommendation (UDITSR). To accurately simulate users' demand intents in recommendation, we utilize real queries from search data as supervision information to guide its generation. To explicitly model the relation among the triplet <inherent intent, demand intent, interactive item>, we propose a dual-intent translation propagation mechanism to learn the triplet in the same semantic space via embedding translations. Extensive experiments demonstrate that UDITSR outperforms SOTA baselines both in search and recommendation tasks.

Language models are increasingly used in Brazil, but most evaluation remains English-centric. This paper presents Alvorada-Bench, a 4,515-question, text-only benchmark drawn from five Brazilian university entrance examinations. Evaluating twenty models under zero-shot, role-playing, and chain-of-thought prompting, producing 270,900 responses with structured self-reports of confidence, perceived difficulty, and Bloom level. The top models exceed 94% accuracy overall, but accuracy declines on Mathematics and on the engineering oriented IME and ITA exams, indicating persistent weaknesses in multi-step reasoning. Confidence is well calibrated and correlates with perceived difficulty, revealing that models can accurately assess their own certainty capabilities. A cost accuracy analysis shows that high accuracy is achievable at under $2 per 1K tokens. On ENEM 2024 the top model (O3) achieved perfect scores in Languages subject questions while even the weakest system (GPT-4.1 Nano) only underperforms humans in Mathematics. Through exams that distill decades of Brazilian educational priorities and assess millions of students yearly, Alvorada-Bench establishes whether language models can navigate the intersection of language, culture, and reasoning that defines academic readiness in Brazil.

With advances in foundational and vision-language models, and effective fine-tuning techniques, a large number of both general and special-purpose models have been developed for a variety of visual tasks. Despite the flexibility and accessibility of these models, no single model is able to handle all tasks and/or applications that may be envisioned by potential users. Recent approaches, such as visual programming and multimodal LLMs with integrated tools aim to tackle complex visual tasks, by way of program synthesis. However, such approaches overlook user constraints (e.g., performance / computational needs), produce test-time sample-specific solutions that are difficult to deploy, and, sometimes, require low-level instructions that maybe beyond the abilities of a naive user. To address these limitations, we introduce MMFactory, a universal framework that includes model and metrics routing components, acting like a solution search engine across various available models. Based on a task description and few sample input-output pairs and (optionally) resource and/or performance constraints, MMFactory can suggest a diverse pool of programmatic solutions by instantiating and combining visio-lingual tools from its model repository. In addition to synthesizing these solutions, MMFactory also proposes metrics and benchmarks performance / resource characteristics, allowing users to pick a solution that meets their unique design constraints. From the technical perspective, we also introduced a committee-based solution proposer that leverages multi-agent LLM conversation to generate executable, diverse, universal, and robust solutions for the user. Experimental results show that MMFactory outperforms existing methods by delivering state-of-the-art solutions tailored to user problem specifications. Project page is available at https://davidhalladay.github.io/mmfactory_demo.

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.

The integration of tools in LLM-based agents overcame the difficulties of standalone LLMs and traditional agents' limited capabilities. However, the conjunction of these technologies and the proposed enhancements in several state-of-the-art works followed a non-unified software architecture resulting in a lack of modularity. Indeed, they focused mainly on functionalities and overlooked the definition of the component's boundaries within the agent. This caused terminological and architectural ambiguities between researchers which we addressed in this paper by proposing a unified framework that establishes a clear foundation for LLM-based agents' development from both functional and software architectural perspectives. Our framework, LLM-Agent-UMF (LLM-based Agent Unified Modeling Framework), clearly distinguishes between the different components of an agent, setting LLMs, and tools apart from a newly introduced element: the core-agent, playing the role of the central coordinator of the agent which comprises five modules: planning, memory, profile, action, and security, the latter often neglected in previous works. Differences in the internal structure of core-agents led us to classify them into a taxonomy of passive and active types. Based on this, we proposed different multi-core agent architectures combining unique characteristics of various individual agents. For evaluation purposes, we applied this framework to a selection of state-of-the-art agents, thereby demonstrating its alignment with their functionalities and clarifying the overlooked architectural aspects. Moreover, we thoroughly assessed four of our proposed architectures by integrating distinctive agents into hybrid active/passive core-agents' systems. This analysis provided clear insights into potential improvements and highlighted the challenges involved in the combination of specific agents.

Although Multimodal Large Language Models (MLLMs) have been widely applied across domains, they are still facing challenges in domain-specific tasks, such as User Interface (UI) understanding accuracy and UI generation quality. In this paper, we introduce UI-UG (a unified MLLM for UI Understanding and Generation), integrating both capabilities. For understanding tasks, we employ Supervised Fine-tuning (SFT) combined with Group Relative Policy Optimization (GRPO) to enhance fine-grained understanding on the modern complex UI data. For generation tasks, we further use Direct Preference Optimization (DPO) to make our model generate human-preferred UIs. In addition, we propose an industrially effective workflow, including the design of an LLM-friendly domain-specific language (DSL), training strategies, rendering processes, and evaluation metrics. In experiments, our model achieves state-of-the-art (SOTA) performance on understanding tasks, outperforming both larger general-purpose MLLMs and similarly-sized UI-specialized models. Our model is also on par with these larger MLLMs in UI generation performance at a fraction of the computational cost. We also demonstrate that integrating understanding and generation tasks can improve accuracy and quality for both tasks.

Large language models (LLMs) offer promise in generating educational content, providing instructor feedback, and reducing teacher workload on assessments. While prior studies have focused on studying LLM-powered learning analytics, limited research has examined how effective LLMs are in a bilingual context. In this paper, we study the effectiveness of multilingual large language models (MLLMs) across monolingual (English-only, Spanish-only) and bilingual (Spanglish) student writing. We present a learning analytics use case that details LLM performance in assessing acceptable and unacceptable explanations of Science and Social Science concepts. Our findings reveal a significant bias in the grading performance of pre-trained models for bilingual writing compared to English-only and Spanish-only writing. Following this, we fine-tune open-source MLLMs including Llama 3.1 and Mistral NeMo using synthetic datasets generated in English, Spanish, and Spanglish. Our experiments indicate that the models perform significantly better for all three languages after fine-tuning with bilingual data. This study highlights the potential of enhancing MLLM effectiveness to support authentic language practices amongst bilingual learners. It also aims to illustrate the value of incorporating non-English languages into the design and implementation of language models in education.

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

Model merging, such as model souping, is the practice of combining different models with the same architecture together without further training. In this work, we present a model merging methodology that addresses the difficulty of fine-tuning Large Language Models (LLMs) for target tasks in non-English languages, where task-specific data is often unavailable. We focus on mathematical reasoning and without in-language math data, facilitate cross-lingual transfer by composing language and math capabilities. Starting from the same pretrained model, we fine-tune separate "experts" on math instruction data in English and on generic instruction data in the target language. We then replace the top and bottom transformer layers of the math expert directly with layers from the language expert, which consequently enhances math performance in the target language. The resulting merged models outperform the individual experts and other merging methods on the math benchmark, MGSM, by 10% across four major languages where math instruction data is scarce. In addition, this layer swapping is simple, inexpensive, and intuitive, as it is based on an interpretative analysis of the most important parameter changes during the fine-tuning of each expert. The ability to successfully re-compose LLMs for cross-lingual transfer in this manner opens up future possibilities to combine model expertise, create modular solutions, and transfer reasoning capabilities across languages all post hoc.

AI is undergoing a paradigm shift with the rise of models (e.g., BERT, DALL-E, GPT-3) that are trained on broad data at scale and are adaptable to a wide range of downstream tasks. We call these models foundation models to underscore their critically central yet incomplete character. This report provides a thorough account of the opportunities and risks of foundation models, ranging from their capabilities (e.g., language, vision, robotics, reasoning, human interaction) and technical principles(e.g., model architectures, training procedures, data, systems, security, evaluation, theory) to their applications (e.g., law, healthcare, education) and societal impact (e.g., inequity, misuse, economic and environmental impact, legal and ethical considerations). Though foundation models are based on standard deep learning and transfer learning, their scale results in new emergent capabilities,and their effectiveness across so many tasks incentivizes homogenization. Homogenization provides powerful leverage but demands caution, as the defects of the foundation model are inherited by all the adapted models downstream. Despite the impending widespread deployment of foundation models, we currently lack a clear understanding of how they work, when they fail, and what they are even capable of due to their emergent properties. To tackle these questions, we believe much of the critical research on foundation models will require deep interdisciplinary collaboration commensurate with their fundamentally sociotechnical nature.

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

Conversational LLMs function as black box systems, leaving users guessing about why they see the output they do. This lack of transparency is potentially problematic, especially given concerns around bias and truthfulness. To address this issue, we present an end-to-end prototype-connecting interpretability techniques with user experience design-that seeks to make chatbots more transparent. We begin by showing evidence that a prominent open-source LLM has a "user model": examining the internal state of the system, we can extract data related to a user's age, gender, educational level, and socioeconomic status. Next, we describe the design of a dashboard that accompanies the chatbot interface, displaying this user model in real time. The dashboard can also be used to control the user model and the system's behavior. Finally, we discuss a study in which users conversed with the instrumented system. Our results suggest that users appreciate seeing internal states, which helped them expose biased behavior and increased their sense of control. Participants also made valuable suggestions that point to future directions for both design and machine learning research. The project page and video demo of our TalkTuner system are available at https://bit.ly/talktuner-project-page

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

We introduce animated stickers, a video diffusion model which generates an animation conditioned on a text prompt and static sticker image. Our model is built on top of the state-of-the-art Emu text-to-image model, with the addition of temporal layers to model motion. Due to the domain gap, i.e. differences in visual and motion style, a model which performed well on generating natural videos can no longer generate vivid videos when applied to stickers. To bridge this gap, we employ a two-stage finetuning pipeline: first with weakly in-domain data, followed by human-in-the-loop (HITL) strategy which we term ensemble-of-teachers. It distills the best qualities of multiple teachers into a smaller student model. We show that this strategy allows us to specifically target improvements to motion quality while maintaining the style from the static image. With inference optimizations, our model is able to generate an eight-frame video with high-quality, interesting, and relevant motion in under one second.

