Curriculum Learning

Relational Foundation Models (RFMs) require large-scale synthetic relational databases for pretraining, but existing approaches tightly couple data generation with the model training pipeline. We study whether PluRel, a general-purpose synthetic relational database generator, can serve as an external data source for RDB-PFN, a relational in-context learner originally pretrained with a 600K-task single-table warm-up followed by an approximately 1.8M-task adaptation stage. We build a conversion pipeline that maps PluRel-generated databases, including externally constructed binary prediction tasks, into the RDB-PFN training format and evaluate three curriculum strategies: SCHEMA-GUIDED FIRST (real-world schema then fully synthetic), FULLY SYNTHETIC (diverse synthetic schemas throughout), and SCHEMA-GUIDED LAST (fully synthetic then real-world schema). Using only approximately 5,500 relational databases (approximately 33K tasks), roughly 55x fewer tasks than the original protocol, and no single-table warm-up, our best curriculum (SCHEMA-GUIDED FIRST) achieves 0.6346 average ROC-AUC across 19 real benchmark tasks at 1024-shot context, recovering 87.6% of the published RDB-PFN performance (0.7245). At 64-shot context, the gap narrows to 93.8% (0.6116 vs. 0.6517). Our results demonstrate that external synthetic generators can provide useful pretraining signals for RFMs when combined with appropriate curriculum design and that exposure to a real-world schema early in training is substantially more effective than late-stage schema adaptation.

Relational Prior-Data Fitted Networks (PFNs) such as RDB-PFN approximate Bayesian inference over multi-table relational databases by pretraining on millions of synthetic tasks. We investigate three intertwined questions about this paradigm. First, can a structurally different synthetic generator PluRel substitute for RDB-PFN's prior? Second, how much does the order in which synthetic data is presented to the PFN affect downstream performance? Third, how much relational reasoning can a PFN acquire from single-table synthetic pretraining alone, before any relational data is introduced? Using PluRel as the sole synthetic data source across all experiments, we find: (i) a progressive single-table curriculum that gradually widens schema complexity from 7 to 17 columns reaches 0.703 average ROC-AUC on the 23-task tabular benchmark using only approximately 13,300 synthetic tables (approximately 45x fewer single-table datasets than RDB-PFN's reported warm-up recipe), while the same data trained all-at-once collapses to 0.541 ROC-AUC; (ii) a relational curriculum trained from scratch on only approximately 5,500 PluRel databases reaches 0.638 average ROC-AUC on the 19-task RelBench/4DBInfer benchmark, recovering 88% of RDB-PFN's reported performance with approximately 220x less relational synthetic data; and (iii) the single-table curriculum model, evaluated directly on the relational benchmark without any relational adaptation, achieves 0.631, nearly matching the dedicated relational pipeline. Together, these findings suggest that curriculum design and synthetic data diversity may matter more for relational PFN pretraining than the specific relational generator or raw synthetic scale alone.

Sparse-reward reinforcement learning often fails because rollouts from the unassisted evaluation start rarely reach later task stages. Reset curricula address this by starting some training rollouts from easier intermediate states, called scaffolds. Such a curriculum faces two decisions: scaffold access, obtaining informative starts, and scaffold allocation, deciding how quickly that assistance is removed. Most prior curricula pace removal on one shared schedule, which can fail when task instances, or contexts, learn at different rates. We introduce SCOUT, an online, learner-agnostic reset controller that gives every context its own curriculum. Using only binary rollout success, SCOUT removes assistance after sustained success, restores it after failure, and cautiously tests a harder start when progress stalls, without changing the reward, optimizer, or learner. A counting construction shows that synchronized global pacing can be insufficient when contexts need conflicting amounts of assisted practice. Across six navigation and manipulation settings, scaffold access improves learning and enables success in three where unassisted training fails within the reported budget. In a constructed pacing conflict, each tested global schedule leaves one group unsolved, while SCOUT solves both. Average success can conceal this failure, so we also report the least successful group. Group-level pacing works when learning differences follow known groups but can fail when they occur within one group. SCOUT needs no group labels and remains consistently strong in both cases. A reset curriculum should remove assistance at the scale where learning progress differs.

