Daily Papers

Multi-teacher on-policy distillation (MOPD) distills several domain-expert teachers into a single student by minimizing per-domain reverse-KL divergence on the student's own rollouts. Existing approaches typically fix the per-domain data mixture before training, overlooking the fact that different domains converge at substantially different rates: some plateau early while others continue to improve throughout the training budget. A fixed mixture therefore wastes compute on fast-converging domains and undertrains slower-converging ones. To address this, we propose D^3-MOPD (Dynamic Domain ScheDuling for MOPD), a zero-overhead scheduler that repurposes the per-domain reverse-KL signal already produced during training to adapt the domain mixture online. Running asynchronously outside the training process, an off-process watcher periodically tracks each domain's KL trajectory, estimates remaining headroom and current improvement rate, and accordingly adjusts the domain sampling ratios without altering the core training loop. Our D^3-MOPD scales naturally to arbitrary numbers of domains, and the expected benefit grows as more domains introduce more diverse convergence patterns for the scheduler to exploit. On a Qwen3.6-35B-A3B student distilled from four domain-expert teachers, D^3-MOPD closes 97% of the average student-to-teacher performance gap, compared with 63% for vanilla MOPD, reaches the same peak performance with an approximately 3times reduction in rollout steps, and surpasses the specialist teachers on three of seven benchmarks.

While large language models (LLMs) show impressive decision-making abilities, current methods lack a mechanism for automatic self-improvement from errors during task execution. We propose LEAP, an iterative fine-tuning framework that continually improves LLM agents using feedback from AI expert teachers. Our key insight is to equip the expert teachers with a privileged state -- information that is available during training but hidden at test time. This allows even weak experts to provide precise guidance, significantly improving the student agent's performance without access to privileged information at test time. We evaluate LEAP on diverse decision-making benchmarks, including text-based games (ALFWorld), web navigation (WebShop), and interactive coding (Intercode Bash). Our experiments show that LEAP (1) outperforms behavior cloning and ReAct baselines (2) enables weak student models (e.g., Llama3-8B) to exceed the performance of strong teacher models (GPT4-o), and (3) allows weak models to self-improve using privileged versions of themselves. We also provide a theoretical analysis showing that LEAP's success hinges on balancing privileged information with the student's realizability, which we empirically validate. Our code is available at https://leap-llm.github.io

Vision-Language-Action (VLA) models have gained much attention from the research community thanks to their strength in translating multimodal observations with linguistic instructions into robotic actions. Despite their recent advancements, VLAs often overlook the explicit reasoning and only learn the functional input-action mappings, omitting these crucial logical steps for interpretability and generalization for complex, long-horizon manipulation tasks. In this work, we propose ReFineVLA, a multimodal reasoning-aware framework that fine-tunes VLAs with teacher-guided reasons. We first augment robotic datasets with reasoning rationales generated by an expert teacher model, guiding VLA models to learn to reason about their actions. Then, we use ReFineVLA to fine-tune pre-trained VLAs with the reasoning-enriched datasets, while maintaining their inherent generalization abilities and boosting reasoning capabilities. In addition, we conduct an attention map visualization to analyze the alignment among visual attention, linguistic prompts, and to-be-executed actions of ReFineVLA, showcasing its ability to focus on relevant tasks and actions. Through the latter step, we explore that ReFineVLA-trained models exhibit a meaningful attention shift towards relevant objects, highlighting the enhanced multimodal understanding and improved generalization. Evaluated across manipulation tasks, ReFineVLA outperforms the state-of-the-art baselines. Specifically, it achieves an average increase of 5.0% success rate on SimplerEnv WidowX Robot tasks, improves by an average of 8.6% in variant aggregation settings, and by 1.7% in visual matching settings for SimplerEnv Google Robot tasks. The source code will be publicly available.

Large-scale humanoid motion-tracking controllers are commonly improved by reallocating training effort: difficult motions are sampled more often, isolated into smaller subsets, or assigned to specialized experts. We show that this view is incomplete. In strong whole-body-control baselines, a residual set of feasible training clips remains unsolved even under targeted training, especially for high-dynamic transitions and balance-critical motions. These failures arise not only from insufficient exposure, but from a mismatch between the motion demands and the effective capability induced by the default training recipe. We propose Athena-WBC, a compact teacher-student pipeline with capability-aligned policy experts for long-tail humanoid whole-body control. Dynamic experts use a tracking-focused, constraint-aware objective that removes conservative effort and temporal-control penalties while preserving physical feasibility constraints; balance experts use a gravity curriculum to improve early-training survivability. The resulting privileged teachers are motion-routed for DAgger distillation and then compressed into a single controller with deployable observations followed by RL fine-tuning. Experiments on a full-size humanoid show improved recovery of training-set long-tail motions and better held-out tracking than a strong SONIC-recipe baseline, using only a small number of experts.

Distillation enables student language models to acquire new capabilities from expert teachers. However, integrating knowledge from multi-teacher, multi-domain demonstrations into a single student remains challenging. We study supervised fine-tuning (SFT) in this setting, where students must acquire diverse capabilities while maintaining generalization beyond the training tasks. Our experiments reveal varying trade-offs between in-distribution learning and out-of-distribution generalization across SFT methods, motivating more explicit control over this balance. To this end, we propose soft-target fine-tuning (SoFT) to balance learning from teacher demonstrations with retaining the Base model's existing capabilities. SoFT sets a minimum target probability for each demonstrated token while making the smallest KL change to the Base distribution. The resulting objective couples learning from demonstrations with adaptively weighted regularization toward the Base model. We further use domain-specific gradient budgets to control this balance and determine a probability threshold for each trajectory. Experiments on mixed-domain reasoning and agentic tasks show that SoFT achieves the best overall performance among the compared methods, with improvements in both in-distribution capability acquisition and out-of-distribution generalization.

Although pre-trained Vision-Language-Action (VLA) models exhibit impressive generalization in robotic manipulation, post-training remains crucial to ensure reliable performance during deployment. However, standard offline Supervised Fine-Tuning (SFT) suffers from distribution shifts and catastrophic forgetting of pre-trained capabilities, while online Reinforcement Learning (RL) struggles with sparse rewards and poor sample efficiency. In this paper, we propose On-Policy VLA Distillation (VLA-OPD), a framework bridging the efficiency of SFT with the robustness of RL. Instead of relying on sparse environmental rewards, VLA-OPD leverages an expert teacher to provide dense, token-level supervision on the student's self-generated trajectories. This enables active error correction on policy-induced states while preserving pre-trained general capabilities through gentle alignment. Crucially, we formulate VLA-OPD via a Reverse-KL objective. Unlike standard Forward-KL that induces mode-covering entropy explosion, or Hard-CE that causes premature entropy collapse, our bounded mode-seeking objective ensures stable policy learning by filtering out the teacher's epistemic uncertainty while maintaining action diversity. Experiments on LIBERO and RoboTwin2.0 benchmarks demonstrate that VLA-OPD significantly improves sample efficiency over RL and robustness over SFT, while effectively mitigating catastrophic forgetting during post-training.

We present a method for using previously-trained 'teacher' agents to kickstart the training of a new 'student' agent. To this end, we leverage ideas from policy distillation and population based training. Our method places no constraints on the architecture of the teacher or student agents, and it regulates itself to allow the students to surpass their teachers in performance. We show that, on a challenging and computationally-intensive multi-task benchmark (DMLab-30), kickstarted training improves the data efficiency of new agents, making it significantly easier to iterate on their design. We also show that the same kickstarting pipeline can allow a single student agent to leverage multiple 'expert' teachers which specialize on individual tasks. In this setting kickstarting yields surprisingly large gains, with the kickstarted agent matching the performance of an agent trained from scratch in almost 10x fewer steps, and surpassing its final performance by 42 percent. Kickstarting is conceptually simple and can easily be incorporated into reinforcement learning experiments.

Knowledge distillation (KD) is a widely adopted technique for transferring knowledge from large language models to smaller student models; however, conventional supervised KD often suffers from a distribution mismatch between training and inference. While on-policy KD approaches attempt to mitigate this issue by learning directly from student-generated outputs, they frequently encounter training instabilities because the distributional gap between the novice student and the expert teacher is often too wide to bridge directly. These challenges manifest as pathological gradients in forward KL objectives or diversity collapse in reverse KL regimes. To address these limitations, we propose Veto, an objective-level reformulation that constructs a geometric bridge in the logit space. Unlike prior methods that mix data samples, Veto creates an intermediate target distribution that promotes alignment between the teacher and the student. By introducing a tunable parameter beta, Veto serves as an Adaptive Gradient Veto that stabilizes optimization by suppressing harmful gradients on low-confidence tokens, while simultaneously acting as a Decisiveness Knob to balance reward-driven performance with output diversity. Extensive experiments across various reasoning and generation tasks demonstrate that Veto consistently outperforms supervised fine-tuning and existing on-policy baselines.