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

Cutting-edge Artificial Intelligence (AI) techniques keep reshaping our view of the world. For example, Large Language Models (LLMs) based applications such as ChatGPT have shown the capability of generating human-like conversation on extensive topics. Due to the impressive performance on a variety of language-related tasks (e.g., open-domain question answering, translation, and document summarization), one can envision the far-reaching impacts that can be brought by the LLMs with broader real-world applications (e.g., customer service, education and accessibility, and scientific discovery). Inspired by their success, this paper will offer an overview of state-of-the-art LLMs and their integration into a wide range of academic disciplines, including: (1) arts, letters, and law (e.g., history, philosophy, political science, arts and architecture, law), (2) economics and business (e.g., finance, economics, accounting, marketing), and (3) science and engineering (e.g., mathematics, physics and mechanical engineering, chemistry and chemical engineering, life sciences and bioengineering, earth sciences and civil engineering, computer science and electrical engineering). Integrating humanity and technology, in this paper, we will explore how LLMs are shaping research and practice in these fields, while also discussing key limitations, open challenges, and future directions in the era of generative AI. The review of how LLMs are engaged across disciplines-along with key observations and insights-can help researchers and practitioners interested in exploiting LLMs to advance their works in diverse real-world applications.

Establishing a unified theory of cognition has been a major goal of psychology. While there have been previous attempts to instantiate such theories by building computational models, we currently do not have one model that captures the human mind in its entirety. Here we introduce Centaur, a computational model that can predict and simulate human behavior in any experiment expressible in natural language. We derived Centaur by finetuning a state-of-the-art language model on a novel, large-scale data set called Psych-101. Psych-101 reaches an unprecedented scale, covering trial-by-trial data from over 60,000 participants performing over 10,000,000 choices in 160 experiments. Centaur not only captures the behavior of held-out participants better than existing cognitive models, but also generalizes to new cover stories, structural task modifications, and entirely new domains. Furthermore, we find that the model's internal representations become more aligned with human neural activity after finetuning. Taken together, Centaur is the first real candidate for a unified model of human cognition. We anticipate that it will have a disruptive impact on the cognitive sciences, challenging the existing paradigm for developing computational models.

Modern NLP breakthrough includes large multilingual models capable of performing tasks across more than 100 languages. State-of-the-art language models came a long way, starting from the simple one-hot representation of words capable of performing tasks like natural language understanding, common-sense reasoning, or question-answering, thus capturing both the syntax and semantics of texts. At the same time, language models are expanding beyond our known language boundary, even competitively performing over very low-resource dialects of endangered languages. However, there are still problems to solve to ensure an equitable representation of texts through a unified modeling space across language and speakers. In this survey, we shed light on this iterative progression of multilingual text representation and discuss the driving factors that ultimately led to the current state-of-the-art. Subsequently, we discuss how the full potential of language democratization could be obtained, reaching beyond the known limits and what is the scope of improvement in that space.

Physics problem-solving is a challenging domain for large AI models, requiring integration of conceptual understanding, mathematical reasoning, and interpretation of physical diagrams. Current evaluation methodologies show notable limitations in capturing the breadth and complexity of undergraduate-level physics, underscoring the need for more rigorous assessments. To this end, we present PhysUniBench, a large-scale multimodal benchmark designed to evaluate and improve the reasoning capabilities of multimodal large language models (MLLMs) specifically on undergraduate-level physics problems. PhysUniBench consists of 3,304 physics questions spanning 8 major sub-disciplines of physics, each accompanied by one visual diagrams. The benchmark includes both open-ended and multiple-choice questions, systematically curated and difficulty-rated through an iterative model-in-the-loop process. The benchmark's construction involved a rigorous multi-stage process, including multiple roll-outs, expert-level evaluation, automated filtering of easily solved problems, and a nuanced difficulty grading system with five levels. Through extensive experiments, we observe that current state-of-the-art models encounter substantial challenges in physics reasoning. For example, GPT-4o mini achieves only about 34.2\% accuracy in the proposed PhysUniBench. These results highlight that current MLLMs struggle with advanced physics reasoning, especially on multi-step problems and those requiring precise diagram interpretation. By providing a broad and rigorous assessment tool, PhysUniBench aims to drive progress in AI for Science, encouraging the development of models with stronger physical reasoning, problem-solving skills, and multimodal understanding. The benchmark and evaluation scripts are available at https://prismax-team.github.io/PhysUniBenchmark/.

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

Human education system trains one student by multiple experts. Mixture-of-experts (MoE) is a powerful sparse architecture including multiple experts. However, sparse MoE model is easy to overfit, hard to deploy, and not hardware-friendly for practitioners. In this work, inspired by the human education model, we propose a novel task, knowledge integration, to obtain a dense student model (OneS) as knowledgeable as one sparse MoE. We investigate this task by proposing a general training framework including knowledge gathering and knowledge distillation. Specifically, to gather key knowledge from different pre-trained experts, we first investigate four different possible knowledge gathering methods, \ie summation, averaging, Top-K Knowledge Gathering (Top-KG), and Singular Value Decomposition Knowledge Gathering (SVD-KG) proposed in this paper. We then refine the dense student model by knowledge distillation to offset the noise from gathering. On ImageNet, our OneS preserves 61.7% benefits from MoE and achieves 78.4% top-1 accuracy ImageNet with only 15M parameters. On four natural language processing datasets, OneS obtains 88.2% MoE benefits and outperforms the best baseline by 51.7% using the same architecture and training data. In addition, compared with the MoE counterpart, OneS can achieve 3.7 times inference speedup due to less computation and hardware-friendly architecture.

Large Language Models (LLMs) have made significant strides in mathematical reasoning, underscoring the need for a comprehensive and fair evaluation of their capabilities. However, existing benchmarks often fall short, either lacking extensive coverage of undergraduate-level mathematical problems or probably suffering from test-set contamination. To address these issues, we introduce UGMathBench, a diverse and dynamic benchmark specifically designed for evaluating undergraduate-level mathematical reasoning with LLMs. UGMathBench comprises 5,062 problems across 16 subjects and 111 topics, featuring 10 distinct answer types. Each problem includes three randomized versions, with additional versions planned for release as leading open-source LLMs become saturated in UGMathBench. Furthermore, we propose two key metrics: effective accuracy (EAcc), which measures the percentage of correctly solved problems across all three versions, and reasoning gap (Delta), which assesses reasoning robustness by calculating the difference between the average accuracy across all versions and EAcc. Our extensive evaluation of 23 leading LLMs reveals that the highest EAcc achieved is 56.3\% by OpenAI-o1-mini, with large Delta values observed across different models. This highlights the need for future research aimed at developing "large reasoning models" with high EAcc and Delta = 0. We anticipate that the release of UGMathBench, along with its detailed evaluation codes, will serve as a valuable resource to advance the development of LLMs in solving mathematical problems.

Underlying data distributions of natural language, programming code, and mathematical symbols vary vastly, presenting a complex challenge for large language models (LLMs) that strive to achieve high performance across all three domains simultaneously. Achieving a very high level of proficiency for an LLM within a specific domain often requires extensive training with relevant corpora, which is typically accompanied by a sacrifice in performance in other domains. In this paper, we propose to fuse models that are already highly-specialized directly. The proposed fusing framework, UltraFuser, consists of three distinct specialists that are already sufficiently trained on language, coding, and mathematics. A token-level gating mechanism is introduced to blend the specialists' outputs. A two-stage training strategy accompanied by balanced sampling is designed to ensure stability. To effectively train the fused model, we further construct a high-quality supervised instruction tuning dataset, UltraChat 2, which includes text, code, and mathematical content. This dataset comprises approximately 300,000 instructions and covers a wide range of topics in each domain. Experiments show that our model could simultaneously achieve mastery of the three crucial domains.

Robust unlearning is crucial for safely deploying large language models (LLMs) in environments where data privacy, model safety, and regulatory compliance must be ensured. Yet the task is inherently challenging, partly due to difficulties in reliably measuring whether unlearning has truly occurred. Moreover, fragmentation in current methodologies and inconsistent evaluation metrics hinder comparative analysis and reproducibility. To unify and accelerate research efforts, we introduce OpenUnlearning, a standardized and extensible framework designed explicitly for benchmarking both LLM unlearning methods and metrics. OpenUnlearning integrates 9 unlearning algorithms and 16 diverse evaluations across 3 leading benchmarks (TOFU, MUSE, and WMDP) and also enables analyses of forgetting behaviors across 450+ checkpoints we publicly release. Leveraging OpenUnlearning, we propose a novel meta-evaluation benchmark focused specifically on assessing the faithfulness and robustness of evaluation metrics themselves. We also benchmark diverse unlearning methods and provide a comparative analysis against an extensive evaluation suite. Overall, we establish a clear, community-driven pathway toward rigorous development in LLM unlearning 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.

