SocraticRepair: Planning-Guided Socratic Tutoring for Program Debugging and Misconception Repair

Large Language Models (LLMs) achieve strong program repair performance but often suffer from over-editing, where excessive modifications overwrite correct code and hinder bug localization. We systematically quantify its impact and introduce precise repair task, which maximizes reuse of correct code while fixing only buggy parts. Building on this insight, we propose PRepair, a framework that mitigates over-editing and improves repair accuracy. PRepair has two components: Self-Breaking, which generates diverse buggy programs via controlled bug injection and min-max sampling, and Self-Repairing, which trains models with Edit-Aware Group Relative Policy Optimization (EA-GRPO) using an edit-aware reward to encourage minimal yet correct edits. Experiments show that PRepair improves repair precision by up to 31.4% under $\mathrm{fix}_1@1$, a metric that jointly considers repair correctness and extent, and significantly increases decoding throughput when combined with speculative editing, demonstrating its potential for precise and practical code repair.

Large language models (LLMs) deployed in educational settings often behave as direct answerers: they disclose target concepts in the opening turn instead of guiding students through progressive inquiry, as Socratic pedagogy prescribes. We present HeuristicEdu, a two-phase pipeline that aligns Qwen2.5-7B toward Socratic tutoring via supervised warm-up and Group Relative Policy Optimization (GRPO). Training uses SocraticEdu, 797 multi-turn Chinese children's science dialogues reconstructed from a live platform, with a heuristic reward over cognitive depth (R_cog), curiosity engagement (R_eng), and directness (R_dir), together with a K_query correction for student-introduced terms. We introduce Scaffolding Effectiveness (SE) and Conversation Depth (CD) to evaluate outcomes beyond surface fluency. On 30 held-out questions, the best GRPO variant improves SE from 30.0% to 63.3% and lowers keyword leakage from 30.0% to 13.3%. Notably, this best variant omits the directness penalty during optimization, suggesting that explicit anti-leakage terms can conflict with gradient-based behavioral alignment. An unaligned Qwen-72B baseline reaches 0% SE and 96.7% leakage, showing that scale alone does not induce Socratic behavior.

Large Language Models (LLMs) show strong potential as educational tutors. Existing approaches typically train them to solve problems and provide correct answers, but this problem-solving-centered paradigm overlooks key requirements of effective tutoring: progressive guidance and the coordination of multiple pedagogical objectives across multi-turn interactions. Developing such tutors remains challenging because student behavior varies substantially with individual knowledge states, pedagogical effectiveness depends on multiple factors beyond final-answer correctness, and coordinating these objectives over tutor-student interactions is inherently difficult. To address these challenges, we propose PEARL, a PEdagogically Aligned Reinforcement Learning framework for training Socratic tutoring agents. First, we introduce a controllable student simulator that disentangles latent cognitive states from response generation, enabling simulation of diverse abilities and misconceptions. Second, we develop a pedagogically aligned reward model that jointly assesses pedagogical quality and objective correctness. Finally, we propose a stable multi-objective reinforcement learning approach that balances competing pedagogical objectives during tutor training. Experiments across multiple benchmarks show that PEARL performs competitively against tutoring-specific open-source systems and leading proprietary LLMs.