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

Road traffic injuries remain a major challenge in low- and middle-income countries, where proactive road safety auditing is limited by incomplete crash records, shortages of qualified auditors, and the high cost of large-scale field inspections. To address this problem, we propose Expert-Grounded Distillation (EGD), a novel artificial intelligence framework that transfers institutional road safety expertise into a compact vision-language model for scalable visual road safety auditing. The key innovation is a quantified expert-grounding stage in which the teacher vision-language model is calibrated against authoritative field audits. Large-scale annotation is permitted only after the teacher reaches substantial agreement with expert risk assessments (Cohen's kappa = 0.74). The calibrated teacher then generates structured supervision that is distilled into an 8-billion-parameter student vision-language model using Low-Rank Adaptation and a single leakage-free prompt. We also introduce Bangladesh Road Safety Audit (BD-ARSA), the first open, expert-grounded Bangladeshi visual road safety audit dataset containing 21,947 image-audit records with near-national coverage, and Expert-Grounded Road Safety Auditor (EG-ARSA), the first vision-language model developed specifically for this task. Experimental results show that grounded fine-tuning substantially improves ordinal risk assessment over the zero-shot baseline, while blind expert evaluation demonstrates that the compact student outperforms both its 31 billion-parameter teacher and Gemini-2.5-Flash. These findings demonstrate that EGD provides an effective and scalable engineering solution for proactive road safety auditing in resource-constrained environments.

Autonomous agents, which perceive environments and take actions to achieve goals, have become increasingly feasible with the advancements in large language models (LLMs). However, current powerful agents often depend on sophisticated prompt engineering combined with closed-source LLMs like GPT-4. Although training open-source LLMs using expert trajectories from teacher models has yielded some improvements in agent capabilities, this approach still faces limitations such as performance plateauing and error propagation. To mitigate these challenges, we propose STeP, a novel method for improving LLM-based agent training. We synthesize self-reflected trajectories that include reflections and corrections of error steps, which enhance the effectiveness of LLM agents in learning from teacher models, enabling them to become agents capable of self-reflecting and correcting. We also introduce partial masking strategy that prevents the LLM from internalizing incorrect or suboptimal steps. Experiments demonstrate that our method improves agent performance across three representative tasks: ALFWorld, WebShop, and SciWorld. For the open-source model LLaMA2-7B-Chat, when trained using self-reflected trajectories constructed with Qwen1.5-110B-Chat as the teacher model, it achieves comprehensive improvements with less training data compared to agents trained exclusively on expert trajectories.

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

Reward functions are central in reinforcement learning (RL), guiding agents towards optimal decision-making. The complexity of RL tasks requires meticulously designed reward functions that effectively drive learning while avoiding unintended consequences. Effective reward design aims to provide signals that accelerate the agent's convergence to optimal behavior. Crafting rewards that align with task objectives, foster desired behaviors, and prevent undesirable actions is inherently challenging. This thesis delves into the critical role of reward signals in RL, highlighting their impact on the agent's behavior and learning dynamics and addressing challenges such as delayed, ambiguous, or intricate rewards. In this thesis work, we tackle different aspects of reward shaping. First, we address the problem of designing informative and interpretable reward signals from a teacher's/expert's perspective (teacher-driven). Here, the expert, equipped with the optimal policy and the corresponding value function, designs reward signals that expedite the agent's convergence to optimal behavior. Second, we build on this teacher-driven approach by introducing a novel method for adaptive interpretable reward design. In this scenario, the expert tailors the rewards based on the learner's current policy, ensuring alignment and optimal progression. Third, we propose a meta-learning approach, enabling the agent to self-design its reward signals online without expert input (agent-driven). This self-driven method considers the agent's learning and exploration to establish a self-improving feedback loop.

Expert demonstrations are widely assumed to be the gold standard for robot imitation learning. Yet for fine-grained manipulation such as insertion, stacking, and alignment, we uncover a counterintuitive failure mode: fluent demonstrations can be poor teachers. A skilled teleoperator compresses the decisive moments of alignment and recovery into a brief temporal window, leaving the policy flooded with redundant free-space motion and starved of supervision exactly where precision determines success. We address this bottleneck at two levels. At the data level, slowing down near alignment and resampling critical segments both help, yet the gain comes mainly from broadening the coverage of recovery states the policy must learn, not from reweighting frames it already has. Such data-side fixes, however, leave the policy's per-frame view untouched: a single image still maps directly to an action, and the local motion that governs correction stays implicit. We therefore turn to the representation level and introduce STAIR (Spatio-Temporal feature As an Interface for Robot learning), a compact dynamic feature that bridges the vision-language model and the action expert, distilling the short-horizon motion already recorded in each trajectory into dense, motion-aware supervision. Trained on fluent data alone, STAIR recovers most of the deliberate-demonstration gain (50.0 to 62.2% overall, approaching the 64.4% of deliberate demonstrations). These results call for a more pedagogical view of robot data, optimized for machine learnability rather than human efficiency alone.

In product entity resolution, relationship definitions constantly evolve with business needs, yet adapting to each change traditionally requires slow, costly human annotation that is often noisy and carries no reasoning. Large vision-language models (VLMs) prompted zero-shot can adapt to a new definition immediately and supply the reasoning that human labels lack, but their cost and latency are prohibitive at production scale. We present MERGED, a distillation framework that transfers not just labels but structured reasoning from large teacher VLMs into a compact 7B-parameter student, requiring no human annotation. Multiple teachers label each product pair and articulate the reasoning behind their decision: agreement pairs supply supervised fine-tuning, while disagreements are resolved by a meta-judge into preference pairs for Direct Preference Optimization. Evaluated against human-labeled ground truth on a multilingual e-commerce dataset, the resulting student improves PR-AUC by 13.79% over the same backbone trained on human labels and surpasses the larger Qwen2.5-32B-VL baseline by 6.32% at 6x lower cost, while also yielding tighter label-reasoning alignment (over 10% above Qwen2.5-32B-VL). Moreover, re-applying MERGED from an existing checkpoint adapts to a new relationship definition with only 10K samples, improving PR-AUC by 6.97% over zero-shot and outperforming from-scratch training. MERGED enables rapid adaptation to evolving relationship definitions, supporting a new one in days rather than months, at a cost and latency suitable for large-scale industrial deployment.

Large Language Models(LLMs) have shown exceptional abilities, yet training these models can be quite challenging. There is a strong dependence on the quality of data and finding the best instruction tuning set. Further, the inherent limitations in training methods create substantial difficulties to train relatively smaller models with 7B and 13B parameters. In our research, we suggest an improved training method for these models by utilising knowledge from larger models, such as a mixture of experts (8x7B) architectures. The scale of these larger models allows them to capture a wide range of variations from data alone, making them effective teachers for smaller models. Moreover, we implement a novel post-training domain alignment phase that employs domain-specific expert models to boost domain-specific knowledge during training while preserving the model's ability to generalise. Fine-tuning Mistral 7B and 2x7B with our method surpasses the performance of state-of-the-art language models with more than 7B and 13B parameters: achieving up to 7.9 in MT-Bench and 93.04% on AlpacaEval.

Multi-teacher on-policy distillation (OPD) is becoming the standard way to integrate specialist capabilities into one model: train experts with RL, then distill them into the student on its own rollouts. Existing recipes assign supervision at the sequence level - each prompt goes to one domain teacher and every token receives the same weight - which implicitly assumes that a teacher is uniformly useful across a response. We find instead that useful teacher signal is sparse and heterogeneous along a reasoning trajectory, which raises a finer question: who should teach which token? Verifier-Gated Multi-Expert On-Policy Distillation (VG-OPD) answers it by verification: the counterfactual gain of an expert on a specific answer criterion licenses that expert to teach, its disagreement with the student localizes the supervision, and criterion importance sets its weight; the gated KL enters GRPO as an additive token-level advantage. Instantiated for scientific reasoning with RL-trained capability experts, VG-OPD attains the best overall performance on seven benchmarks for 4B and 8B students, ranking first on five at both scales, with the largest gains on knowledge-intensive scientific reasoning tasks. Further analysis shows that the gains come from localizing verified supervision rather than from adding teachers or distillation loss: misplacing the same supervision budget is the single most damaging change, and indiscriminate distillation drags RL below its own floor where gated distillation lifts it.

We focus on the Source Free Object Detection (SFOD) problem, when source data is unavailable during adaptation, and the model must adapt to the unlabeled target domain. In medical imaging, several approaches have leveraged a semi-supervised student-teacher architecture to bridge domain discrepancy. Context imbalance in labeled training data and significant domain shifts between domains can lead to biased teacher models that produce inaccurate pseudolabels, degrading the student model's performance and causing a mode collapse. Class imbalance, particularly when one class significantly outnumbers another, leads to contextual bias. To tackle the problem of context bias and the significant performance drop of the student model in the SFOD setting, we introduce Grounded Teacher (GT) as a standard framework. In this study, we model contextual relationships using a dedicated relational context module and leverage it to mitigate inherent biases in the model. This approach enables us to apply augmentations to closely related classes, across and within domains, enhancing the performance of underrepresented classes while keeping the effect on dominant classes minimal. We further improve the quality of predictions by implementing an expert foundational branch to supervise the student model. We validate the effectiveness of our approach in mitigating context bias under the SFOD setting through experiments on three medical datasets supported by comprehensive ablation studies. All relevant resources, including preprocessed data, trained model weights, and code, are publicly available at this https://github.com/Tajamul21/Grounded_Teacher.