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.

The advances of Generative AI models with interactive capabilities over the past few years offer unique opportunities for socioeconomic mobility. Their potential for scalability, accessibility, affordability, personalizing and convenience sets a first-class opportunity for poverty-stricken countries to adapt and modernize their educational order. As a result, this position paper makes the case for an educational policy framework that would succeed in this transformation by prioritizing vocational and technical training over academic education in sub-Saharan African countries. We highlight substantial applications of Large Language Models, tailor-made to their respective cultural background(s) and needs, that would reinforce their systemic decolonization. Lastly, we provide specific historical examples of diverse states successfully implementing such policies in the elementary steps of their socioeconomic transformation, in order to corroborate our proposal to sub-Saharan African countries to follow their lead.

Language model post-training is applied to refine behaviors and unlock new skills across a wide range of recent language models, but open recipes for applying these techniques lag behind proprietary ones. The underlying training data and recipes for post-training are simultaneously the most important pieces of the puzzle and the portion with the least transparency. To bridge this gap, we introduce T\"ULU 3, a family of fully-open state-of-the-art post-trained models, alongside its data, code, and training recipes, serving as a comprehensive guide for modern post-training techniques. T\"ULU 3, which builds on Llama 3.1 base models, achieves results surpassing the instruct versions of Llama 3.1, Qwen 2.5, Mistral, and even closed models such as GPT-4o-mini and Claude 3.5-Haiku. The training algorithms for our models include supervised finetuning (SFT), Direct Preference Optimization (DPO), and a novel method we call Reinforcement Learning with Verifiable Rewards (RLVR). With T\"ULU 3, we introduce a multi-task evaluation scheme for post-training recipes with development and unseen evaluations, standard benchmark implementations, and substantial decontamination of existing open datasets on said benchmarks. We conclude with analysis and discussion of training methods that did not reliably improve performance. In addition to the T\"ULU 3 model weights and demo, we release the complete recipe -- including datasets for diverse core skills, a robust toolkit for data curation and evaluation, the training code and infrastructure, and, most importantly, a detailed report for reproducing and further adapting the T\"ULU 3 approach to more domains.

Advanced Large language models (LLMs) like GPT-4 or LlaMa 3 provide superior performance in complex human-like interactions. But they are costly, or too large for edge devices such as smartphones and harder to self-host, leading to security and privacy concerns. This paper introduces a novel interpretable knowledge distillation approach to enhance the performance of smaller, more economical LLMs that firms can self-host. We study this problem in the context of building a customer service agent aimed at achieving high customer satisfaction through goal-oriented dialogues. Unlike traditional knowledge distillation, where the "student" model learns directly from the "teacher" model's responses via fine-tuning, our interpretable "strategy" teaching approach involves the teacher providing strategies to improve the student's performance in various scenarios. This method alternates between a "scenario generation" step and a "strategies for improvement" step, creating a customized library of scenarios and optimized strategies for automated prompting. The method requires only black-box access to both student and teacher models; hence it can be used without manipulating model parameters. In our customer service application, the method improves performance, and the learned strategies are transferable to other LLMs and scenarios beyond the training set. The method's interpretabilty helps safeguard against potential harms through human audit.

Tabular data prediction is a fundamental machine learning task for many applications. Existing methods predominantly employ discriminative modeling and operate under the assumption of a fixed target column, necessitating re-training for every new predictive task. Inspired by the generative power of large language models (LLMs), this paper exploits the idea of building universal tabular data predictors based on generative modeling, namely UniPredict. Here, we demonstrate the scalability of an LLM to extensive tabular datasets, enabling it to comprehend diverse tabular inputs and predict target variables following the provided instructions. Specifically, we train a single LLM on an aggregation of 169 tabular datasets with diverse targets and compare its performance against baselines that are trained on each dataset separately. We observe this versatile UniPredict model demonstrates an advantage over other models, ranging from 5.4% to 13.4%, when compared with the best tree-boosting baseline and the best neural network baseline, respectively. We further test UniPredict in few-shot learning settings on another 62 tabular datasets. Our method achieves strong performance in quickly adapting to new tasks. In low-resource few-shot setup, we observed a 100%+ performance advantage compared with XGBoost, and significant margin over all baselines. We envision that UniPredict sheds light on developing a universal tabular data prediction system that learns from data at scale and serves a wide range of prediction tasks.

Obtaining high-quality generations in modern LLMs has largely been framed as a selection problem: identifying a single winning generation from a diverse pool of N samples, the Best-of-N (BoN). Yet, this approach is inherently zero-sum, discarding diverse and potentially useful information from the pool. Instead, we explore a collaborative setup, where all candidates can potentially contribute to the final winning generation. To this end, we propose Fusion-of-N (FusioN): a method that uses a general LLM judge to synthesize the most informative elements of each sample into a single final answer. We compare FusioN to BoN in two settings, (i) test-time scaling, where we sample and aggregate from a single model at test-time (ii) synthetic data generation, where we fuse samples from a pool of diverse teachers to improve a student model. We extensively benchmark both setups across 11 languages, 3 diverse tasks and varying model scales. Across the bench, FusioN consistently outperforms BoN showing versatility and robustness both in test-time scaling and in downstream gains from synthetic data generation. We also perform extensive analysis on FusioN, where it shows surprising strengths and robustness under challenging settings. These results show that we should shift how we think about evaluating and utilizing LLM generations from a monolithic measure of quality, to embracing their polylithic nature. This shift allows us to integrate diverse strengths, unlock latent potential, and achieve improvements that were previously inaccessible through selection alone.

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.

Self-regulated learning (SRL) is crucial for college students navigating increased academic demands and independence. Insufficient SRL skills can lead to disorganized study habits, low motivation, and poor time management, undermining learners ability to thrive in challenging environments. Through a formative study involving 59 college students, we identified key challenges students face in developing SRL skills, including difficulties with goal-setting, time management, and reflective learning. To address these challenges, we introduce SRLAgent, an LLM-assisted system that fosters SRL skills through gamification and adaptive support from large language models (LLMs). Grounded in Zimmermans three-phase SRL framework, SRLAgent enables students to engage in goal-setting, strategy execution, and self-reflection within an interactive game-based environment. The system offers real-time feedback and scaffolding powered by LLMs to support students independent study efforts. We evaluated SRLAgent using a between-subjects design, comparing it to a baseline system (SRL without Agent features) and a traditional multimedia learning condition. Results showed significant improvements in SRL skills within the SRLAgent group (p < .001, Cohens d = 0.234) and higher engagement compared to the baselines. This work highlights the value of embedding SRL scaffolding and real-time AI support within gamified environments, offering design implications for educational technologies that aim to promote deeper learning and metacognitive skill development.

This paper introduces TBAC-UniImage, a novel unified model for multimodal understanding and generation. We achieve this by deeply integrating a pre-trained Diffusion Model, acting as a generative ladder, with a Multimodal Large Language Model (MLLM). Previous diffusion-based unified models face two primary limitations. One approach uses only the MLLM's final hidden state as the generative condition. This creates a shallow connection, as the generator is isolated from the rich, hierarchical representations within the MLLM's intermediate layers. The other approach, pretraining a unified generative architecture from scratch, is computationally expensive and prohibitive for many researchers. To overcome these issues, our work explores a new paradigm. Instead of relying on a single output, we use representations from multiple, diverse layers of the MLLM as generative conditions for the diffusion model. This method treats the pre-trained generator as a ladder, receiving guidance from various depths of the MLLM's understanding process. Consequently, TBAC-UniImage achieves a much deeper and more fine-grained unification of understanding and generation.

Self-improvement is a mechanism in Large Language Model (LLM) pre-training, post-training and test-time inference. We explore a framework where the model verifies its own outputs, filters or reweights data based on this verification, and distills the filtered data. Despite several empirical successes, a fundamental understanding is still lacking. In this work, we initiate a comprehensive, modular and controlled study on LLM self-improvement. We provide a mathematical formulation for self-improvement, which is largely governed by a quantity which we formalize as the generation-verification gap. Through experiments with various model families and tasks, we discover a scaling phenomenon of self-improvement -- a variant of the generation-verification gap scales monotonically with the model pre-training flops. We also examine when self-improvement is possible, an iterative self-improvement procedure, and ways to improve its performance. Our findings not only advance understanding of LLM self-improvement with practical implications, but also open numerous avenues for future research into its capabilities and boundaries.

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

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

Large language models (LLMs) have recently achieved human-level performance on a range of professional and academic benchmarks. The accessibility of these models has lagged behind their performance. State-of-the-art LLMs require costly infrastructure; are only accessible via rate-limited, geo-locked, and censored web interfaces; and lack publicly available code and technical reports. In this paper, we tell the story of GPT4All, a popular open source repository that aims to democratize access to LLMs. We outline the technical details of the original GPT4All model family, as well as the evolution of the GPT4All project from a single model into a fully fledged open source ecosystem. It is our hope that this paper acts as both a technical overview of the original GPT4All models as well as a case study on the subsequent growth of the GPT4All open source ecosystem.

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.

