Redact or Keep? A Fully Local AI Cascade for Educational Dialogue De-Identification

Conversational data collected in domains such as healthcare or social sciences is a valuable resource for research and automated analysis. However, responsible data sharing requires the detection and removal of personally identifiable and sensitive information to protect individual privacy. To support the development and evaluation of automatic de-identification systems, we present DialogPII, a multilingual dataset of synthetic dialogs and speech-derived transcripts for personal information detection. DialogPII covers eight interaction scenarios (emergency calls, medical anamnesis interviews, therapy sessions, insurance communication, customer support, clinical interviews regarding an AI-supported dashboard, police reports, and group therapy discussions), 19 entity types, and 11 languages (English, Arabic, Finnish, French, German, Hindi, Italian, Polish, Portuguese, Spanish, and Turkish). Dialogs were generated semi-automatically using large language models, manually curated for plausibility and diversity, and localized to country- and city-specific contexts. All dialogs were additionally converted to speech via text-to-speech synthesis, transcribed with Whisper, and annotated through automatic projection and manual correction, yielding aligned written and speech-derived resources across all languages. We further release baseline multilingual named entity recognition models and provide technical validation through inter-annotator agreement analysis, translation quality evaluation, annotation projection assessment, and benchmark experiments with transformer-based sequence labeling models.

Clinical notes contain personally identifiable information (PII), restricting reuse for research and medical AI, especially when data cannot leave an institution. We developed MedDeID, an on-premises framework combining in-house annotation and synthetic-note generation with model training, inference, pseudonymisation and evaluation. On an independently annotated, adjudicated 300-note Dutch hospital benchmark, a hospital-trained compact transformer detected 98.9% of identifying text while redacting 0.24% of text outside annotated identifiers; a synthetic-only counterpart detected 96.1%. On 100 primary-care notes, the synthetic-trained model achieved higher recall than the hospital-trained model (90.3% versus 87.0%) and greater robustness to identifier-format perturbations. An English instantiation trained without real text detected 99.7% and 98.9% of annotated identifier characters on two external synthetic benchmarks. These results demonstrate transfer of the workflow to another language, but not clinical English performance. MedDeID provides a route to locally governed de-identification using real or synthetic training data.

Educational NLP systems are typically evaluated using engagement metrics and satisfaction surveys, which are at best a proxy for meeting pedagogical goals. We introduce six computational metrics for automated evaluation of pedagogical alignment in student-AI dialogue. We validate our metrics through analysis of 12,650 messages across 500 conversations from four courses. Using our metrics, we identify a fundamental misalignment: educators design conversational tutors for sustained learning dialogue, but students mainly use them for answer-extraction. Deployment context is the strongest predictor of usage patterns, outweighing student preference or system design: when AI tools are optional, usage concentrates around deadlines; when integrated into course structure, students ask for solutions to verbatim assignment questions. Whole-dialogue evaluation misses these turn-by-turn patterns. Our metrics will enable researchers building educational dialogue systems to measure whether they are achieving their pedagogical goals.