Cooperative navigation of multi-agent UAVs in complex environments faces key challenges including local optima traps, sparse rewards, learning imbalance among agents, and insufficient cross-scenario generalisation. This paper proposes a multi-agent deep reinforcement learning framework that addresses these issues through coordinated exploration, demonstration exploitation, safe curriculum scheduling, and structure-aware generalisation. First, a perception mechanism combining memory of visited states, directional novelty estimates, and penalty backpropagation enables agents to proactively detect and escape local optima. Second, a hierarchical collaborative demonstration buffer with tiered behaviour cloning manages trajectories by degree of team collaboration and applies differential supervision to the actor network, improving demonstration utilisation under sparse collaborative signals. Third, a safety-aware dual-condition curriculum scheduling mechanism reviews mastered scenarios through back-testing and experience pre-filling during training, suppressing catastrophic forgetting while ensuring both task performance and flight safety. For generalisation, local geometric features computed from sensor readings are abstracted into a domain parameter, through which a structure-aware gating network and mixture-of-experts mechanism condition the policy on local structural patterns rather than scenario-specific coordinates, enabling cross-scenario transfer without exposure to the target environment. The framework is further validated under mixed static-dynamic obstacle settings, showing robust adaptability to dynamic disturbances. Simulation results confirm strong performance in collaboration success rate, navigation robustness, zero-shot cross-scenario generalisation, and dynamic environment adaptability.

Despite more than a decade of curriculum learning (CL) research in NLP, the field lacks a principled account of which difficulty function or scheduler to use for a given problem. To understand what has hindered progress towards this account, we propose a fine-grained taxonomy separating difficulty evaluation from training scheduling to enable systematic analysis of CL strategies. For difficulty evaluation, we distinguish attribution source and task dependence, revealing difficulty as a perspectival concept encoding different assumptions about what makes an instance hard to learn. For scheduling, we provide the first formalisation of CL schedulers in terms of expected training contribution, enabling comparison across implementations by introducing retention regimes and monotonicity properties. Applied in a dedicated analysis of CL works in NLP, our taxonomy reveals a systematic incomparability problem: prior works conflate distinct notions of difficulty and scheduling, often pursuing different objectives under the same CL label -- hindering comparison and the accumulation of a coherent evidence base. Beyond diagnosis, the taxonomy supports the design, analysis, and comparison of CL strategies, and motivates evaluation practices that disentangle the sources of observed improvement.

Deploying a vision-language model with full UI understanding on end devices has long been trapped between accuracy and efficiency: on one side is the accuracy bar for OCR, screen understanding, visual question answering, and element grounding; on the other is the strict compute, memory, and power budget of mobile chips. Existing work either trades one for the other, or stops at simulation without real-device validation. We present StepX-Edge, a 0.9B-parameter on-device UI vision-language model that resolves this tension through three-layer co-design of architecture, training, and deployment. Architecturally, UI-aware Layered Visual Encoding (ULVE) and a Progressive Dimensionality Projection (PDP) connector target the extreme aspect ratios and fine-grained perception of screens, while standard full attention throughout ensures native compatibility with mainstream mobile NPU operators. For training, the five-stage StepX-Curriculum framework is designed around our observation of mutual-promotion effects among UI subtasks, so that all four capabilities grow synergistically under a tight parameter budget rather than interfering. For deployment, a module-wise differentiated two-stage PTQ-to-QAT quantization scheme keeps the post-quantization accuracy loss within 1%. StepX-Edge achieves the strongest overall UI understanding among <=1B models, surpassing all 2B-2.3B baselines on ScreenQA (88.76 F1) and Chinese OCRBench v2 (57.25), and matching 1.3B-2.3B general VLMs on RefCOCO (92.0%) and OCRBench v1 (831) with far fewer parameters. After W4A16+KV8 quantization, the model runs stably on Snapdragon 8 Gen5 devices with ~0.84 s TTFT, 98 tok/s decode, and 1.4 GB peak memory. We will open-source the training data, the full training recipe, and the quantization deployment pipeline.

Neural implicit representations have emerged as a powerful paradigm for 3D reconstruction. However, high-fidelity indoor surface reconstruction remains a significant challenge, primarily due to the pronounced \emph{geometric heterogeneity} of indoor scenes. Large texture-less planar regions typically require stronger regularization to suppress high-frequency artifacts, while thin structures demand sharper, more adaptive representations to mitigate the spectral bias of multi-layer perceptrons (MLPs) and prevent over-smoothing. Existing approaches often rely on spatially indiscriminate prior supervision and a scene-global SDF-to-density transformation, which constrains their ability to balance planar smoothness and detail preservation. In this paper, we propose CASA-SDF (Curriculum-Aware Spatial Adaptation for SDF), a unified framework that addresses this challenge via complementary adaptations of supervision and representation capacity. Specifically, Hybrid Spatially-Adaptive Uncertainty Annealing (SAUA) fuses semantic and photometric uncertainties to construct a pixel-wise curriculum for monocular prior supervision. This strategy maintains regularization in reliable regions while attenuating unreliable supervision early in training to enable data-driven photometric refinement. Meanwhile, Curvature-Aware Locally Adaptive Density Transformation (CALADT) progressively modulates the sharpness of the SDF-to-density mapping via a curvature proxy to enhance the representation of thin structures. Extensive experiments on benchmark indoor datasets demonstrate that CASA-SDF improves surface completeness and detail recovery on high-frequency structures, without compromising the stability of planar surfaces.