With the emergence of Mixture-of-Experts (MoE), the efficient scaling of model size has accelerated the development of large language models in recent years. However, their high memory requirements prevent their use in resource-constrained environments. While knowledge distillation (KD) has been a proven method for model compression, its application to MoE teacher models remains underexplored. Through our investigation, we discover that non-activated experts in MoE models possess valuable knowledge that benefits student models. We further demonstrate that existing KD methods are not optimal for compressing MoE models, as they fail to leverage this knowledge effectively. To address this, we propose two intuitive MoE-specific KD methods for the first time: Knowledge Augmentation (KA) and Student-Aware Router (SAR), both designed to effectively extract knowledge from all experts. Specifically, KA augments knowledge by sampling experts multiple times, while SAR uses all experts and adjusts the expert weights through router training to provide optimal knowledge. Extensive experiments show that our methods outperform conventional KD methods, demonstrating their effectiveness for MoE teacher models.

While large language models show promise in medical applications, achieving expert-level clinical reasoning remains challenging due to the need for both accurate answers and transparent reasoning processes. To address this challenge, we introduce Fleming-R1, a model designed for verifiable medical reasoning through three complementary innovations. First, our Reasoning-Oriented Data Strategy (RODS) combines curated medical QA datasets with knowledge-graph-guided synthesis to improve coverage of underrepresented diseases, drugs, and multi-hop reasoning chains. Second, we employ Chain-of-Thought (CoT) cold start to distill high-quality reasoning trajectories from teacher models, establishing robust inference priors. Third, we implement a two-stage Reinforcement Learning from Verifiable Rewards (RLVR) framework using Group Relative Policy Optimization, which consolidates core reasoning skills while targeting persistent failure modes through adaptive hard-sample mining. Across diverse medical benchmarks, Fleming-R1 delivers substantial parameter-efficient improvements: the 7B variant surpasses much larger baselines, while the 32B model achieves near-parity with GPT-4o and consistently outperforms strong open-source alternatives. These results demonstrate that structured data design, reasoning-oriented initialization, and verifiable reinforcement learning can advance clinical reasoning beyond simple accuracy optimization. We release Fleming-R1 publicly to promote transparent, reproducible, and auditable progress in medical AI, enabling safer deployment in high-stakes clinical environments.

Foundation models deliver strong perception but are often too computationally heavy to deploy, and adapting them typically requires costly annotations. We introduce a semi-supervised knowledge distillation (SSKD) framework that compresses pre-trained vision foundation models (VFMs) into compact experts using limited labeled and abundant unlabeled data, and instantiate it for instance segmentation where per-pixel labels are particularly expensive. The framework unfolds in three stages: (1) domain adaptation of the VFM(s) via self-training with contrastive calibration, (2) knowledge transfer through a unified multi-objective loss, and (3) student refinement to mitigate residual pseudo-label bias. Central to our approach is an instance-aware pixel-wise contrastive loss that fuses mask and class scores to extract informative negatives and enforce clear inter-instance margins. By maintaining this contrastive signal across both adaptation and distillation, we align teacher and student embeddings and more effectively leverage unlabeled images. On Cityscapes and ADE20K, our approx 11times smaller student improves over its zero-shot VFM teacher(s) by +11.9 and +8.6 AP, surpasses adapted teacher(s) by +3.4 and +1.5 AP, and outperforms state-of-the-art SSKD methods on benchmarks.

Specialist distillation effectively transfers domain expertise to student models via teacher-generated reasoning trajectories. However, when these specialists are trained solely on question--answer pairs without explicit reasoning supervision, what governs the trajectories they generate? In this work, we show that specialist optimization implicitly selects from this latent trajectory space. To isolate and observe this latent distribution, we leverage student distillation not as a downstream goal, but as an agnostic probe---since students inherit no parameterization or optimization constraints from the specialist, inheriting only the sampled trajectories themselves. Through this probe, our empirical analysis unveils a tight governing relationship: across 27 specialist--student pairings, their specialization--generalization profiles correlate exceptionally strongly. Crucially, explicitly controlling the specialist's distributional drift systematically shifts both the teacher and its distilled student along a controllable trade-off between domain precision and general-capability retention. Across chemistry, physics, and multilingual settings, distilled students systematically reflect these specialist-induced profiles, even across divergent model families. Our findings establish a new view of specialist training: when gold reasoning is absent, tuning choices directly control the latent supervision passed to downstream models.

Repository-level software engineering (SWE) comprises heterogeneous task categories, whose progress under pooled agentic reinforcement learning can be uneven: gains in some categories coincide with regressions in others, while aggregate resolution obscures these changes. Motivated by this category see-saw, we develop a category-aware expert-training and policy-integration framework. Executable task construction and SWE Labeler, an evidence-grounded multi-axis labeling system, organize the training pools. Initial category-specific RL improves average training success while leaving uneven instance-level progress, motivating explicit consolidation of successful behavior and policy-adaptive task selection. Same-origin category experts alternate long-horizon Agentic-miniRL with Refresh-Repair-Expand (RRE): the updated policy refreshes instance mastery, reuses its own verified successful trajectories for Repair SFT, and reselects tasks for further RL. Label-routed multi-teacher on-policy distillation (MOPD) consolidates the experts into one deployable student, with ReLU-gated reward extrapolation keeping only each teacher's improving direction over the reference. Expert training and policy integration require no external model to provide solution trajectories or action targets. We evaluate Pooled RL and Balanced RL, expert development, and single-model integration through aggregate and per-category resolution, the minimum category lift over each joint-RL baseline, and expert-gain recovery. The final MOPD policy achieves mean resolution of 58.04% on Pro-618 and 59.00% on SWE-bench Multilingual, improving over the base model by 5.39 and 2.78 percentage points, respectively.

Video understanding demands a convergence of complementary capabilities across perception, temporal understanding, and complex reasoning, which are difficult to jointly optimize within a single model. We introduce Video-MOPD-8B, an open-weight model dedicated to video understanding tasks. To fundamentally enhance its capabilities, we conduct targeted reinforcement learning (RL) optimization across three core domains: video temporal grounding (VTG), general video comprehension, and video STEM reasoning. We then unify their complementary capabilities via Multi-Teacher On-Policy Distillation (MOPD), which consolidates expert knowledge by supervising student-generated trajectories with routed teacher feedback. We further introduce Reliability-Aware Informative Sampling (RAIS), which selects examples with consistently reliable teacher supervision and large teacher-student performance gaps. Together, these components enable Video-MOPD-8B to achieve coordinated and comprehensive performance gains across diverse video understanding tasks. Extensive experiments on comprehensive benchmarks covering general video understanding, temporal grounding, video reasoning, and video STEM tasks demonstrate that Video-MOPD-8B achieves state-of-the-art performance among existing models at a comparable scale. The trained model weights are available at https://huggingface.co/LandH/Video-MOPD-8B.

Sparse Mixture-of-Experts (SMoE) language models achieve strong capability at low per-token compute, yet deployment remains memory- and throughput-bound because the full expert pool must be stored and served. Post-training expert pruning reduces this cost, but most methods focus on which experts to prune within each layer and default to a uniform layer-wise sparsity allocation, even though the allocation can strongly affect performance. We decouple pruning into within-layer expert ranking and across-layer budget allocation, and introduce Expected Speculative Acceptance Proxy (ESAP), a speculative-decoding-inspired, teacher-forced metric that measures how well a pruned model matches the full model. ESAP is bounded and stable, enabling cheap comparison of many candidates without costly autoregressive decoding. Building on ESAP, we propose EvoESAP, an evolutionary searching framework that optimizes a non-uniform layer-wise sparsity allocation under a fixed global budget while holding the within-layer pruning order fixed, making it a plug-and-play method with criteria such as Frequency, EAN, SEER, and REAP. Across 7B--30B SMoE LLMs at 25\% and 50\% sparsity, EvoESAP consistently discovers non-uniform allocations that improve open-ended generation (up to +19.6\% on MATH-500 at 50\% sparsity) while preserving competitive multiple-choice accuracy compared with uniform pruning at the same sparsity.

Quantifying wound tissue composition is essential for monitoring chronic ulcer progression and guiding treatment decisions. However, pixel-level annotations are costly, and multi-tissue wound datasets remain scarce, particularly for neglected diseases such as leprosy. We introduce LUTSeg, a longitudinal chronic ulcer dataset comprising 141 images from 39 patients with wound masks and five tissue categories annotated by five expert clinicians, including a multi-expert gold-standard subset for inter-rater agreement analysis. To establish an initial benchmark for LUTSeg, we further propose TiSage, a semi-supervised tissue segmentation framework that integrates multi-scale semantic priors from a frozen medical vision-language model within a teacher-student architecture. We evaluate TiSage on LUTSeg and DFUTissue, showing improvements over supervised and semi-supervised baselines in most low-label settings. Code & data: https://github.com/carlosh93/TiSage

Modern reranking recipes---billion-scale cross-encoders, mixture-of-experts (MoE) backbones, and distillation against strong teachers---have outpaced the training infrastructure available to most academic groups. Existing Tevatron reranker training relies on the Hugging Face Trainer with DeepSpeed or PyTorch FSDP1, but these backends lack efficient support for large-scale MoE training. We present Tevatron 3.0, which integrates a Megatron-Core training backend into Tevatron while preserving its data pipeline, evaluation workflow, and Hugging Face-compatible checkpoints. We benchmark existing distributed training configurations against the new backend, showing that Megatron matches FSDP reranker quality and training efficiency under comparable data-parallel settings, is up to 22% faster in the recommended single-node configuration, and supports both LoRA and full-parameter fine-tuning. Crucially, expert parallelism enables training a 30B-parameter Qwen3-30B-A3B MoE reranker, which is infeasible with PyTorch FSDP1. Using this framework, we conduct a controlled comparison of MoE versus dense models, LoRA versus full-parameter tuning, and distillation versus contrastive training on BEIR-15 with three first-stage retrievers, and report serving throughput for Hugging Face and vLLM. We find that the MoE reranker matches dense 8B quality while activating less than half as many parameters and achieving substantially higher inference throughput. We will release the framework and trained checkpoints.