One way to personalize and steer generations from large language models (LLM) is to assign a persona: a role that describes how the user expects the LLM to behave (e.g., a helpful assistant, a teacher, a woman). This paper investigates how personas affect diverse aspects of model behavior. We assign to seven LLMs 162 personas from 12 categories spanning variables like gender, sexual orientation, and occupation. We prompt them to answer questions from five datasets covering objective (e.g., questions about math and history) and subjective tasks (e.g., questions about beliefs and values). We also compare persona's generations to two baseline settings: a control persona setting with 30 paraphrases of "a helpful assistant" to control for models' prompt sensitivity, and an empty persona setting where no persona is assigned. We find that for all models and datasets, personas show greater variability than the control setting and that some measures of persona behavior generalize across models.

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

The ability to quickly and accurately compute properties from atomic simulations is critical for advancing a large number of applications in chemistry and materials science including drug discovery, energy storage, and semiconductor manufacturing. To address this need, Meta FAIR presents a family of Universal Models for Atoms (UMA), designed to push the frontier of speed, accuracy, and generalization. UMA models are trained on half a billion unique 3D atomic structures (the largest training runs to date) by compiling data across multiple chemical domains, e.g. molecules, materials, and catalysts. We develop empirical scaling laws to help understand how to increase model capacity alongside dataset size to achieve the best accuracy. The UMA small and medium models utilize a novel architectural design we refer to as mixture of linear experts that enables increasing model capacity without sacrificing speed. For example, UMA-medium has 1.4B parameters but only ~50M active parameters per atomic structure. We evaluate UMA models on a diverse set of applications across multiple domains and find that, remarkably, a single model without any fine-tuning can perform similarly or better than specialized models. We are releasing the UMA code, weights, and associated data to accelerate computational workflows and enable the community to continue to build increasingly capable AI models.

This report details the development and key achievements of our latest language model designed for custom large language models. The advancements introduced include a novel Online Data Scheduler that supports flexible training data adjustments and curriculum learning. The model's architecture is fortified with state-of-the-art techniques such as Rotary Positional Embeddings, QK-LayerNorm, and a specially crafted multilingual tokenizer to enhance stability and performance. Moreover, our robust training framework incorporates advanced monitoring and rapid recovery features to ensure optimal efficiency. Our Wonton 7B model has demonstrated competitive performance on a range of multilingual and English benchmarks. Future developments will prioritize narrowing the performance gap with more extensively trained models, thereby enhancing the model's real-world efficacy and adaptability.GitHub: https://github.com/nyonicai/nyonic-public

Unified multimodal large language models such as Show-o and Janus have achieved strong performance across both generation and understanding tasks. However, these models typically rely on large-scale datasets and require substantial computation during the pretraining stage. In addition, several post-training methods have been proposed, but they often depend on external data or are limited to task-specific customization. In this work, we introduce UniRL, a self-improving post-training approach. Our approach enables the model to generate images from prompts and use them as training data in each iteration, without relying on any external image data. Moreover, it enables the two tasks to enhance each other: the generated images are used for understanding, and the understanding results are used to supervise generation. We explore supervised fine-tuning (SFT) and Group Relative Policy Optimization (GRPO) to optimize the models. UniRL offers three key advantages: (1) it requires no external image data, as all training samples are generated by the model itself during training; (2) it not only improves individual task performance, but also reduces the imbalance between generation and understanding; and (3) it requires only several additional training steps during the post-training stage. We evaluate UniRL on top of Show-o and Janus, achieving a GenEval score of 0.77 for Show-o and 0.65 for Janus. Code and models will be released in https://github.com/showlab/UniRL.

Recent advancements in building domain-specific large language models (LLMs) have shown remarkable success, especially in tasks requiring reasoning abilities like logical inference over complex relationships and multi-step problem solving. However, creating a powerful all-in-one LLM remains challenging due to the need for proprietary data and vast computational resources. As a resource-friendly alternative, we explore the potential of merging multiple expert models into a single LLM. Existing studies on model merging mainly focus on generalist LLMs instead of domain experts, or the LLMs under the same architecture and size. In this work, we propose an unconstrained model merging framework that accommodates both homogeneous and heterogeneous model architectures with a focus on reasoning tasks. A fine-grained layer-wise weight merging strategy is designed for homogeneous models merging, while heterogeneous model merging is built upon the probabilistic distribution knowledge derived from instruction-response fine-tuning data. Across 7 benchmarks and 9 reasoning-optimized LLMs, we reveal key findings that combinatorial reasoning emerges from merging which surpasses simple additive effects. We propose that unconstrained model merging could serve as a foundation for decentralized LLMs, marking a notable progression from the existing centralized LLM framework. This evolution could enhance wider participation and stimulate additional advancement in the field of artificial intelligence, effectively addressing the constraints posed by centralized models.

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

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

Critical thinking is essential for rational decision-making and problem-solving. This skill hinges on the ability to provide precise and reasoned critiques and is a hallmark of human intelligence. In the era of large language models (LLMs), this study explores the ability of LLMs to deliver accurate critiques across various tasks. We are interested in this topic as a capable critic model could not only serve as a reliable evaluator, but also as a source of supervised signals for model tuning. Particularly, if a model can self-critique, it has the potential for autonomous self-improvement. To examine this, we introduce a unified evaluation framework for assessing the critique abilities of LLMs. We develop a benchmark called CriticBench, which comprises 3K high-quality natural language queries and corresponding model responses; and annotate the correctness of these responses. The benchmark cover tasks such as math problem-solving, code completion, and question answering. We evaluate multiple LLMs on the collected dataset and our analysis reveals several noteworthy insights: (1) Critique is generally challenging for most LLMs, and this capability often emerges only when models are sufficiently large. (2) In particular, self-critique is especially difficult. Even top-performing LLMs struggle to achieve satisfactory performance. (3) Models tend to have lower critique accuracy on problems where they are most uncertain. To this end, we introduce a simple yet effective baseline named self-check, which leverages self-critique to improve task performance for various models. We hope this study serves as an initial exploration into understanding the critique abilities of LLMs, and aims to inform future research, including the development of more proficient critic models and the application of critiques across diverse tasks.

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.

Multi-modal interpretation of biomedical images opens up novel opportunities in biomedical image analysis. Conventional AI approaches typically rely on disjointed training, i.e., Large Language Models (LLMs) for clinical text generation and segmentation models for target extraction, which results in inflexible real-world deployment and a failure to leverage holistic biomedical information. To this end, we introduce UniBiomed, the first universal foundation model for grounded biomedical image interpretation. UniBiomed is based on a novel integration of Multi-modal Large Language Model (MLLM) and Segment Anything Model (SAM), which effectively unifies the generation of clinical texts and the segmentation of corresponding biomedical objects for grounded interpretation. In this way, UniBiomed is capable of tackling a wide range of biomedical tasks across ten diverse biomedical imaging modalities. To develop UniBiomed, we curate a large-scale dataset comprising over 27 million triplets of images, annotations, and text descriptions across ten imaging modalities. Extensive validation on 84 internal and external datasets demonstrated that UniBiomed achieves state-of-the-art performance in segmentation, disease recognition, region-aware diagnosis, visual question answering, and report generation. Moreover, unlike previous models that rely on clinical experts to pre-diagnose images and manually craft precise textual or visual prompts, UniBiomed can provide automated and end-to-end grounded interpretation for biomedical image analysis. This represents a novel paradigm shift in clinical workflows, which will significantly improve diagnostic efficiency. In summary, UniBiomed represents a novel breakthrough in biomedical AI, unlocking powerful grounded interpretation capabilities for more accurate and efficient biomedical image analysis.

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

The teaching career shares common global characteristics, such as internal promotion, performance evaluation, recruitment of top candidates, continuous training, specialization, and peer learning. This study aims to describe the factors associated with the value placed on the teaching career in Peru. A total of 28217 public school teachers were analyzed using data from the 2020 National Teacher Survey. A variable measuring the "value of the teaching career" was constructed using eight indicators and categorized as low, medium, or high. Another variable, vision of the future, was classified as pessimistic, conformist, or optimistic. This observational, cross-sectional, and analytical study included variables related to in-service training, working conditions, professional recognition, and sociodemographic characteristics. Among the teachers surveyed, 45.8 % expressed an optimistic outlook on the future of the profession, 48 % held a conformist view, and only 6.2 % reported a pessimistic perspective. A generalized linear model revealed that the value placed on the teaching career was significantly associated with male gender (p = 0.002), a professional career (p < 0.001), an optimistic outlook (p = 0.033), and working at the primary level (p < 0.001). It was concluded that Peruvian teachers predominantly hold conformist or optimistic views of their profession. This highlights the need to reinforce merit-based advancement, competency-based training, intrinsic motivation, and ongoing professional development

In this work, we present Uni3DL, a unified model for 3D and Language understanding. Distinct from existing unified vision-language models in 3D which are limited in task variety and predominantly dependent on projected multi-view images, Uni3DL operates directly on point clouds. This approach significantly expands the range of supported tasks in 3D, encompassing both vision and vision-language tasks in 3D. At the core of Uni3DL, a query transformer is designed to learn task-agnostic semantic and mask outputs by attending to 3D visual features, and a task router is employed to selectively generate task-specific outputs required for diverse tasks. With a unified architecture, our Uni3DL model enjoys seamless task decomposition and substantial parameter sharing across tasks. Uni3DL has been rigorously evaluated across diverse 3D vision-language understanding tasks, including semantic segmentation, object detection, instance segmentation, visual grounding, 3D captioning, and text-3D cross-modal retrieval. It demonstrates performance on par with or surpassing state-of-the-art (SOTA) task-specific models. We hope our benchmark and Uni3DL model will serve as a solid step to ease future research in unified models in the realm of 3D and language understanding. Project page: https://uni3dl.github.io.