Open-ended curricula in Reinforcement Learning (RL) aim to train generally-capable agents by identifying tasks that facilitate learning increasingly complex skills. A major challenge when designing such curricula is assessing task difficulty relative to the agent's current learning progress. While previous work has explored using scalar task scores or textual summaries of the agent's behavior, here we study a different approach: directly inspecting policy behavior via recorded episode videos. We introduce a simple yet effective instantiation of this approach which leverages a Video Language Model (VLM) to both process these videos and provide curriculum recommendations, which we call Visual Inspection of Policies (VIP). Since videos can naturally contain any number of controllable agents, we empirically study VIP on the StarCraft Multi-Agent Challenge (SMAC). We show that even with a lightweight and openly accessible VLM (VideoLLaMa2-7B), VIP can use policy videos to generate more effective curricula than both its text-only ablation and methods that rely on scalar task scores.

Group Relative Policy Optimization (GRPO) stalls on a model's hardest problems: when no rollout in a group succeeds, the group-relative advantages vanish and the problem contributes no gradient, wasting the frontier examples we most want to learn from. Prepending a correct prefix of a reference solution raises the success rate, making prefix length a continuous knob on difficulty. Concurrent methods set the knob once; AdaPrefix-GRPO turns it into a feedback controller: throughout training it adjusts how much of the solution each problem gets, holding its success rate near 50%, where GRPO's gradient signal is largest, then withdraws the assistance entirely, so the deployed model solves problems unaided. On hard math, at matched training FLOPs, it more than doubles GRPO's accuracy on held-out problems from the training distribution for a 0.6B model (2.1x), with 1.6x on Qwen3-1.7B and 1.7x on AIME, while roughly halving trace length. The method is implemented in data preparation plus a loss mask on prefix tokens; the trainer is otherwise stock. The smaller the model, the larger the gain.

Self-paced learning (SPL) is an effective learning paradigm that simulates the human learning process by progressing from easy to difficult samples based on the value of the loss function during the learning process. It has shown great potential in improving model performance and training efficiency. However, the prediction results of samples with smaller loss values are not necessarily reliable, indicating that such samples are not always simple samples for the model. Hence, this article proposes an uncertainty-aware self-paced learning based on evidential neural networks, termed UASPL, which integrates predictive reliability into sample selection through a general loss function within the Subjective Logic framework. This loss function incorporates uncertainty estimation and can be extended to different variants of SPL. Moreover, this loss function couples a sample selection preference, thereby ensuring the interpretability of the sample selection process. Finally, the experimental results on multiple datasets show that UASPL outperforms other SPL methods in terms of classification performance, interpretability, and generality. The source code is available at: https://github.com/treelife979/UASPL.

Transformers follow implicit curricula whereby some tasks are learned before others. However, how explicit pretraining curricula influence learning, generalization, and the selectivity of fine-tuning is unclear. This is important for AI safety, where fine-tuning is used to selectively suppress misaligned behaviors. Here, we compare curricula that pretrain tasks in a balanced (sampled uniformly) or an imbalanced (one task early, the other late) fashion. We show that imbalanced learning of two conflicting copy tasks promotes in-context learning and improves the selectivity of refusal fine-tuning. Ablations and activation patching show that this occurs because imbalanced pretraining encourages tasks to be disentangled in separable neural circuits, whereas balanced training routes both tasks through a common pathway. We extend these findings to a synthetic language learning task involving rule-consistent and rule-violating data, where imbalanced curricula similarly lead to more localized, less entangled rule representations, resulting in more robust rule-following behavior. Together, these results suggest that imbalanced pretraining curricula may be an important tool for promoting disentangled representations, with direct consequences for the precision and reliability of safety fine-tuning.