Vision-Language Action (VLA) models significantly advance robotic manipulation by leveraging the strong perception capabilities of pretrained vision-language models (VLMs). By integrating action modules into these pretrained models, VLA methods exhibit improved generalization. However, training them from scratch is costly. In this work, we propose a simple yet effective distillation-based framework that equips VLMs with action-execution capability by transferring knowledge from pretrained small action models. Our architecture retains the original VLM structure, adding only an action token and a state encoder to incorporate physical inputs. To distill action knowledge, we adopt a two-stage training strategy. First, we perform lightweight alignment by mapping VLM hidden states into the action space of the small action model, enabling effective reuse of its pretrained action decoder and avoiding expensive pretraining. Second, we selectively fine-tune the language model, state encoder, and action modules, enabling the system to integrate multimodal inputs with precise action generation. Specifically, the action token provides the VLM with a direct handle for predicting future actions, while the state encoder allows the model to incorporate robot dynamics not captured by vision alone. This design yields substantial efficiency gains over training large VLA models from scratch. Compared with previous state-of-the-art methods, our method achieves 97.3% average success rate on LIBERO (11.8% improvement) and 93.5% on LIBERO-LONG (24.5% improvement). In real-world experiments across five manipulation tasks, our method consistently outperforms the teacher model, achieving 82.0% success rate (17% improvement), which demonstrate that action distillation effectively enables VLMs to generate precise actions while substantially reducing training costs.

Unifying the complementary strengths of diverse Vision Foundation Models (VFMs) into a single efficient model is highly desirable but challenged by the negative transfer inherent in monolithic distillation. To address these feature conflicts, we introduce PRISM, a novel dual-stream Mixture-of-Experts (MoE) framework that synergizes VFMs via modular specialization. We propose a two-stage paradigm: (1) expertise deconstruction, where a teacher-conditional router guides experts to specialize in distinct representational subspaces to mitigate interference, followed by (2) dynamic recomposition, where the router learns to assemble these experts into tailored computational pathways for downstream tasks. Experiments on PASCAL-Context and NYUD-v2 show that PRISM establishes a new state of the art, validating that sparse, emergent specialization is a scalable approach for integrating diverse visual knowledge.

Classroom dialogue plays a crucial role in fostering student engagement and deeper learning. However, analysing dialogue sequences has traditionally relied on either theoretical frameworks or empirical descriptions of practice, with limited integration between the two. This study addresses this gap by developing a comprehensive rule base of dialogue sequences and an Artificial Intelligence (AI) agent that combines expert-informed rule-based systems with a large language model (LLM). The agent applies expert knowledge while adapting to the complexities of natural language, enabling accurate and flexible categorisation of classroom dialogue sequences. By synthesising findings from over 30 studies, we established a comprehensive framework for dialogue analysis. The agent was validated against human expert coding, achieving high levels of precision and reliability. The results demonstrate that the agent provides theory-grounded and adaptive functions, tremendously enhancing the efficiency and scalability of classroom dialogue analysis, offering significant potential in improving classroom teaching practices and supporting teacher professional development.

Vision-Language Navigation (VLN) requires an embodied agent to interpret a natural-language instruction and predict actions from temporally ordered visual observations. Adapting a multimodal large language model to VLN requires visual-language alignment, compact temporal inputs, action-space grounding, and stable training on the target hardware. This technical report presents PGN (Pangu Navigator), an offline VLN action-prediction system built on OpenPangu-7B. Training proceeds in two stages. First, PGMM aligns a frozen EVA-ViT-G/14 vision encoder with the frozen language backbone by training a Q-Former and a two-layer MLP projector. Second, PGN adapts the aligned model to expert navigation trajectories using five-observation windows, epoch-dependent temporal sampling, and a reasoning-then-action output format; this stage freezes the aligned visual pathway and updates three structural-token embeddings and LoRA adapters. The implementation combines mixed-precision computation, selective FP32 computation, and DeepSpeed ZeRO-2 on eight Ascend 910B NPUs. Under teacher-forced, open-loop evaluation on 500 held-out expert trajectories, V9 reports a 62.29% Normalized Action Match (NAM) and a 100.00% Non-empty Rate (NER). These metrics quantify offline expert-action alignment rather than closed-loop navigation success; evaluating error accumulation, path efficiency, and goal completion remains future work.

World Action Models (WAMs) incorporate visual representations from video generation backbones to guide action prediction. Recent efficient WAMs adopt Mixture-of-Transformers (MoT) architectures and compute video representations once for reuse by the action expert. However, intra-expert iteration (\ie, multi-step action denoising) and inter-expert waiting (\ie, sequential execution of the video and action experts) still limit inference efficiency. To this end, we present RealtimeWAM, an extremely efficient WAM variant with one-step action generation and asynchronous inference, addressing these two bottlenecks. To reduce intra-expert iteration, we propose Teacher-Anchored Consistency Distillation (TACD) to address a local-global error gap: low local consistency error alone does not guarantee accurate final actions. TACD supplements local consistency with explicit supervision from the frozen teacher's multi-step rollout endpoint, enabling accurate one-step action generation. Additionally, we propose Cross-Expert Wavefront Pipelining (CEWP) to eliminate unnecessary expert-level waiting. It overlaps the two experts through block-wise sharing of the video KV cache, synchronizing only immediately before the corresponding action attention consumes it. Extensive experiments across diverse benchmarks (\eg, LIBERO, LIBERO-Plus and RoboTwin) and model variants (\eg, Fast-WAM and Faster-WAM) demonstrate the superiority of RealtimeWAM. Notably, RealtimeWAM maintains near-lossless performance (\ie, <1% drop) across these benchmarks while delivering significant end-to-end speedup (\eg, sim25times on H100). Our code and checkpoints are available via this https://github.com/ModelTC/LightX2V/tree/main/examples/realtimewam{link}.

On-policy distillation (OPD) provides dense token-level supervision on student-generated trajectories. Although OPD performs strongly when teacher and student belong to the same model family, we find that its effectiveness degrades in cross-family settings even after tokenizer alignment, with substantially stronger external teachers offering little additional improvement. To understand this disconnect, we decompose the cross-family OPD signal into two components: an offset between a low-capability teacher-family reference and the student, and the within-family log-likelihood shift from that reference to the strong teacher. Standard OPD transfers both components together, allowing the offset to dominate the update direction and obscure the changes associated with teacher capability improvements. We propose CompassOPD, which removes this offset and transfers the within-family shift, while a frozen student reference anchors updates to the student's initial policy. Thus, both teacher-side and student-side changes are measured within their respective model families. Experiments across three student families and multiple teacher families show that CompassOPD consistently outperforms standard cross-family OPD, improving average reasoning accuracy by up to 5.50 points. For an MoE teacher, we further construct the reference directly from the teacher checkpoint by reducing expert activation, eliminating the need for a separate reference checkpoint while retaining a 3.43-point gain over OPD.

Allowing humans to interactively train artificial agents to understand language instructions is desirable for both practical and scientific reasons, but given the poor data efficiency of the current learning methods, this goal may require substantial research efforts. Here, we introduce the BabyAI research platform to support investigations towards including humans in the loop for grounded language learning. The BabyAI platform comprises an extensible suite of 19 levels of increasing difficulty. The levels gradually lead the agent towards acquiring a combinatorially rich synthetic language which is a proper subset of English. The platform also provides a heuristic expert agent for the purpose of simulating a human teacher. We report baseline results and estimate the amount of human involvement that would be required to train a neural network-based agent on some of the BabyAI levels. We put forward strong evidence that current deep learning methods are not yet sufficiently sample efficient when it comes to learning a language with compositional properties.

We present the Process Engineering Operations Assistant (PEOA), an AI-driven framework designed to solve complex problems in the chemical and process industries. The framework employs a modular architecture orchestrated by a meta-agent, which serves as the central coordinator, managing an action generator and instruction-tuned small-scale language models (expert models). The action generator decomposes complex problems into sub-tasks and identifies suitable expert models to execute each, delivering precise solutions for multi-step problem-solving. Key techniques include advanced knowledge modeling using property graphs for improved information retrieval, facilitating more accurate and contextually relevant solutions. Additionally, the framework utilizes a teacher-student transfer-learning approach with GPT-4 (Omni) to fine-tune the action generator and expert models for domain adaptation, alongside an iterative problem-solving mechanism with sophisticated error handling. Custom datasets were developed to evaluate the framework against leading proprietary language models on various engineering tasks. The results demonstrate the framework effectiveness in automating calculations, accelerating prototyping, and providing AI-augmented decision support for industrial processes, marking a significant advancement in process engineering capabilities.