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.

Evaluating the general abilities of foundation models to tackle human-level tasks is a vital aspect of their development and application in the pursuit of Artificial General Intelligence (AGI). Traditional benchmarks, which rely on artificial datasets, may not accurately represent human-level capabilities. In this paper, we introduce AGIEval, a novel benchmark specifically designed to assess foundation model in the context of human-centric standardized exams, such as college entrance exams, law school admission tests, math competitions, and lawyer qualification tests. We evaluate several state-of-the-art foundation models, including GPT-4, ChatGPT, and Text-Davinci-003, using this benchmark. Impressively, GPT-4 surpasses average human performance on SAT, LSAT, and math competitions, attaining a 95% accuracy rate on the SAT Math test and a 92.5% accuracy on the English test of the Chinese national college entrance exam. This demonstrates the extraordinary performance of contemporary foundation models. In contrast, we also find that GPT-4 is less proficient in tasks that require complex reasoning or specific domain knowledge. Our comprehensive analyses of model capabilities (understanding, knowledge, reasoning, and calculation) reveal these models' strengths and limitations, providing valuable insights into future directions for enhancing their general capabilities. By concentrating on tasks pertinent to human cognition and decision-making, our benchmark delivers a more meaningful and robust evaluation of foundation models' performance in real-world scenarios. The data, code, and all model outputs are released in https://github.com/microsoft/AGIEval.

As the applications of large language models (LLMs) expand across diverse fields, the ability of these models to adapt to ongoing changes in data, tasks, and user preferences becomes crucial. Traditional training methods, relying on static datasets, are increasingly inadequate for coping with the dynamic nature of real-world information. Lifelong learning, also known as continual or incremental learning, addresses this challenge by enabling LLMs to learn continuously and adaptively over their operational lifetime, integrating new knowledge while retaining previously learned information and preventing catastrophic forgetting. This survey delves into the sophisticated landscape of lifelong learning, categorizing strategies into two primary groups: Internal Knowledge and External Knowledge. Internal Knowledge includes continual pretraining and continual finetuning, each enhancing the adaptability of LLMs in various scenarios. External Knowledge encompasses retrieval-based and tool-based lifelong learning, leveraging external data sources and computational tools to extend the model's capabilities without modifying core parameters. The key contributions of our survey are: (1) Introducing a novel taxonomy categorizing the extensive literature of lifelong learning into 12 scenarios; (2) Identifying common techniques across all lifelong learning scenarios and classifying existing literature into various technique groups within each scenario; (3) Highlighting emerging techniques such as model expansion and data selection, which were less explored in the pre-LLM era. Through a detailed examination of these groups and their respective categories, this survey aims to enhance the adaptability, reliability, and overall performance of LLMs in real-world applications.

Advances in natural language processing have resulted in large language models (LLMs) that are capable of generating understandable and sensible written text. Recent versions of these models, such as OpenAI Codex and GPT-3, can generate code and code explanations. However, it is unclear whether and how students might engage with such explanations. In this paper, we report on our experiences generating multiple code explanation types using LLMs and integrating them into an interactive e-book on web software development. We modified the e-book to make LLM-generated code explanations accessible through buttons next to code snippets in the materials, which allowed us to track the use of the explanations as well as to ask for feedback on their utility. Three different types of explanations were available for students for each explainable code snippet; a line-by-line explanation, a list of important concepts, and a high-level summary of the code. Our preliminary results show that all varieties of explanations were viewed by students and that the majority of students perceived the code explanations as helpful to them. However, student engagement appeared to vary by code snippet complexity, explanation type, and code snippet length. Drawing on our experiences, we discuss future directions for integrating explanations generated by LLMs into existing computer science classrooms.

One common trend in recent studies of language models (LMs) is the use of standardized tests for evaluation. However, despite being the fifth most spoken language worldwide, few such evaluations have been conducted in Portuguese. This is mainly due to the lack of high-quality datasets available to the community for carrying out evaluations in Portuguese. To address this gap, we introduce the Brazilian Leading Universities Entrance eXams (BLUEX), a dataset of entrance exams from the two leading universities in Brazil: UNICAMP and USP. The dataset includes annotated metadata for evaluating the performance of NLP models on a variety of subjects. Furthermore, BLUEX includes a collection of recently administered exams that are unlikely to be included in the training data of many popular LMs as of 2023. The dataset is also annotated to indicate the position of images in each question, providing a valuable resource for advancing the state-of-the-art in multimodal language understanding and reasoning. We describe the creation and characteristics of BLUEX and establish a benchmark through experiments with state-of-the-art LMs, demonstrating its potential for advancing the state-of-the-art in natural language understanding and reasoning in Portuguese. The data and relevant code can be found at https://github.com/Portuguese-Benchmark-Datasets/BLUEX

In this study, a Turkish visual instruction model was developed and various model architectures and dataset combinations were analysed to improve the performance of this model. The Cosmos-LLaVA model, which is built by combining different large language models and image coders, is designed to overcome the deficiencies in the Turkish language. In the experiments, the effects of fine-tuning with various datasets on the model performance are analysed in detail. The results show that model architecture and dataset selection have a significant impact on performance. Bu cal{\i}smada bir T\"urkce g\"orsel talimat modeli gelistirilerek bu modelin performans{\i}n{\i} art{\i}rmaya y\"onelik cesitli model mimarileri ve veri k\"umesi kombinasyonlar{\i} derinlemesine incelenmistir. Farkl{\i} b\"uy\"uk dil modelleri ve g\"or\"unt\"u kodlay{\i}c{\i}lar{\i}n{\i}n bir araya getirilmesiyle olusturulan Cosmos-LLaVA modeli, T\"urkce dilindeki eksiklikleri gidermeye y\"onelik olarak tasarlanm{\i}st{\i}r. Yap{\i}lan deneylerde, cesitli veri k\"umeleri ile yap{\i}lan ince ayarlar{\i}n model performans{\i}n{\i} nas{\i}l etkiledigi detayl{\i} olarak ele al{\i}nm{\i}st{\i}r. Sonuclar, model mimarisi ve veri k\"umesi seciminin performans \"uzerinde \"onemli bir etkiye sahip oldugunu g\"ostermektedir.

The rise in popularity of ChatGPT and GPT-4 has significantly accelerated the development of large models, leading to the creation of numerous impressive large language models(LLMs) and multimodal large language models (MLLMs). These cutting-edge models owe their remarkable performance to high-quality data. However, the details of the training data used in leading paradigms are often kept confidential. This lack of transparency, coupled with the scarcity of open-source data, impedes further developments within the community. As a response, this paper presents "Wan Juan", a large-scale multimodal dataset composed of both Chinese and English data, collected from a wide range of web sources. The dataset incorporates text, image-text, and video modalities, with a total volume exceeding 2TB. It was utilized in the training of InternLM, a model that demonstrated significant advantages in multi-dimensional evaluations when compared to models of a similar scale. All data can be accessed at https://opendatalab.org.cn/WanJuan1.0.

In the current landscape of artificial intelligence, foundation models serve as the bedrock for advancements in both language and vision domains. OpenAI GPT-4 has emerged as the pinnacle in large language models (LLMs), while the computer vision (CV) domain boasts a plethora of state-of-the-art (SOTA) models such as Meta's SAM and DINO, and YOLOS. However, the financial and computational burdens of training new models from scratch remain a significant barrier to progress. In response to this challenge, we introduce UnifiedVisionGPT, a novel framework designed to consolidate and automate the integration of SOTA vision models, thereby facilitating the development of vision-oriented AI. UnifiedVisionGPT distinguishes itself through four key features: (1) provides a versatile multimodal framework adaptable to a wide range of applications, building upon the strengths of multimodal foundation models; (2) seamlessly integrates various SOTA vision models to create a comprehensive multimodal platform, capitalizing on the best components of each model; (3) prioritizes vision-oriented AI, ensuring a more rapid progression in the CV domain compared to the current trajectory of LLMs; and (4) introduces automation in the selection of SOTA vision models, generating optimal results based on diverse multimodal inputs such as text prompts and images. This paper outlines the architecture and capabilities of UnifiedVisionGPT, demonstrating its potential to revolutionize the field of computer vision through enhanced efficiency, versatility, generalization, and performance. Our implementation, along with the unified multimodal framework and comprehensive dataset, is made publicly available at https://github.com/LHBuilder/SA-Segment-Anything.

Knowledge distillation (KD) methods compress large models into smaller students with manually-designed student architectures given pre-specified computational cost. This requires several trials to find a viable student, and further repeating the process for each student or computational budget change. We use Neural Architecture Search (NAS) to automatically distill several compressed students with variable cost from a large model. Current works train a single SuperLM consisting of millions of subnetworks with weight-sharing, resulting in interference between subnetworks of different sizes. Our framework AutoDistil addresses above challenges with the following steps: (a) Incorporates inductive bias and heuristics to partition Transformer search space into K compact sub-spaces (K=3 for typical student sizes of base, small and tiny); (b) Trains one SuperLM for each sub-space using task-agnostic objective (e.g., self-attention distillation) with weight-sharing of students; (c) Lightweight search for the optimal student without re-training. Fully task-agnostic training and search allow students to be reused for fine-tuning on any downstream task. Experiments on GLUE benchmark against state-of-the-art KD and NAS methods demonstrate AutoDistil to outperform leading compression techniques with upto 2.7x reduction in computational cost and negligible loss in task performance.