General motion tracking and teleoperation offer a promising path to scalable humanoid skill acquisition, yet most existing frameworks are validated on compact platforms or without real payload interaction, leaving full-size humanoids with real payloads largely unexplored. Scaling to full-size humanoids introduces two compounding challenges: their larger inertia and tighter balance margins make tracking highly sensitive to noise, drift, and retargeting errors from commodity VR trackers, while their payload potential remains largely underutilized. We present HEFT, a heavy-payload full-size humanoid teleoperation framework that addresses both challenges. HEFT learns from deployable noisy VR references with physically plausible reconstructed references through Privileged Motion Guidance (PMG), and uses a Windowed Payload Curriculum (WPC) with expert-guided payload caps to acquire robust heavy-payload tracking. We deploy HEFT on L7, a 175cm, 65kg humanoid. The robot tracks motions including turns, forward/backward locomotion, and squats under payloads up to 24kg.

Change Detection (CD) aims to identify semantic or structural changes from nearly registered multi-temporal images. While recent advances in training methodologies have largely focused on semi-supervised learning and consistency regularization, alternative training paradigms remain underexplored. In particular, most deep CD methods rely on uniform sampling during training, implicitly assuming that all training samples contribute equally to the optimization process. However, such naive sampling can introduce noisy gradients and hinder robust representation learning. To address this limitation, we propose a curriculum learning framework tailored for change detection. Our approach investigates two complementary difficulty measures: the Solar Angular Gap (SAG), a physically grounded proxy for acquisition-condition variability, and the Structural Similarity Index Measure (SSIM), which evaluates appearance similarity between image pairs. Based on these criteria, the framework progressively introduces challenging samples during training, enabling models to learn robust representations in a coarse-to-fine manner. We evaluate our method on the challenging SeracFallDet benchmark, where results demonstrate consistent improvements of the proposed approach over standard uniform-sampling strategies for both pixel-based and object-based approaches. These results highlight the potential of curriculum learning to improve robustness in deep change detection. Importantly, our training framework is orthogonal to existing CD architectures, making it readily applicable to a broad range of methods.

Compositional generalization, the ability to solve complex problems by combining solutions to simpler sub-problems, is a fundamental capability of both natural and artificial intelligence, and a key mechanism underlying chain-of-thought reasoning. However, the theoretical underpinnings of compositional generalization remain poorly understood: when and why does decomposing a problem into parts yield more efficient learning than solving it directly? We study this question through the canonical problem of learning to simulate semiautomata (predicting the outcome of $T$ steps of sequential computation), a model that captures state tracking, regular language recognition, and modular arithmetic. We show that an autocurriculum-based approach building on Part I of this series, recursively decomposing longer sequences into shorter sub-problems, learning to solve them, and composing the solutions, achieves dramatically better statistical complexity than direct methods. (i) For a setting inspired by supervised fine-tuning (SFT) where the learner receives interactive feedback on intermediate states of the computation, curriculum facilitates learning from only $2^{\mathcal{O}(\sqrt{\log T})}$ tokens of supervision; i.e., subpolynomial in the sequence length $T$, overcoming the $Ω(T)$ token barrier required by direct simulation. (ii) For a setting inspired by reinforcement learning with verifiable rewards (RLVR), where the learner improves a pre-trained reference model using an outcome verifier, we show that curriculum reduces the requirement on the reference model from coverage at the full sequence length $T$ to coverage at a shorter block length $B \ll T$, an exponentially weaker condition.

Sequential learning is order-dependent: from Pile-style next-token domain adaptation to instruction-SFT and DPO, N candidate sources induce N! possible curricula. We show that the local order effect is governed by a computable geometric quantity, the Lie-bracket commutator of gradient update fields, yielding a pairwise score for whether A->B or B->A is better for a target domain. The pairwise bracket primitive also defines a Lie-Bracket Tournament: with a shared theta_0 target-gradient reference, Hessian symmetry gives Borda/row-sum scores from one Hessian-vector product per source, O(N) dot products, and an O(N log N) sort, without materializing the O(N^2) edge matrix. Empirically, the planner reaches 98.1%/98.9% pairwise accuracy at k=1 for instruction-SFT/DPO, remains at 73.1%/72.2% at k=20, and preserves the original pretraining-domain evidence with 82.4-92.0% accuracy across four LLMs and 91.1% on diffusion. At curriculum scale, it recovers the best of all 3! schedules in 87.5% of trials, ranks 85 Stack programming-language source domains for a Python target in the 99th sampled percentile, and reaches the 99.0-99.6th sampled percentile on 56 MMLU subjects, sharply above the reported descending gradient-norm baseline. These results reframe sequential learning as a geometric tournament problem: commutators provide both local pairwise order information and a scalable primitive for many-domain schedules.