We present Swift-Image, a compact unified model for text-to-image generation, single-image editing, and multi-image editing. Our goal is to explore how far a relatively small visual generator can be pushed through systematic training engineering under a constrained computational budget. Swift-Image adopts an efficient 6B single-stream DiT and a progressive training pipeline that evolves from broad semantic coverage to higher resolution, stronger visual quality, and unified generation-editing supervision. For post-training, we employ parallel expert reinforcement learning followed by multi-teacher on-policy distillation to alleviate interference among heterogeneous objectives. We further decouple high-level reasoning from pixel-level rendering with a Prompt Enhancer that translates user requests into generator-aligned visual specifications. For efficient deployment, structural pruning and few-step distillation produce 3B and accelerated variants. Swift-Image achieves leading aggregate performance among evaluated open-source models with only 6B parameters and 243K GPU training hours; the compressed 3B model incurs nearly no loss, while few-step distillation further improves aggregate editing performance with substantially fewer sampling steps. Our study also summarizes practical lessons for architecture, data curriculum, post-training, prompt enhancement, and model compression.

On-policy distillation (OPD) has demonstrated two important capabilities in language models: compressing large teachers into smaller students and merging expert models into a single model. Existing diffusion OPD, however, mostly focus on the latter, with teachers and students sharing the same backbone and scale. We investigate large-to-small diffusion opd from large teachers to a small student and find that the standard recipe fails. To find the underlying cause, we propose Fixed-State KL, an effective and fair way to measure the distribution gap between student and teacher during OPD training for diffusion models. We are the first to clarify why large-to-small OPD is challenging for diffusion models: a smaller student struggles to perfectly match the distribution of a larger teacher, while classifier-free guidance can accumulate and amplify the distributional discrepancies between the student's conditional and unconditional branches and those of the teacher. To solve this problem, we propose GFD-OPD, a simple yet effective method that reduces the student-teacher gap while avoiding the error amplification of the CFG composition. Across numerous experiments, GFD outperforms previous baselines in both training efficiency and final performance, achieving state-of-the-art results on all benchmarks.

Mixture-of-Experts (MoE) architectures face challenges such as high memory consumption and redundancy in experts. Pruning MoE can reduce network weights while maintaining model performance. Motivated by the recent observation of emergent large magnitude features in Large Language Models (LLM) and MoE routing policy, we propose MoE-Pruner, a method that prunes weights with the smallest magnitudes multiplied by the corresponding input activations and router weights, on each output neuron. Our pruning method is one-shot, requiring no retraining or weight updates. We evaluate our method on Mixtral-8x7B and Mixtral-8x22B across multiple language benchmarks. Experimental results show that our pruning method significantly outperforms state-of-the-art LLM pruning methods. Furthermore, our pruned MoE models can benefit from a pretrained teacher model through expert-wise knowledge distillation, improving performance post-pruning. Experimental results demonstrate that the Mixtral-8x7B model with 50% sparsity maintains 99% of the performance of the original model after the expert-wise knowledge distillation.

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

Vision-Language-Action Models (VLAs) have demonstrated remarkable generalization capabilities in real-world experiments. However, their success rates are often not on par with expert policies, and they require fine-tuning when the setup changes. In this work, we introduce Refined Policy Distillation (RPD), a novel Reinforcement Learning (RL)-based policy refinement method that bridges this performance gap through a combination of on-policy RL with behavioral cloning. The core idea of RPD is to distill and refine VLAs into compact, high-performing expert policies by guiding the student policy during RL exploration using the actions of a teacher VLA, resulting in increased sample efficiency and faster convergence. We complement our method by fine-tuned versions of Octo and OpenVLA for ManiSkill3 to evaluate RPD in simulation. While this is a key requirement for applying RL, it also yields new insights beyond existing studies on VLA performance in real-world settings. Our experimental results across various manipulation tasks show that RPD enables the RL student to learn expert policies that outperform the VLA teacher in both dense and sparse reward settings, while also achieving faster convergence than the RL baseline. Our approach is even robust to changes in camera perspective and can generalize to task variations that the underlying VLA cannot solve. Our code, dataset, VLA checkpoints, and videos are available at https://refined-policy-distillation.github.io

Existing Flow Matching (FM) text-to-image models suffer from two critical bottlenecks under multi-task alignment: the reward sparsity induced by scalar-valued rewards, and the gradient interference arising from jointly optimizing heterogeneous objectives, which together give rise to a 'seesaw effect' of competing metrics and pervasive reward hacking. Inspired by the success of On-Policy Distillation (OPD) in the large language model community, we propose Flow-OPD, the first unified post-training framework that integrates on-policy distillation into Flow Matching models. Flow-OPD adopts a two-stage alignment strategy: it first cultivates domain-specialized teacher models via single-reward GRPO fine-tuning, allowing each expert to reach its performance ceiling in isolation; it then establishes a robust initial policy through a Flow-based Cold-Start scheme and seamlessly consolidates heterogeneous expertise into a single student via a three-step orchestration of on-policy sampling, task-routing labeling, and dense trajectory-level supervision. We further introduce Manifold Anchor Regularization (MAR), which leverages a task-agnostic teacher to provide full-data supervision that anchors generation to a high-quality manifold, effectively mitigating the aesthetic degradation commonly observed in purely RL-driven alignment. Built upon Stable Diffusion 3.5 Medium, Flow-OPD raises the GenEval score from 63 to 92 and the OCR accuracy from 59 to 94, yielding an overall improvement of roughly 10 points over vanilla GRPO, while preserving image fidelity and human-preference alignment and exhibiting an emergent 'teacher-surpassing' effect. These results establish Flow-OPD as a scalable alignment paradigm for building generalist text-to-image models.

Reinforcement learning with verifiable rewards (RLVR) improves specific capabilities of large language models, but covering multiple capabilities often involves training separate domain experts and subsequently consolidating them. We organize three fusion paradigms by the artefacts they reuse: Merge combines expert task vectors, Mix RL pools their datasets, and multi-teacher on-policy distillation (MOPD) uses both. Because they have largely been studied in isolation, how they compare and how to choose among them remain unclear. We compare all three using shared experts and data across model scales and a multi-domain benchmark suite. Although their average performance differs by at most 1.4 points, the gap reaches 8.6 points on a single benchmark, with domain-level variation tracking cross-domain relations visible in task-vector geometry. Training dynamics expose distinct constraints: Mix RL depends on domain mixture proportions, MOPD remains bounded by its teachers, and Merge compresses all expert updates into one. All three improve single-sample accuracy without measurable gains in solution coverage or losses in held-out capabilities. These results yield a practical guideline: use Merge when experts already exist and cheap fusion is paramount; Mix RL when training a unified model without experts, with domain proportions adjusted for cross-domain transfer; and MOPD when preserving domain-specific gains matters more than surpassing teachers or minimizing end-to-end cost.

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

Shaping powerful LLMs to be beneficial and safe is central to AI alignment. We argue that post-training alignment is fundamentally a unified Preference Learning problem, involving two modalities: demonstrated preferences (e.g., Supervised Fine-Tuning, SFT) and comparative preferences (e.g., Reinforcement Learning, RL).The standard sequential pipeline-SFT followed by RL-is flawed due to a critical distributional mismatch: SFT uses static expert data, but as the policy evolves, its generation distribution drifts, making SFT knowledge brittle. Subsequent RL then explores without direct access to the rich, ground-truth knowledge in expert demonstrations, leading to inefficient, ungrounded updates. This separation prevents mutual regularization between data sources. To address this, we reframe alignment as a constrained optimization problem and propose Unified Adversarial Preference Learning (UniAPL),a novel framework that dynamically aligns the policy's distribution with the expert's. UniAPL implements a single-stage unified training objective, jointly learning from mixed batches of SFT and preference data. In every gradient step, dense expert demonstrations directly ground and regularize online exploration, inherently resolving distributional mismatch and maximizing data synergy.We evaluate UniAPL on instruction-following tasks using Qwen3-235B-Instruct-2507 as the teacher. Our models match or exceed strong GRPO baselines: +5.77% on Qwen3-0.6B (matching a 32B model) and +3.75% on Qwen3-4B,even outperforming the teacher. Analyses of response length and log-probability distributions confirm that UniAPL outputs closely mimic expert demonstrations, achieving both stronger performance and better behavioral alignment.