In this work, we try to decipher the internal connection of NLP technology development in the past decades, searching for essence, which rewards us with a (potential) new learning paradigm for NLP tasks, dubbed as reStructured Pre-training (RST). In such a paradigm, the role of data will be re-emphasized, and model pre-training and fine-tuning of downstream tasks are viewed as a process of data storing and accessing. Based on that, we operationalize the simple principle that a good storage mechanism should not only have the ability to cache a large amount of data but also consider the ease of access. We achieve this by pre-training models over restructured data that consist of a variety of valuable information instead of raw data after overcoming several engineering challenges. Experimentally, RST models not only surpass strong competitors (e.g., T0) on 52/55 popular datasets from a variety of NLP tasks, but also achieve superior performance in National College Entrance Examination - English (Gaokao-English),the most authoritative examination in China. Specifically, the proposed system Qin achieves 40 points higher than the average scores made by students and 15 points higher than GPT3 with 1/16 parameters. In particular, Qin gets a high score of 138.5 (the full mark is 150) in the 2018 English exam (national paper III). We have released the Gaokao Benchmark with an online submission platform. In addition, we test our model in the 2022 College Entrance Examination English that happened a few days ago (2022.06.08), and it gets a total score of 134 (v.s. GPT3's 108).

Large language models (LLMs) offer a powerful opportunity to simulate the results of social science experiments. In this work, we demonstrate that finetuning LLMs directly on individual-level responses from past experiments meaningfully improves the accuracy of such simulations across diverse social science domains. We construct SocSci210 via an automatic pipeline, a dataset comprising 2.9 million responses from 400,491 participants in 210 open-source social science experiments. Through finetuning, we achieve multiple levels of generalization. In completely unseen studies, our strongest model, Socrates-Qwen-14B, produces predictions that are 26% more aligned with distributions of human responses to diverse outcome questions under varying conditions relative to its base model (Qwen2.5-14B), outperforming GPT-4o by 13%. By finetuning on a subset of conditions in a study, generalization to new unseen conditions is particularly robust, improving by 71%. Since SocSci210 contains rich demographic information, we reduce demographic parity, a measure of bias, by 10.6% through finetuning. Because social sciences routinely generate rich, topic-specific datasets, our findings indicate that finetuning on such data could enable more accurate simulations for experimental hypothesis screening. We release our data, models and finetuning code at stanfordhci.github.io/socrates.

Recent research has focused on enhancing the capability of smaller models through imitation learning, drawing on the outputs generated by large foundation models (LFMs). A number of issues impact the quality of these models, ranging from limited imitation signals from shallow LFM outputs; small scale homogeneous training data; and most notably a lack of rigorous evaluation resulting in overestimating the small model's capability as they tend to learn to imitate the style, but not the reasoning process of LFMs. To address these challenges, we develop Orca (We are working with our legal team to publicly release a diff of the model weights in accordance with LLaMA's release policy to be published at https://aka.ms/orca-lm), a 13-billion parameter model that learns to imitate the reasoning process of LFMs. Orca learns from rich signals from GPT-4 including explanation traces; step-by-step thought processes; and other complex instructions, guided by teacher assistance from ChatGPT. To promote this progressive learning, we tap into large-scale and diverse imitation data with judicious sampling and selection. Orca surpasses conventional state-of-the-art instruction-tuned models such as Vicuna-13B by more than 100% in complex zero-shot reasoning benchmarks like Big-Bench Hard (BBH) and 42% on AGIEval. Moreover, Orca reaches parity with ChatGPT on the BBH benchmark and shows competitive performance (4 pts gap with optimized system message) in professional and academic examinations like the SAT, LSAT, GRE, and GMAT, both in zero-shot settings without CoT; while trailing behind GPT-4. Our research indicates that learning from step-by-step explanations, whether these are generated by humans or more advanced AI models, is a promising direction to improve model capabilities and skills.

Over the past decade, predictive language modeling for code has proven to be a valuable tool for enabling new forms of automation for developers. More recently, we have seen the advent of general purpose "large language models", based on neural transformer architectures, that have been trained on massive datasets of human written text spanning code and natural language. However, despite the demonstrated representational power of such models, interacting with them has historically been constrained to specific task settings, limiting their general applicability. Many of these limitations were recently overcome with the introduction of ChatGPT, a language model created by OpenAI and trained to operate as a conversational agent, enabling it to answer questions and respond to a wide variety of commands from end users. The introduction of models, such as ChatGPT, has already spurred fervent discussion from educators, ranging from fear that students could use these AI tools to circumvent learning, to excitement about the new types of learning opportunities that they might unlock. However, given the nascent nature of these tools, we currently lack fundamental knowledge related to how well they perform in different educational settings, and the potential promise (or danger) that they might pose to traditional forms of instruction. As such, in this paper, we examine how well ChatGPT performs when tasked with answering common questions in a popular software testing curriculum. Our findings indicate that ChatGPT can provide correct or partially correct answers in 55.6% of cases, provide correct or partially correct explanations of answers in 53.0% of cases, and that prompting the tool in a shared question context leads to a marginally higher rate of correct responses. Based on these findings, we discuss the potential promises and perils related to the use of ChatGPT by students and instructors.

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

The rise of Large Language Models (LLMs) such as ChatGPT and Gemini has posed new challenges for the academic community. With the help of these models, students can easily complete their assignments and exams, while educators struggle to detect AI-generated content. This has led to a surge in academic misconduct, as students present work generated by LLMs as their own, without putting in the effort required for learning. As AI tools become more advanced and produce increasingly human-like text, detecting such content becomes more challenging. This development has significantly impacted the academic world, where many educators are finding it difficult to adapt their assessment methods to this challenge. This research first demonstrates how LLMs have increased academic dishonesty, and then reviews state-of-the-art solutions for academic plagiarism in detail. A survey of datasets, algorithms, tools, and evasion strategies for plagiarism detection has been conducted, focusing on how LLMs and AI-generated content (AIGC) detection have affected this area. The survey aims to identify the gaps in existing solutions. Lastly, potential long-term solutions are presented to address the issue of academic plagiarism using LLMs based on AI tools and educational approaches in an ever-changing world.

Existing methods, such as concept bottleneck models (CBMs), have been successful in providing concept-based interpretations for black-box deep learning models. They typically work by predicting concepts given the input and then predicting the final class label given the predicted concepts. However, (1) they often fail to capture the high-order, nonlinear interaction between concepts, e.g., correcting a predicted concept (e.g., "yellow breast") does not help correct highly correlated concepts (e.g., "yellow belly"), leading to suboptimal final accuracy; (2) they cannot naturally quantify the complex conditional dependencies between different concepts and class labels (e.g., for an image with the class label "Kentucky Warbler" and a concept "black bill", what is the probability that the model correctly predicts another concept "black crown"), therefore failing to provide deeper insight into how a black-box model works. In response to these limitations, we propose Energy-based Concept Bottleneck Models (ECBMs). Our ECBMs use a set of neural networks to define the joint energy of candidate (input, concept, class) tuples. With such a unified interface, prediction, concept correction, and conditional dependency quantification are then represented as conditional probabilities, which are generated by composing different energy functions. Our ECBMs address both limitations of existing CBMs, providing higher accuracy and richer concept interpretations. Empirical results show that our approach outperforms the state-of-the-art on real-world datasets.

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

Merging Large Language Models (LLMs) aims to amalgamate multiple homologous LLMs into one with all the capabilities. Ideally, any LLMs sharing the same backbone should be mergeable, irrespective of whether they are Fine-Tuned (FT) with minor parameter changes or Pre-Trained (PT) with substantial parameter shifts. However, existing methods often manually assign the model importance, rendering them feasible only for LLMs with similar parameter alterations, such as multiple FT LLMs. The diverse parameter changed ranges between FT and PT LLMs pose challenges for current solutions in empirically determining the optimal combination. In this paper, we make a pioneering effort to broaden the applicability of merging techniques from FT to PT LLMs. We initially examine the efficacy of current methods in merging FT and PT LLMs, discovering that they struggle to deal with PT LLMs. Subsequently, we introduce an approach based on WeIght DisENtanglement (WIDEN) to effectively extend the merging scope, which first disentangles model weights into magnitude and direction components, and then performs adaptive fusion by considering their respective contributions. In the experiments, we merge Qwen1.5-Chat (an FT LLM with instruction-following skills) with Sailor (a PT LLM with multilingual abilities) across 7B and 14B model scales. Results reveal that: (1) existing solutions usually fail when merging Sailor, either losing both abilities or only retaining instruction-following skills; (2) WIDEN successfully injects the multilingual abilities of Sailor into Qwen1.5-Chat and make it proficient in Southeast Asian languages, achieving enhancements in the fundamental capabilities. In light of previous research, we also merge multiple 13B FT LLMs and observe that WIDEN achieves a balanced amalgamation of instruction following, mathematical reasoning, and code generation skills.

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

Large Language Models (LLMs) are advanced Artificial Intelligence (AI) systems that have undergone extensive training using large datasets in order to understand and produce language that closely resembles that of humans. These models have reached a level of proficiency where they are capable of successfully completing university exams across several disciplines and generating functional code to handle novel problems. This research investigates the coding proficiency of ChatGPT 3.5, a LLM released by OpenAI in November 2022, which has gained significant recognition for its impressive text generating and code creation capabilities. The skill of the model in creating code snippets is evaluated across 10 various programming languages and 4 different software domains. Based on the findings derived from this research, major unexpected behaviors and limitations of the model have been identified. This study aims to identify potential areas for development and examine the ramifications of automated code generation on the evolution of programming languages and on the tech industry.