Vision Foundation Models (VFMs) with Vision Transformer (ViT) backbones, such as DINOv2, have become essential for downstream tasks like object recognition and semantic segmentation. The immense computational requirements of backbones often necessitate distillation into smaller architectures for edge deployment. Feature-based knowledge distillation (KD) often suffers from the teacher-student gap; the student struggles to imitate teacher's complex feature map due to its limited capacity. To mitigate this bottleneck, we propose Dyna-DINO: Efficient ViT Distillation Via Adaptive Representation Anchoring, a training curriculum for ViT feature-based knowledge distillation. By utilizing the teacher's intermediate feature maps as a sequence of progressively more difficult targets, our curriculum allows the student to build a foundational representation before tackling higher-level abstractions. Our results demonstrate that this paradigm significantly accelerates convergence through adaptive difficulty selection across various student model sizes and dataset scales. With our curriculum, the Dyna-DINO distilled ViT-S achieves 90.1% accuracy on ImageNet-100, a +12.24% improvement compared with baseline. On ImageNet-1K, Dyna-DINO achieves +3.9% and +6.09% improvement for the instance retrieval task on the Oxford and Paris datasets, +1.93% improvements on semantic segmentation task, as well as meaningful performance gain on classification task. Furthermore, the curriculum enables 25.1% savings in training FLOPs and 21% savings in training time on ImageNet-100 by implementing early-stopping for teacher inference during the initial stages of training. Code is available at https://github.com/KevinZ0217/Dyna-DINO

Block diffusion language models accelerate decoding through parallel block-wise denoising, yet whether they can be reliably scaled for long chain-of-thought (CoT) reasoning remains unresolved. To this end, we develop DreamReasoner-8B, an open-source block diffusion reasoning model, and conduct a systematic study of how training and inference block sizes affect long-CoT reasoning. Our analysis reveals a stark performance disparity: training with large block sizes yields remarkably poor reasoning, whereas small block sizes preserve effective reasoning. To bridge this granularity gap, we propose block-size curriculum learning, which gradually transitions training from fine-grained to coarse-grained block sizes, thereby overcoming this limitation and enabling strong reasoning performance that generalizes across diverse inference block sizes. On mathematical and code reasoning benchmarks, DreamReasoner-8B achieves results competitive with leading open autoregressive models such as Qwen3-8B. This work establishes a practical foundation for efficient, reasoning-capable diffusion language models. We release our model at https://github.com/DreamLM/DreamReasoner.

Curriculum learning couples two design choices, how samples are scored by difficulty and how harder samples are paced into training, making it difficult to attribute observed gains to either component. We disentangle these factors with two evaluation protocols: stage-wise test subsets that validate scoring functions independently of curriculum training, and a baseline that applies the same pacing schedule to randomly ordered data. Within the Transfer Teacher framework (TTF), we use these protocols to evaluate a confusion-aware difficulty score that considers both correct-class confidence and the probability distribution over incorrect classes. On CIFAR-10 with ResNet-18 and VGG-16, the proposed score produces model-interpretable difficulty rankings that align with human intuition. However, at full data, neither curriculum nor anti-curriculum ordering improves accuracy over standard training, indicating that improving the scoring function alone is insufficient to overcome the known failure modes of curriculum learning in TTF. In contrast, We find that confusion-aware curriculum ordering result in consistent data-efficiency benefits, outperforming random ordering by up to 8.7% points at the 20% data regime, suggesting the potential of TTF as a data-efficient training method.

Multimodal learning exploits complementary information across heterogeneous modalities. The informativeness of each modality can vary widely across samples and training stages. Existing multimodal curriculum learning strategies often assume that the relative complexity of samples remains unchanged throughout training and therefore cannot adapt to model evolution. We propose SPICE (Synergy and Partial Information based Curriculum Evolution), a novel progressive curriculum framework for multimodal interaction learning. Guided by Partial Information Decomposition (PID) theory, our approach decomposes multimodal interactions into redundant, unique, and synergistic information components, enabling an interpretable and dynamic characterization of sample complexity. Building on this decomposition, we design a progressive curriculum that evolves throughout training, allowing the model to transition from learning shared cross-modal cues to modality-specific patterns and, finally, to complex synergistic interactions. Adapting to model evolution, sample ordering is refined in real-time using PID information estimates derived from unimodal and multimodal predictions. Experiments across multiple multimodal benchmarks demonstrate consistent improvements over conventional training and state-of-the-art baselines, highlighting the effectiveness of PID information decomposition and adaptive sample ordering for multimodal curriculum learning.