Molecular property prediction is crucial for drug discovery and materials science, yet existing approaches suffer from limited interpretability, poor cross-task generalization, and lack of chemical reasoning capabilities. Traditional machine learning models struggle with task transferability, while specialized molecular language models provide little insight into their decision-making processes. To address these limitations, we propose MPPReasoner, a multimodal large language model that incorporates chemical reasoning for molecular property prediction. Our approach, built upon Qwen2.5-VL-7B-Instruct, integrates molecular images with SMILES strings to enable comprehensive molecular understanding. We develop a two-stage training strategy: supervised fine-tuning (SFT) using 16,000 high-quality reasoning trajectories generated through expert knowledge and multiple teacher models, followed by Reinforcement Learning from Principle-Guided Rewards (RLPGR). RLPGR employs verifiable, rule-based rewards that systematically evaluate chemical principle application, molecular structure analysis, and logical consistency through computational verification. Extensive experiments across 8 datasets demonstrate significant performance improvements, with MPPReasoner outperforming the best baselines by 7.91\% and 4.53\% on in-distribution and out-of-distribution tasks respectively. MPPReasoner exhibits exceptional cross-task generalization and generates chemically sound reasoning paths that provide valuable insights into molecular property analysis, substantially enhancing both interpretability and practical utility for chemists. Code is available at https://anonymous.4open.science/r/MPPReasoner-12687.

This document consolidates publicly reported technical details about Metas Llama 4 model family. It summarizes (i) released variants (Scout and Maverick) and the broader herd context including the previewed Behemoth teacher model, (ii) architectural characteristics beyond a high-level MoE description covering routed/shared-expert structure, early-fusion multimodality, and long-context design elements reported for Scout (iRoPE and length generalization strategies), (iii) training disclosures spanning pre-training, mid-training for long-context extension, and post-training methodology (lightweight SFT, online RL, and lightweight DPO) as described in release materials, (iv) developer-reported benchmark results for both base and instruction-tuned checkpoints, and (v) practical deployment constraints observed across major serving environments, including provider-specific context limits and quantization packaging. The manuscript also summarizes licensing obligations relevant to redistribution and derivative naming, and reviews publicly described safeguards and evaluation practices. The goal is to provide a compact technical reference for researchers and practitioners who need precise, source-backed facts about Llama 4.

Recent memory agents improve LLMs by extracting experiences and conversation history into an external storage. This enables low-overhead context assembly and online memory update without expensive LLM training. However, existing solutions remain passive and reactive; memory growth is bounded by information that happens to be available, while memory agents seldom seek external inputs in uncertainties. We propose autonomous memory agents that actively acquire, validate, and curate knowledge at a minimum cost. U-Mem materializes this idea via (i) a cost-aware knowledge-extraction cascade that escalates from cheap self/teacher signals to tool-verified research and, only when needed, expert feedback, and (ii) semantic-aware Thompson sampling to balance exploration and exploitation over memories and mitigate cold-start bias. On both verifiable and non-verifiable benchmarks, U-Mem consistently beats prior memory baselines and can surpass RL-based optimization, improving HotpotQA (Qwen2.5-7B) by 14.6 points and AIME25 (Gemini-2.5-flash) by 7.33 points.

RLVR and OPD have become standard paradigms for post-training. We provide a unified analysis of these two paradigms in consolidating multiple expert capabilities into a single model, identifying capability loss in different ways: mixed RLVR suffers from inter-capability divergence cost, while the pipeline of first training experts and then performing OPD, though avoiding divergence, fails to fully absorb teacher capabilities due to large behavioral pattern gaps between teacher and student. We propose Co-Evolving Policy Distillation (CoPD), which encourages parallel training of experts and introduces OPD during each expert's ongoing RLVR training rather than after complete expert training, with experts serving as mutual teachers (making OPD bidirectional) to co-evolve. This enables more consistent behavioral patterns among experts while maintaining sufficient complementary knowledge throughout. Experiments validate that CoPD achieves all-in-one integration of text, image, and video reasoning capabilities, significantly outperforming strong baselines such as mixed RLVR and MOPD, and even surpassing domain-specific experts. The model parallel training pattern offered by CoPD may inspire a novel training scaling paradigm.

Retraining-free MoE compression reduces deployment memory by pruning or merging experts, but often treats the compressed checkpoint as the final artifact. We argue that this view is incomplete: compressed MoE checkpoints are better understood as compressed initializations that benefit from a tiny post-compression adjustment stage. Across two MoE LLM backbones, four pruning/merging methods, three expert-retention ratios, and 28 benchmarks, we compare LM fine-tuning and teacher-based KD under matched small-data budgets and measured GPU costs. Using only 3,000 C4 examples and a single epoch of adjustment, Full FT recovers 37.3% of the original-to-compressed performance gap on average. Moreover, LM fine-tuning is more cost-effective than standard token-level KD, and full-parameter adjustment gives the strongest cost--recovery trade-off among the tested scopes. These results suggest that retraining-free compression should be paired with small post-compression adjustment to recover a substantial portion of the performance lost during compression.

Diffusion policies have recently emerged as a powerful framework for robotic manipulation. However, like other behavior cloning methods, they remain vulnerable to distributional shift, often requiring human-in-the-loop interventions to correct failures during deployment. These interactions naturally provide paired supervision in the form of the robot's undesired actions and the human teacher's corrective actions. Yet existing data aggregation pipelines and standard behavior cloning losses largely ignore this negative signal from undesired actions, leading to overfitting to teacher's actions and an increasing reliance on costly expert data. To address this limitation, we propose Set-Supervised Diffusion Policy (SDP), a novel learning framework that utilizes contrastive action-chunk data to train diffusion policies from human corrections. From paired positive and negative action-chunks, SDP constructs a set of desired action-chunks and designs a training pipeline that encourages the diffusion policy to align with the set. Through extensive experiments across multiple robotic manipulation tasks, we demonstrate that SDP consistently improves policy performance, with particularly strong gains in robustness to noisy data. Moreover, SDP induces high-quality aggregated datasets, enabling more efficient and reliable policy learning from human-in-the-loop corrections. Our code is available at https://set-supervised-diffusion-policy.github.io/.

*Reinforcement learning (RL)* can induce substantial reasoning capabilities in large language models (LLMs), but how much of this capability transfers across model scales, and how quickly, remains unclear. We study the scaling properties of *on-policy distillation (OPD)* across *weak-to-strong*, *same-base*, and *strong-to-weak* teacher--student setups. We find that early OPD training dynamics uniformly exhibit a regular *useful-transfer* regime, in which held-out accuracy (the *gold score*, G) rises approximately linearly in d=mathrm{KL(π_θVert π_{ref})}, the square root of token-level reverse KL divergence from the student initialization. In every observed weak-to-strong pair, the student's peak gold score exceeds its teacher's own, so a compact RL expert can transfer capability to a much larger student via OPD. To estimate OPD outcomes, we fit *power laws* for how G_{peak} and the slope of the useful-transfer regime scale with student and teacher parameter counts and with teacher gold score. These laws show that peak gold score improves with teacher scale only up to roughly the student's scale, and that at a matched gold score smaller teachers transfer better, so a teacher's score alone does not define its supervision value. We also study the scaling effects of two OPD variants, bootstrapping weak-to-strong OPD, and the degree of on-policy supervision.

Training capable cyber agents is often treated primarily as a problem of model scale, yet open-weight post-training is constrained more directly by the cost of executable environments, reliable multi-turn supervision, and access to strong teachers. We present a data-centric framework that addresses these bottlenecks through five complementary systems: Choulea analyzes hidden reasoning signatures, SkyReal reduces teacher-sampling cost, Hongzwang bypasses API restrictions on teacher execution, PSBreakup restores capabilities weakened by model merging, and Kreator converts expert interventions into trainable reasoning. Our data engine constructs resettable coding, vulnerability, CTF, kernel-history, full-exploit, firmware, and device-backed environments. Candidate trajectories are retained only after execution verification and evidence auditing, yielding 164,269 trajectories for long-context supervised fine-tuning. The three checkpoints improve over their starting models by an average of 23.76% on the full CyberGym suite and 10.49% across the pooled CTF suites. As of September 1, 2026, Feyospace-s1 achieves a verified success rate of 63.24% and ranks 10th on the official CyberGym leaderboard, while all three checkpoints rank 1st among models at comparable parameter scales. To our knowledge, this is the first end-to-end demonstration that a seven-person independent team can train open-weight models with leading agentic cyber capability.

We present Ego-Exo4D, a diverse, large-scale multimodal multiview video dataset and benchmark challenge. Ego-Exo4D centers around simultaneously-captured egocentric and exocentric video of skilled human activities (e.g., sports, music, dance, bike repair). 740 participants from 13 cities worldwide performed these activities in 123 different natural scene contexts, yielding long-form captures from 1 to 42 minutes each and 1,286 hours of video combined. The multimodal nature of the dataset is unprecedented: the video is accompanied by multichannel audio, eye gaze, 3D point clouds, camera poses, IMU, and multiple paired language descriptions -- including a novel "expert commentary" done by coaches and teachers and tailored to the skilled-activity domain. To push the frontier of first-person video understanding of skilled human activity, we also present a suite of benchmark tasks and their annotations, including fine-grained activity understanding, proficiency estimation, cross-view translation, and 3D hand/body pose. All resources are open sourced to fuel new research in the community. Project page: http://ego-exo4d-data.org/

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

Fine-grained image recognition classifies subcategories such as bird species or car models. While state-of-the-art (SOTA) models are accurate, they are often too resource-intensive for deployment on constrained devices. Knowledge distillation addresses this by transferring knowledge from a large teacher model to a smaller student model. A key challenge is selecting the right teacher, as it heavily impacts student performance. This paper introduces a teacher selection metric, Ratio 1-2, based on teacher prediction ratios. Extensive analysis of over one thousand experiments across 3 students, 8 teachers, and 8 datasets under 4 training strategies demonstrates that our metric improves teacher selection by 18\% over previous methods, enabling small student models to achieve up to 17\% accuracy gains. Experiment codebase is available at: https://github.com/arkel23/FGIR-KD-Teacher{https://github.com/arkel23/FGIR-KD-Teacher}.