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

Real-time speech interaction, serving as a fundamental interface for human-machine collaboration, holds immense potential. However, current open-source models face limitations such as high costs in voice data collection, weakness in dynamic control, and limited intelligence. To address these challenges, this paper introduces Step-Audio, the first production-ready open-source solution. Key contributions include: 1) a 130B-parameter unified speech-text multi-modal model that achieves unified understanding and generation, with the Step-Audio-Chat version open-sourced; 2) a generative speech data engine that establishes an affordable voice cloning framework and produces the open-sourced lightweight Step-Audio-TTS-3B model through distillation; 3) an instruction-driven fine control system enabling dynamic adjustments across dialects, emotions, singing, and RAP; 4) an enhanced cognitive architecture augmented with tool calling and role-playing abilities to manage complex tasks effectively. Based on our new StepEval-Audio-360 evaluation benchmark, Step-Audio achieves state-of-the-art performance in human evaluations, especially in terms of instruction following. On open-source benchmarks like LLaMA Question, shows 9.3% average performance improvement, demonstrating our commitment to advancing the development of open-source multi-modal language technologies. Our code and models are available at https://github.com/stepfun-ai/Step-Audio.

Recently, the physical capabilities of (M)LLMs have garnered increasing attention. However, existing benchmarks for physics suffer from two major gaps: they neither provide systematic and up-to-date coverage of real-world physics competitions such as physics Olympiads, nor enable direct performance comparison with humans. To bridge these gaps, we present HiPhO, the first benchmark dedicated to high school physics Olympiads with human-aligned evaluation. Specifically, HiPhO highlights three key innovations. (1) Comprehensive Data: It compiles 13 latest Olympiad exams from 2024-2025, spanning both international and regional competitions, and covering mixed modalities that encompass problems spanning text-only to diagram-based. (2) Professional Evaluation: We adopt official marking schemes to perform fine-grained grading at both the answer and step level, fully aligned with human examiners to ensure high-quality and domain-specific evaluation. (3) Comparison with Human Contestants: We assign gold, silver, and bronze medals to models based on official medal thresholds, thereby enabling direct comparison between (M)LLMs and human contestants. Our large-scale evaluation of 30 state-of-the-art (M)LLMs shows that: across 13 exams, open-source MLLMs mostly remain at or below the bronze level; open-source LLMs show promising progress with occasional golds; closed-source reasoning MLLMs can achieve 6 to 12 gold medals; and most models still have a significant gap from full marks. These results highlight a substantial performance gap between open-source models and top students, the strong physical reasoning capabilities of closed-source reasoning models, and the fact that there is still significant room for improvement. HiPhO, as a rigorous, human-aligned, and Olympiad-focused benchmark for advancing multimodal physical reasoning, is open-source and available at https://github.com/SciYu/HiPhO.

Recent advances in foundation models, particularly Large Language Models (LLMs) and Multimodal Large Language Models (MLLMs), facilitate intelligent agents being capable of performing complex tasks. By leveraging the ability of (M)LLMs to process and interpret Graphical User Interfaces (GUIs), these agents can autonomously execute user instructions by simulating human-like interactions such as clicking and typing. This survey consolidates recent research on (M)LLM-based GUI agents, highlighting key innovations in data, frameworks, and applications. We begin by discussing representative datasets and benchmarks. Next, we summarize a unified framework that captures the essential components used in prior research, accompanied by a taxonomy. Additionally, we explore commercial applications of (M)LLM-based GUI agents. Drawing from existing work, we identify several key challenges and propose future research directions. We hope this paper will inspire further developments in the field of (M)LLM-based GUI agents.

Multiple choice benchmarks have long been the workhorse of language model evaluation because grading multiple choice is objective and easy to automate. However, we show multiple choice questions from popular benchmarks can often be answered without even seeing the question. These shortcuts arise from a fundamental limitation of discriminative evaluation not shared by evaluations of the model's free-form, generative answers. Until recently, there appeared to be no viable, scalable alternative to multiple choice--but, we show that this has changed. We consider generative evaluation via what we call answer matching: Give the candidate model the question without the options, have it generate a free-form response, then use a modern language model with the reference answer to determine if the response matches the reference. To compare the validity of different evaluation strategies, we annotate MMLU-Pro and GPQA-Diamond to obtain human grading data, and measure the agreement of each evaluation approach. We find answer matching using recent models--even small ones--achieves near-perfect agreement, in the range of inter-annotator agreement. In contrast, both multiple choice evaluation and using LLM-as-a-judge without reference answers aligns poorly with human grading. Improving evaluations via answer matching is not merely a conceptual concern: the rankings of several models change significantly when evaluating their free-form responses with answer matching. In light of these findings, we discuss how to move the evaluation ecosystem from multiple choice to answer matching.

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.

The relationship between professional skills and higher education programs is modeled as a non-directed bipartite network with binary entries representing the links between 28 skills (as captured by the occupational information network, O*NET) and 258 graduate program summaries (as captured by commercial brochures of graduate programs in marketing with accreditation standards of the Association to Advance Collegiate Schools of Business). While descriptive analysis for skills suggests a qualitative lack of alignment between the job demands captured by O*NET, inferential analyses based on exponential random graph model estimates show that skills' popularity and homophily coexist with a systematic yet weak alignment to job demands for marketing managers.

User alignment is crucial for adapting general-purpose language models (LMs) to downstream tasks, but human annotations are often not available for all types of instructions, especially those with customized constraints. We observe that user instructions typically contain constraints. While assessing response quality in terms of the whole instruction is often costly, efficiently evaluating the satisfaction rate of constraints is feasible. We investigate common constraints in NLP tasks, categorize them into three classes based on the types of their arguments, and propose a unified framework, ACT (Aligning to ConsTraints), to automatically produce supervision signals for user alignment with constraints. Specifically, ACT uses constraint verifiers, which are typically easy to implement in practice, to compute constraint satisfaction rate (CSR) of each response. It samples multiple responses for each prompt and collect preference labels based on their CSR automatically. Subsequently, ACT adapts the LM to the target task through a ranking-based learning process. Experiments on fine-grained entity typing, abstractive summarization, and temporal question answering show that ACT is able to enhance LMs' capability to adhere to different classes of constraints, thereby improving task performance. Further experiments show that the constraint-following capabilities are transferable.

Language models have achieved remarkable performance on a wide range of tasks that require natural language understanding. Nevertheless, state-of-the-art models have generally struggled with tasks that require quantitative reasoning, such as solving mathematics, science, and engineering problems at the college level. To help close this gap, we introduce Minerva, a large language model pretrained on general natural language data and further trained on technical content. The model achieves state-of-the-art performance on technical benchmarks without the use of external tools. We also evaluate our model on over two hundred undergraduate-level problems in physics, biology, chemistry, economics, and other sciences that require quantitative reasoning, and find that the model can correctly answer nearly a third of them.

We explore machine unlearning (MU) in the domain of large language models (LLMs), referred to as LLM unlearning. This initiative aims to eliminate undesirable data influence (e.g., sensitive or illegal information) and the associated model capabilities, while maintaining the integrity of essential knowledge generation and not affecting causally unrelated information. We envision LLM unlearning becoming a pivotal element in the life-cycle management of LLMs, potentially standing as an essential foundation for developing generative AI that is not only safe, secure, and trustworthy, but also resource-efficient without the need of full retraining. We navigate the unlearning landscape in LLMs from conceptual formulation, methodologies, metrics, and applications. In particular, we highlight the often-overlooked aspects of existing LLM unlearning research, e.g., unlearning scope, data-model interaction, and multifaceted efficacy assessment. We also draw connections between LLM unlearning and related areas such as model editing, influence functions, model explanation, adversarial training, and reinforcement learning. Furthermore, we outline an effective assessment framework for LLM unlearning and explore its applications in copyright and privacy safeguards and sociotechnical harm reduction.

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

We study subliminal learning, a surprising phenomenon where language models transmit behavioral traits via semantically unrelated data. In our main experiments, a "teacher" model with some trait T (such as liking owls or being misaligned) generates a dataset consisting solely of number sequences. Remarkably, a "student" model trained on this dataset learns T. This occurs even when the data is filtered to remove references to T. We observe the same effect when training on code or reasoning traces generated by the same teacher model. However, we do not observe the effect when the teacher and student have different base models. To help explain our findings, we prove a theoretical result showing that subliminal learning occurs in all neural networks under certain conditions, and demonstrate subliminal learning in a simple MLP classifier. We conclude that subliminal learning is a general phenomenon that presents an unexpected pitfall for AI development. Distillation could propagate unintended traits, even when developers try to prevent this via data filtering.