Spatial reasoning remains a persistent challenge for multimodal large language models (MLLMs). Existing approaches largely rely on large-scale, statically curated datasets, where all training samples are treated uniformly regardless of the model's evolving capabilities. This static paradigm is inherently data-inefficient: training capacity is often spent on samples that are either trivial or overly difficult for the model at its current stage. To address this limitation, we propose Ouroboros-Spatial, a self-evolving training framework in which the model plays dual roles as a proposer and a solver. In each iteration, a frozen proposer generates spatial question-answer (QA) pairs from 3D scene metadata and raw video frames, together with executable code for deriving reliable ground truth. A learnable solver is then fine-tuned on the accepted samples, and its per-sample prediction confidence is used as a difficulty signal. This signal is fed back to the proposer in the next iteration, guiding it to generate questions better matched to the solver's current capabilities. Through this closed-loop design, the training distribution co-evolves with model ability, reducing redundant trivial examples while filtering out ambiguous or uninformative samples with limited learning value. Across six spatial reasoning benchmarks, Ouroboros-Spatial substantially improves Qwen3-VL-4B and Qwen3-VL-8B while using an order of magnitude fewer training examples than recent large-scale curated datasets. On VSI-Bench, it yields absolute gains of 9.9 and 6.8 points for the 4B and 8B models, respectively, enabling both to outperform a wide range of strong open-source and proprietary baselines.

Automated Essay Scoring (AES) systems must judge interdependent discourse elements (e.g., lead, claim, evidence, conclusion), yet most approaches treat these in isolation, harming coherence and generalization. We investigate task-aware fine-tuning of LLaMA-3.1-8B for AES using parameter-efficient LoRA with 4-bit quantization and compare three training curricula: (i) Sequential (progressively fine-tuning on lead, then position, then claim, then evidence, then conclusion), (ii) Independent (task-specific models), and (iii) Randomized (shuffled multi-task). Experiments on the PERSUADE~2.0 corpus show that modeling task dependencies matters: Sequential fine-tuning yields the strongest overall results, including F1 scores of 65% (evidence) and 87% (conclusion) and corresponding accuracies of 63% and 85%, surpassing Independent training and outperforming a general-purpose LLaMA-70B baseline on conclusion despite its far larger capacity. Randomized training improves position scoring (57% F1) but is less consistent elsewhere. These findings indicate that (1) curriculum design aligned with discourse structure can materially improve AES, and (2) small, task-optimized models can be competitive with substantially larger Large Language Models (LLM), offering a practical path to scalable, cost-effective assessment. We release templates and implementation details to facilitate reproduction and future work on curriculum design for educational NLP.

Autonomous obstacle removal from the ground is an important earthwork task, but this is difficult to automate because an excavator must adapt its excavation trajectories over repeated cycles as soil-obstacle conditions change. Learning such state-dependent behavior requires a training environment that reproduces accumulated soil-obstacle interactions, including contact states, terrain deformation, and obstacle visibility. Accordingly, particle-based simulation is suitable for the relevant policy learning. However, particle simulation is computationally expensive, and repeated excavation cycles further increase the learning cost. We observe that the burial condition of an obstacle governs both task difficulty and simulation cost: deeper burial makes obstacle removal harder while also requiring more particles for accurate simulation. This observation motivates a burial-conditioned curriculum learning strategy. We propose a time-efficient sim-to-real policy learning framework in which the policy observes terrain and obstacle information from RGB-D measurements and then outputs a parameterized excavation trajectory; in this process, the simulator reproduces in a real-world excavator the same observation-action interface it uses under controllable burial conditions. The curriculum begins with shallow burial conditions and progressively increases burial depth while adjusting particle count, thus simultaneously controlling task difficulty and simulation cost. Experiments show that the proposed framework successfully learns an effective obstacle-removal policy, whereas baseline methods fail even after a full week of training. The proposed curriculum achieves effective performance within three days and achieves successful transfer to a real 12-ton excavator operating on open ground with various steel obstacles, thus demonstrating robust obstacle removal.