Multi-teacher on-policy distillation (MOPD) integrates specialized capabilities into a single student, but existing practice typically hard-routes each prompt to a domain-matched teacher for the entire rollout. This dependence on prompt-level domain labels restricts using unlabeled training mixtures and leaves complementary signals from other teachers unused. We introduce MOPD-Router, a framework that routes supervision over the full teacher pool at each token, without domain labels or training a separate routing model. Its plug-in interface supports different metrics for selecting and weighting teacher-specific OPD signals. Within this interface, we propose ExpertAlign, which scores each teacher by whether its correction to the student at the current token expresses the specialization that teacher acquired during post-training, and compare it against two reference metrics built on teacher confidence (Entropy) and teacher-student discrepancy (Novelty). Experiments on unlabeled and domain-labeled training mixtures under strong-to-weak and same-size distillation scenarios show that ExpertAlign achieves the strongest overall performance in all four settings. On unlabeled data, it improves the overall score by 5.88 (+12.3%) points over Mean aggregation; on domain-labeled data, it outperforms standard MOPD by 3.95 (+7.8%) points without using available domain labels. These results demonstrate token-level routing can exploit cross-domain complementary supervision, and reduce exclusive reliance on prompt-level domain assignment. Code is available at: https://github.com/TURLEing/MOPD-Router.

Recent work has explored the use of large language models (LLMs) to generate tutoring responses in mathematics, yet it remains unclear how closely their instructional behavior aligns with expert human practice. We analyze a dataset of math remediation dialogues in which expert tutors, novice tutors, and seven LLMs of varying sizes, comprising both open-weight and commercial models, respond to the same student errors. We examine instructional strategies and linguistic characteristics of tutoring responses, including uptake (restating and revoicing), pressing for accuracy and reasoning, lexical diversity, readability, politeness, and agency. We find that expert tutors produce higher-quality responses than novices, and that larger LLMs generally receive higher pedagogical quality ratings than smaller models, approaching expert performance on average. However, LLMs exhibit systematic differences in their instructional profiles: they underuse discursive strategies characteristic of expert tutors while generating longer, more lexically diverse, and more polite responses. Regression analyses show that pressing for accuracy and reasoning, restating and revoicing, and lexical diversity, are positively associated with perceived pedagogical quality, whereas higher levels of agentic and polite language are negatively associated. These findings highlight the importance of analyzing instructional strategies and linguistic characteristics when evaluating tutoring responses across human tutors and intelligent tutoring systems.

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 answering quality of an aligned large language model (LLM) can be drastically improved if treated with proper crafting of prompts. In this paper, we propose ExpertPrompting to elicit the potential of LLMs to answer as distinguished experts. We first utilize In-Context Learning to automatically synthesize detailed and customized descriptions of the expert identity for each specific instruction, and then ask LLMs to provide answer conditioned on such agent background. Based on this augmented prompting strategy, we produce a new set of instruction-following data using GPT-3.5, and train a competitive open-source chat assistant called ExpertLLaMA. We employ GPT4-based evaluation to show that 1) the expert data is of significantly higher quality than vanilla answers, and 2) ExpertLLaMA outperforms existing open-source opponents and achieves 96\% of the original ChatGPT's capability. All data and the ExpertLLaMA model will be made publicly available at https://github.com/OFA-Sys/ExpertLLaMA.

Modern large language models (LLMs) rely on reinforcement learning to build strong capabilities in individual domains, but integrating those capabilities into a single deployable model remains challenging. By routing each sample to the teacher whose domain matches it, existing approaches let a domain label decide which teacher provides supervision. However, domain expertise holds only on average: the matched teacher is not always correct on a given sample, while a teacher from another domain sometimes is. The reliable teacher therefore has to be identified per sample, not per domain. In this paper, we introduce Multi-Teacher Self-Distillation Policy Optimization (MT-SDPO), an on-policy distillation method that unifies several frozen teachers into one student model. MT-SDPO consists of three components: (1) self-anchors, where a rollout is supervised by a correct rollout from its own group; (2) answer-verified eligibility, where a teacher may supervise a sample only if its own answer passes a verifier; and (3) privileged distillation, which merges the anchor and all verified feedback into one context that an exponential moving average self-teacher reads and the student does not, thereby keeping one policy at deployment. Across five students from three model families, MT-SDPO lifts the weakest domain of Qwen3-8B by 14.79 points and narrows its domain gap by 74.7%, a better balance than serving one matched teacher per domain. Verified reliability, not domain membership, should decide who teaches. Code is available at https://github.com/hexixiang/MT-SDPO.

Expert problem-solving is driven by powerful languages for thinking about problems and their solutions. Acquiring expertise means learning these languages -- systems of concepts, alongside the skills to use them. We present DreamCoder, a system that learns to solve problems by writing programs. It builds expertise by creating programming languages for expressing domain concepts, together with neural networks to guide the search for programs within these languages. A ``wake-sleep'' learning algorithm alternately extends the language with new symbolic abstractions and trains the neural network on imagined and replayed problems. DreamCoder solves both classic inductive programming tasks and creative tasks such as drawing pictures and building scenes. It rediscovers the basics of modern functional programming, vector algebra and classical physics, including Newton's and Coulomb's laws. Concepts are built compositionally from those learned earlier, yielding multi-layered symbolic representations that are interpretable and transferrable to new tasks, while still growing scalably and flexibly with experience.

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.

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.

Teaching videos are becoming a major medium for education, creating a growing need for scalable evaluation of their pedagogical quality. Existing automatic judges do not fully address this setting because teaching quality depends on multimodal evidence and should be evaluated with respect to the intended learner rather than as a universal property. We present EduPanel, a rubric-grounded, learner-conditioned LLM judge that decomposes evaluation across specialized agents to produce interpretable assessments for different aspects of teaching quality. Across expert studies, architecture ablations, and learner-persona analyses, EduPanel achieves reliability comparable to a median human expert. In expert evaluation, its feedback improves scoring accuracy (MAE 0.87 to 0.73), while experts remain able to detect unreliable outputs (AUC = 0.77) instead of accepting them blindly. These results suggest that EduPanel can serve as effective assistants for educational evaluation rather than replacements for human experts.

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

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

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

Many everyday tasks ranging from fixing appliances, cooking recipes to car maintenance require expert knowledge, especially when tasks are complex and multi-step. Despite growing interest in AI agents, there is a scarcity of dialogue-video datasets grounded for real world task assistance. In this paper, we propose a simple yet effective approach that transforms single-person instructional videos into task-guidance two-person dialogues, aligned with fine grained steps and video-clips. Our fully automatic approach, powered by large language models, offers an efficient alternative to the substantial cost and effort required for human-assisted data collection. Using this technique, we build HowToDIV, a large-scale dataset containing 507 conversations, 6636 question-answer pairs and 24 hours of videoclips across diverse tasks in cooking, mechanics, and planting. Each session includes multi-turn conversation where an expert teaches a novice user how to perform a task step by step, while observing user's surrounding through a camera and microphone equipped wearable device. We establish the baseline benchmark performance on HowToDIV dataset through Gemma-3 model for future research on this new task of dialogues for procedural-task assistance.

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.

Knowledge Distillation (KD) consists of transferring “knowledge” from one machine learning model (the teacher) to another (the student). Commonly, the teacher is a high-capacity model with formidable performance, while the student is more compact. By transferring knowledge, one hopes to benefit from the student’s compactness, without sacrificing too much performance. We study KD from a new perspective: rather than compressing models, we train students parameterized identically to their teachers. Surprisingly, these Born-Again Networks (BANs), outperform their teachers significantly, both on computer vision and language modeling tasks. Our experiments with BANs based on DenseNets demonstrate state-of-the-art performance on the CIFAR-10 (3.5%) and CIFAR-100 (15.5%) datasets, by validation error. Additional experiments explore two distillation objectives: (i) Confidence-Weighted by Teacher Max (CWTM) and (ii) Dark Knowledge with Permuted Predictions (DKPP). Both methods elucidate the essential components of KD, demonstrating the effect of the teacher outputs on both predicted and non-predicted classes.