E-commerce authoring involves creating attractive, abundant, and targeted promotional content to drive product sales. The emergence of large language models (LLMs) introduces an innovative paradigm, offering a unified solution to address various authoring tasks within this scenario. However, mainstream LLMs trained on general corpora with common sense knowledge reveal limitations in fitting complex and personalized features unique to e-commerce products and customers. Furthermore, LLMs like GPT-3.5 necessitate remote accessibility, raising concerns about safeguarding voluminous customer privacy data during transmission. This paper proposes the LLaMA-E, the unified and customized instruction-following language models focusing on diverse e-commerce authoring tasks. Specifically, the domain experts create the seed instruction set from the tasks of ads generation, query-enhanced product title rewriting, product classification, purchase intent speculation, and general Q&A. These tasks enable the models to comprehensively understand precise e-commerce authoring knowledge by interleaving features covering typical service aspects of customers, sellers, and platforms. The GPT-3.5 is introduced as a teacher model, which expands the seed instructions to form a training set for the LLaMA-E models with various scales. The experimental results show that the proposed LLaMA-E models achieve state-of-the-art results in quantitative and qualitative evaluations, also exhibiting the advantage in zero-shot scenes. To the best of our knowledge, this study is the first to serve the LLMs to specific e-commerce authoring scenarios.

In scientific research and its application, scientific literature analysis is crucial as it allows researchers to build on the work of others. However, the fast growth of scientific knowledge has led to a massive increase in scholarly articles, making in-depth literature analysis increasingly challenging and time-consuming. The emergence of Large Language Models (LLMs) has offered a new way to address this challenge. Known for their strong abilities in summarizing texts, LLMs are seen as a potential tool to improve the analysis of scientific literature. However, existing LLMs have their own limits. Scientific literature often includes a wide range of multimodal elements, such as molecular structure, tables, and charts, which are hard for text-focused LLMs to understand and analyze. This issue points to the urgent need for new solutions that can fully understand and analyze multimodal content in scientific literature. To answer this demand, we present Uni-SMART (Universal Science Multimodal Analysis and Research Transformer), an innovative model designed for in-depth understanding of multimodal scientific literature. Through rigorous quantitative evaluation across several domains, Uni-SMART demonstrates superior performance over leading text-focused LLMs. Furthermore, our exploration extends to practical applications, including patent infringement detection and nuanced analysis of charts. These applications not only highlight Uni-SMART's adaptability but also its potential to revolutionize how we interact with scientific literature.

Designing effective data manipulation methods is a long standing problem in data lakes. Traditional methods, which rely on rules or machine learning models, require extensive human efforts on training data collection and tuning models. Recent methods apply Large Language Models (LLMs) to resolve multiple data manipulation tasks. They exhibit bright benefits in terms of performance but still require customized designs to fit each specific task. This is very costly and can not catch up with the requirements of big data lake platforms. In this paper, inspired by the cross-task generality of LLMs on NLP tasks, we pave the first step to design an automatic and general solution to tackle with data manipulation tasks. We propose UniDM, a unified framework which establishes a new paradigm to process data manipulation tasks using LLMs. UniDM formalizes a number of data manipulation tasks in a unified form and abstracts three main general steps to solve each task. We develop an automatic context retrieval to allow the LLMs to retrieve data from data lakes, potentially containing evidence and factual information. For each step, we design effective prompts to guide LLMs to produce high quality results. By our comprehensive evaluation on a variety of benchmarks, our UniDM exhibits great generality and state-of-the-art performance on a wide variety of data manipulation tasks.

In the domain of model-based engineering, models are essential components that enable system design and analysis. Traditionally, the creation of these models has been a manual process requiring not only deep modeling expertise but also substantial domain knowledge of target systems. With the rapid advancement of generative artificial intelligence, large language models (LLMs) show potential for automating model generation. This work explores the generation of instance models using LLMs, focusing specifically on producing XMI-based instance models from Ecore metamodels and natural language specifications. We observe that current LLMs struggle to directly generate valid XMI models. To address this, we propose a two-step approach: first, using LLMs to produce a simplified structured output containing all necessary instance model information, namely a conceptual instance model, and then compiling this intermediate representation into a valid XMI file. The conceptual instance model is format-independent, allowing it to be transformed into various modeling formats via different compilers. The feasibility of the proposed method has been demonstrated using several LLMs, including GPT-4o, o1-preview, Llama 3.1 (8B and 70B). Results show that the proposed method significantly improves the usability of LLMs for instance model generation tasks. Notably, the smaller open-source model, Llama 3.1 70B, demonstrated performance comparable to proprietary GPT models within the proposed framework.

Model merging is an efficient empowerment technique in the machine learning community that does not require the collection of raw training data and does not require expensive computation. As model merging becomes increasingly prevalent across various fields, it is crucial to understand the available model merging techniques comprehensively. However, there is a significant gap in the literature regarding a systematic and thorough review of these techniques. This survey provides a comprehensive overview of model merging methods and theories, their applications in various domains and settings, and future research directions. Specifically, we first propose a new taxonomic approach that exhaustively discusses existing model merging methods. Secondly, we discuss the application of model merging techniques in large language models, multimodal large language models, and 10+ machine learning subfields, including continual learning, multi-task learning, few-shot learning, etc. Finally, we highlight the remaining challenges of model merging and discuss future research directions. A comprehensive list of papers about model merging is available at https://github.com/EnnengYang/Awesome-Model-Merging-Methods-Theories-Applications.

AI scientists are emerging computational systems that serve as collaborative partners in discovery. These systems remain difficult to build because they are bespoke, tied to rigid workflows, and lack shared environments that unify tools, data, and analyses into a common ecosystem. In omics, unified ecosystems have transformed research by enabling interoperability, reuse, and community-driven development; AI scientists require comparable infrastructure. We present ToolUniverse, an ecosystem for building AI scientists from any language or reasoning model, whether open or closed. TOOLUNIVERSE standardizes how AI scientists identify and call tools, integrating more than 600 machine learning models, datasets, APIs, and scientific packages for data analysis, knowledge retrieval, and experimental design. It automatically refines tool interfaces for correct use by AI scientists, creates new tools from natural language descriptions, iteratively optimizes tool specifications, and composes tools into agentic workflows. In a case study of hypercholesterolemia, ToolUniverse was used to create an AI scientist to identify a potent analog of a drug with favorable predicted properties. The open-source ToolUniverse is available at https://aiscientist.tools.

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

Large Language Models (LLMs) are often described as being instances of foundation models - that is, models that transfer strongly across various tasks and conditions in few-show or zero-shot manner, while exhibiting scaling laws that predict function improvement when increasing the pre-training scale. These claims of excelling in different functions and tasks rely on measurements taken across various sets of standardized benchmarks showing high scores for such models. We demonstrate here a dramatic breakdown of function and reasoning capabilities of state-of-the-art models trained at the largest available scales which claim strong function, using a simple, short, conventional common sense problem formulated in concise natural language, easily solvable by humans. The breakdown is dramatic, as models also express strong overconfidence in their wrong solutions, while providing often non-sensical "reasoning"-like explanations akin to confabulations to justify and backup the validity of their clearly failed responses, making them sound plausible. Various standard interventions in an attempt to get the right solution, like various type of enhanced prompting, or urging the models to reconsider the wrong solutions again by multi step re-evaluation, fail. We take these initial observations to the scientific and technological community to stimulate urgent re-assessment of the claimed capabilities of current generation of LLMs, Such re-assessment also requires common action to create standardized benchmarks that would allow proper detection of such basic reasoning deficits that obviously manage to remain undiscovered by current state-of-the-art evaluation procedures and benchmarks. Code for reproducing experiments in the paper and raw experiments data can be found at https://github.com/LAION-AI/AIW

The advancement of Large Language Models (LLMs) for domain applications in fields such as materials science and engineering depends on the development of fine-tuning strategies that adapt models for specialized, technical capabilities. In this work, we explore the effects of Continued Pretraining (CPT), Supervised Fine-Tuning (SFT), and various preference-based optimization approaches, including Direct Preference Optimization (DPO) and Odds Ratio Preference Optimization (ORPO), on fine-tuned LLM performance. Our analysis shows how these strategies influence model outcomes and reveals that the merging of multiple fine-tuned models can lead to the emergence of capabilities that surpass the individual contributions of the parent models. We find that model merging leads to new functionalities that neither parent model could achieve alone, leading to improved performance in domain-specific assessments. Experiments with different model architectures are presented, including Llama 3.1 8B and Mistral 7B models, where similar behaviors are observed. Exploring whether the results hold also for much smaller models, we use a tiny LLM with 1.7 billion parameters and show that very small LLMs do not necessarily feature emergent capabilities under model merging, suggesting that model scaling may be a key component. In open-ended yet consistent chat conversations between a human and AI models, our assessment reveals detailed insights into how different model variants perform and show that the smallest model achieves a high intelligence score across key criteria including reasoning depth, creativity, clarity, and quantitative precision. Other experiments include the development of image generation prompts based on disparate biological material design concepts, to create new microstructures, architectural concepts, and urban design based on biological materials-inspired construction principles.

Foundation models trained on vast amounts of data have demonstrated remarkable reasoning and generation capabilities in the domains of text, images, audio and video. Our goal at Roblox is to build such a foundation model for 3D intelligence, a model that can support developers in producing all aspects of a Roblox experience, from generating 3D objects and scenes to rigging characters for animation to producing programmatic scripts describing object behaviors. We discuss three key design requirements for such a 3D foundation model and then present our first step towards building such a model. We expect that 3D geometric shapes will be a core data type and describe our solution for 3D shape tokenizer. We show how our tokenization scheme can be used in applications for text-to-shape generation, shape-to-text generation and text-to-scene generation. We demonstrate how these applications can collaborate with existing large language models (LLMs) to perform scene analysis and reasoning. We conclude with a discussion outlining our path to building a fully unified foundation model for 3D intelligence.