Safety judges are increasingly deployed to evaluate model outputs against evolving criteria, yet recent meta-evaluation work shows they remain brittle under prompt and rubric variation, with false negative-rate swings of up to 0.24 reported for stylistic perturbations alone. We argue that safety judgment is fundamentally a rubric-following problem: a robust judge must apply the given evaluation criteria consistently across rubric formulations rather than memorize one specific template. We propose a training strategy that combines (i) instance-conditioned dynamic rubrics generated from prompt-response-label triples to expose the judge to the variability of evaluation criteria, and (ii) a reliable-to-expressive curriculum that begins with clean fixed-rubric supervision and progressively introduces noisier dynamic-rubric data. We evaluate on a single human-labeled set under three contrasting rubric prompts (HarmBench-style, ShieldGemma-style, and a domain-specific rubric). Our 12B curriculum judge achieves 94.12-94.88% accuracy across the three rubrics with a cross-rubric range of only 0.76, outperforming general-purpose LLMs, dedicated safety classifiers, and reasoning-oriented judges up to 30B in both peak accuracy and stability. An ablation shows that naively mixing dynamic rubrics into SFT increases cross rubric variance (1.44 -> 3.60); only the curriculum schedule recovers and improves on the fixed rubric baseline (variance 0.76).

Self-evolution offers a scalable path to stronger reasoning: a pretrained language model improves itself with only minimal external supervision. Yet existing methods either depend on extensively curated or teacher-generated training data, or, when the generator runs unsupervised, reward it by a difficulty heuristic that need not improve the solver. We introduce INFUSER, an iterative co-training framework with two co-evolving roles: a Generator that drafts questions and reference golden answers from a pool of unstructured, automatically collected documents, and a Solver that improves by training on them. The solver is trained with standard correctness rewards against the generator-provided answers, while the generator is rewarded by an optimizer-aware influence score that measures whether each proposed question would actually improve the solver on the target distribution. Because this continuous, noisy influence score is poorly served by standard GRPO, we propose DuGRPO, a dual-normalized variant of GRPO, for generator training. Together, these turn the document pool into an adaptive curriculum that favors questions useful to the current solver, not just hard ones. On Qwen3-8B-Base, INFUSER outperforms strong self-evolution baselines with over 20% relative improvement on Olympiad and SuperGPQA benchmarks, and an 8B INFUSER co-evolving generator outperforms a frozen 32B thinking generator on math and coding. Ablations confirm each design choice is necessary, and two extensions, applying INFUSER to an instruction-finetuned anchor and augmenting it with rule-verifiable RLVR data, further demonstrate the flexibility and generalizability of the framework. Code is available at https://github.com/FFishy-git/INFUSER.

Group Relative Policy Optimization (GRPO) has demonstrated remarkable success in aligning text-to-image (T2I) flow models with human preferences. However, we have identified that the learning loop of current flow-based GRPO is fundamentally decoupled from the learner's current capability, suffering from critical blind spots at both prompt selection and advantage estimation: (i) Existing methods sample prompts randomly, overlooking the substantial impact of data selection on reinforcement learning (RL) efficacy--a factor proven crucial in GRPO for large language models; (ii) They evaluate sample quality solely relying on intra-group statistics, lacking a global perspective to accurately measure true policy improvement. To address these issues, we propose Adaptive GRPO (AdaGRPO), a novel capability-aware RL algorithm tailored for flow models. Specifically, AdaGRPO consists of two principal components: (i) Online Curriculum Filtering Strategy: Dynamically tracks the model's proficiency and adaptively selects prompts that best match its current learning boundary; (ii) Cross-Level Advantage Fusion: Synergistically integrates fine-grained intra-group advantages with macro-level global advantages, providing a comprehensive and unbiased policy evaluation. As a lightweight, plug-and-play module, AdaGRPO can be seamlessly integrated with existing frameworks such as Flow-GRPO, DanceGRPO, and Flow-CPS. Extensive experiments demonstrate that AdaGRPO consistently drives performance gains while significantly stabilizes GRPO training for flow models.

Content-Preserving Style transfer, given content and style references, remains challenging for Diffusion Transformers (DiTs) due to entangled content and style features. With a reverse triplet synthesis pipeline to build a million-scale training set and a dual-branch Style-Content DiT (SC-DiT) that decouples style and content via separate ROPE embeddings and causal masking, we observe that such a one-stage training paradigm on mixed style categories causes semantic styles to dominate, hindering texture style learning, and harming content preservation. To address these issues, we propose Style-CCL, a Multi-Stage Curriculum Continual Learning framework that trains SC-DiT from semantic (easy) to texture (hard) styles, and from clean to synthetic data, with Random Memory Rehearsal across stages to avoid catastrophic forgetting. Extensive experiments demonstrate that our Style-CCL achieves state-of-the-art performance in three core metrics: style similarity, content consistency, and aesthetic quality.