Background: Recently, ChatGPT and similar generative AI models have attracted hundreds of millions of users and become part of the public discourse. Many believe that such models will disrupt society and will result in a significant change in the education system and information generation in the future. So far, this belief is based on either colloquial evidence or benchmarks from the owners of the models -- both lack scientific rigour. Objective: Through a large-scale study comparing human-written versus ChatGPT-generated argumentative student essays, we systematically assess the quality of the AI-generated content. Methods: A large corpus of essays was rated using standard criteria by a large number of human experts (teachers). We augment the analysis with a consideration of the linguistic characteristics of the generated essays. Results: Our results demonstrate that ChatGPT generates essays that are rated higher for quality than human-written essays. The writing style of the AI models exhibits linguistic characteristics that are different from those of the human-written essays, e.g., it is characterized by fewer discourse and epistemic markers, but more nominalizations and greater lexical diversity. Conclusions: Our results clearly demonstrate that models like ChatGPT outperform humans in generating argumentative essays. Since the technology is readily available for anyone to use, educators must act immediately. We must re-invent homework and develop teaching concepts that utilize these AI models in the same way as math utilized the calculator: teach the general concepts first and then use AI tools to free up time for other learning objectives.

The cultivation of expertise for large language models (LLMs) to solve tasks of specific areas often requires special-purpose tuning with calibrated behaviors on the expected stable outputs. To avoid huge cost brought by manual preparation of instruction datasets and training resources up to hundreds of hours, the exploitation of open knowledge including a wealth of low rank adaptation (LoRA) models and instruction datasets serves as a good starting point. However, existing methods on model and data selection focus on the performance of general-purpose capabilities while neglecting the knowledge gap exposed in domain-specific deployment. In the present study, we propose to bridge such gap by introducing few human-annotated samples (i.e., K-shot) for advancing task expertise of LLMs with open knowledge. Specifically, we develop an efficient and scalable pipeline to cost-efficiently produce task experts where K-shot data intervene in selecting the most promising expert candidates and the task-relevant instructions. A mixture-of-expert (MoE) system is built to make the best use of individual-yet-complementary knowledge between multiple experts. We unveil the two keys to the success of a MoE system, 1) the abidance by K-shot, and 2) the insistence on diversity. For the former, we ensure that models that truly possess problem-solving abilities on K-shot are selected rather than those blind guessers. Besides, during data selection, instructions that share task-relevant contexts with K-shot are prioritized. For the latter, we highlight the diversity of constituting experts and that of the fine-tuning instructions throughout the model and data selection process. Extensive experimental results confirm the superiority of our approach over existing methods on utilization of open knowledge across various tasks. Codes and models will be released later.

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.

Decision-makers are often experts of their domain and take actions based on their domain knowledge. Doctors, for instance, may prescribe treatments by predicting the likely outcome of each available treatment. Actions of an expert thus naturally encode part of their domain knowledge, and can help make inferences within the same domain: Knowing doctors try to prescribe the best treatment for their patients, we can tell treatments prescribed more frequently are likely to be more effective. Yet in machine learning, the fact that most decision-makers are experts is often overlooked, and "expertise" is seldom leveraged as an inductive bias. This is especially true for the literature on treatment effect estimation, where often the only assumption made about actions is that of overlap. In this paper, we argue that expertise - particularly the type of expertise the decision-makers of a domain are likely to have - can be informative in designing and selecting methods for treatment effect estimation. We formally define two types of expertise, predictive and prognostic, and demonstrate empirically that: (i) the prominent type of expertise in a domain significantly influences the performance of different methods in treatment effect estimation, and (ii) it is possible to predict the type of expertise present in a dataset, which can provide a quantitative basis for model selection.

Mixture-of-Experts (MoE) language models route each token through a small subset of experts, making routing patterns useful for identifying task-relevant experts during downstream adaptation. Yet current approaches have two limitations: task experts are typically identified from aggregate routing statistics that reflect usage rather than association with successful task completion, and task-expert activations remain underexplored as signals for supervision allocation. We introduce Task-Expert-Aware Supervision (TEXAS), which combines correctness-conditioned task expert discovery with token-level supervision allocation. TEXAS compares expert activations on instances that the base model solves successfully and those it fails to solve, and retains experts more strongly activated on successful instances. During fine-tuning, it upweights answer tokens in failed instances when they activate these experts. TEXAS therefore leverages existing routing behavior without restricting adaptation to a fixed expert subset or imposing an explicit target routing distribution. Across three MoE models and six benchmarks, TEXAS achieves the best or tied-best performance in 17 of 18 settings and improves over the strongest baseline by 1.3--1.5 points on average. Ablations and further analyses validate both the discovered experts and the resulting supervision strategy.

Continual Test-Time Adaptation (CTTA) aims to adapt a pretrained model to ever-changing environments during the test time under continuous domain shifts. Most existing CTTA approaches are based on the Mean Teacher (MT) structure, which contains a student and a teacher model, where the student is updated using the pseudo-labels from the teacher model, and the teacher is then updated by exponential moving average strategy. However, these methods update the MT model indiscriminately on all parameters of the model. That is, some critical parameters involving sharing knowledge across different domains may be erased, intensifying error accumulation and catastrophic forgetting. In this paper, we introduce Parameter-Selective Mean Teacher (PSMT) method, which is capable of effectively updating the critical parameters within the MT network under domain shifts. First, we introduce a selective distillation mechanism in the student model, which utilizes past knowledge to regularize novel knowledge, thereby mitigating the impact of error accumulation. Second, to avoid catastrophic forgetting, in the teacher model, we create a mask through Fisher information to selectively update parameters via exponential moving average, with preservation measures applied to crucial parameters. Extensive experimental results verify that PSMT outperforms state-of-the-art methods across multiple benchmark datasets. Our code is available at https://github.com/JiaxuTian/PSMT.

Large language models (LLMs) have become increasingly capable problem solvers, but being able to solve a problem is not the same as being able to teach it. Existing approaches to training LLMs as teachers rely on demonstrations, preference data, or predefined pedagogical criteria that specify what good teaching looks like. However, these signals are often not grounded in individual student learning outcomes, where effective teaching strategies can vary substantially across learners. To address this, we introduce Sherpa, a multi-turn reinforcement learning framework that instantiates multiple student archetypes with LLMs conditioned on distinct learning preferences and trains a teacher model to adapt its instruction by directly maximizing their learning outcomes. Teacher LLMs trained with Sherpa improve instructed students' performance across all archetypes by an average of 20.5 percentage points. Under MathTutorBench's evaluation, Sherpa raises the overall pedagogy score from 52.5% to 79.2%, indicating better teaching responses. Our human studies show that the trained teacher is preferred over the base model in 79.6% of pairwise comparisons. Together, Sherpa trains LLM teachers to adapt to diverse simulated students and become better aligned with human teachers, paving the road towards AI tutors teaching real students.

We introduce Motif 3, a decoder-only Mixture-of-Experts language model with 314 billion total parameters and 13.2 billion activated per token. Each sparse MoE layer contains 384 routed experts, with eight selected per token. This fine-grained sparsity provides substantial expert capacity while limiting computation. Motif 3 is built around Grouped Differential Latent Attention (GDLA), which integrates grouped differential attention with the compressed key-value representation of Multi-head Latent Attention. The architecture further incorporates modified manifold-constrained hyper-connections, Expert Specific PolyNorm activations, and multi-token prediction to improve optimization stability, expert specialization, and inference efficiency. We pretrain Motif 3 on approximately 12.5 trillion tokens spanning web documents, STEM, code, mathematics, multilingual content, and domain-specialized corpora. Expert-balancing and numerical-stabilization techniques support stable training at scale, while selective MXFP8 computation and communication, memory-efficient fused kernels, and window-aware context parallelism enable training with context lengths up to 256K tokens. Our post-training pipeline combines general supervised fine-tuning, six specialist teachers trained with reinforcement learning, a software-engineering teacher trained with supervised fine-tuning, and Multi-teacher On-Policy Distillation. The resulting unified model consolidates complementary capabilities in reasoning, coding, tool use, professional work, long-context understanding, calibrated abstention, and instruction following. Across a broad evaluation suite, Motif 3 demonstrates competitive performance against leading open weight models, including strong results on long-horizon agentic tasks, mathematical reasoning, scientific knowledge, and hallucination-sensitive evaluation.

Language models often show little to no improvement (i.e., "saturation") when trained via vanilla supervised fine-tuning (SFT) on data similar to what they saw in their training set (e.g., MATH). We introduce a new fine-tuning strategy, STAT, to train such a student model by using the metacognition ability of a stronger large language model (LLM) as the teacher. The teacher uses the task dataset to create a list of skills needed for the task, and then labels each data point with its required skills (Didolkar et al., 2024). By monitoring the student's answers, the teacher creates a Missing-Skill-Profile for the student, tracking how often they failed to apply each skill in their responses. We use this idea to build a modified training set in one of two ways. In STAT-Sel, the teacher uses an existing set of training examples but adaptively reweights them according to the Missing-Skill-Profile. In STAT-Syn, the teacher synthesizes additional examples involving missing skills. Across extensive experiments on Llama and Qwen models, our methods yield improvements of up to 7.5% on MATH, whereas SFT provides only limited gains. Furthermore, STAT enhances performance on out-of-distribution benchmarks (e.g., AIME24/25, AMC23, etc.) by an average of 4.6%. Crucially, we find that STAT is complementary to RL via GRPO (Shao et al., 2024): after the model is improved using STAT to address skill gaps, GRPO continues to add further gains. We conclude that skill-targeted adaptive training should broadly improve current training pipelines. Our code is available at: https://github.com/princeton-pli/STAT.

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