Telehealth systems have become increasingly important for delivering accessible and timely medical information. Existing large language models often struggle to provide consistent and contextually appropriate medical responses across varying levels of case severity. This limitation highlights the need for models that can effectively adapt to the progressive complexity in medical queries. To address this challenge, we introduce a severity-aware multi-model framework that integrates curriculum training strategy with relevance-based response selection. The proposed framework employs a three-stage curriculum learning strategy, where each model is trained sequentially on mild, moderate, and critical cases to progressively acquire domain knowledge. The approach uses five large language models, each trained independently under the same curriculum. During inference, all models generate candidate responses, and the response with highest BERTScore is selected as the final output. The framework is trained and evaluated on the MAQA dataset, which provides annotated medical question-answer pairs. Experimental results evaluated using BERTScore demonstrate that the proposed method achieves superior performance compared to both baseline and fine-tuned models, attaining 86.71% in the baseline setting and 90.30% after fine-tuning. These results highlight the effectiveness of combining curriculum learning with multi-model response selection in improving response quality and relevance in medical text generation.

Ranking in digital marketplaces is a dynamic exposure-allocation mechanism: displayed items shape discovery trajectories and success events logged by the platform to update future allocation policies. Modern ranking systems rely heavily on exposure-confounded signals (e.g. popularity estimates, CTR/CVR aggregates, and ID-based representation), because they are highly predictive under stationary demand. Yet this predictive power can become a learning shortcut: early access to exposure-dependent belief signals steers optimization toward over-reliance on them and away from exposure-independent merit signals (e.g., content-based competitiveness and semantic affinity). Consequently, the learned policy tends to entrench incumbents and degrade cold-start generalization and robustness under distribution shift. We propose Representation Curriculum (RC), a training-time intervention that temporally stages feature utilization. RC foregrounds content-based merit signals initially, then introduces exposure-dependent belief signals while anchoring the content pathway near the learned merit representation, curbing shortcut reliance on historical signals and mitigating gradient starvation on content signals. We formalize RC independently of task and hypothesis class and provide ranking-specific instantiations. In a Gaussian linear ridge setting, we derive closed-form solutions and sufficient conditions under which RC strictly reduces population risk on a cold-start target distribution, with a quantified Pareto tradeoff against source performance. Experiments on public learning-to-rank and recommendation benchmarks, and randomized online experiments in a large-scale e-commerce search system, show that RC measurably shifts reliance from historical belief signals toward content-based merit signals and yields consistent gains on cold populations with a controlled trade-off in head performance.

Post-training Small Language Models (SLMs) for reasoning typically follows an SFT-then-RL pipeline, yet existing work rarely considers what data should be learned at each stage. We argue that data strategy should be aligned with the distinct roles of SFT and RL: SFT is better suited for acquiring not-yet-mastered reasoning skills, while RL is better suited for consolidating skills that the model can already partially access. Based on this principle, we propose a difficulty-aware SFT-then-RL framework that organizes training data into stage-specific sets. For hard samples in the SFT stage, we introduce a Bridge mechanism that transforms raw teacher-generated reasoning traces into more learnable supervision for SLMs. For hard samples that remain unsolved during RL, we apply Critique Fine-Tuning by converting all-zero-reward failures into diagnostic, repair, and new reasoning trace supervision for the next SFT stage. Experiments on two SLMs across five reasoning benchmarks show that our method consistently improves over representative SFT, distillation, and RL baselines. Our results highlight the importance of coordinating data difficulty across SFT and RL for effective SLM reasoning post-training.

Large Language Models (LLMs) have revolutionized various fields, yet their training efficiency is heavily reliant on effective data curation. While data selection has been widely studied, the strategic data organization for enhanced training remains an underexplored area, particularly since current LLMs are often trained for only one or a few epochs. This paper systematically explores the influence of data organization on LLM training by reusing pre-computed sample-level scores originally generated for data efficiency, thereby incurring minimal additional computational overhead. We identify and formalize four key guidelines for optimizing data organization: Boundary Sharpening, Cyclic Scheduling, Curriculum Continuity, and Local Diversity. Guided by them, we introduce two novel data ordering methods termed STR and SAW. Extensive experiments across different model scales and data sizes, encompassing both pre-training and SFT stages, validate the effectiveness of our summarized guidelines. They also demonstrate the robustness of our proposed data ordering methods in enhancing the stability and performance of LLM training. Github Link: https://github.com/microsoft/data-efficacy/