Curriculum

Legal outcome prediction must disentangle objective case facts from adjudicative context. Merit-based rulings rely on factual evidence while technical disposals may hinge on judicial discretion. We propose a Judge-Aware Gated Multi-Task Learning architecture that explicitly models this distinction. We introduce a fine-grained outcome taxonomy to supervise the encoder, enforcing a structural regularization that disentangles distinct semantic pathways. This granular legal curriculum enables our Gated Fusion mechanism to dynamically modulate reliance on judge identity. We evaluate our approach on 13,937 UK Employment Tribunal decisions. We benchmark our design against supervised fine-tuning (SFT) of a Gemma-4 26B-A4B backbone, in which judge identity and the taxonomy are injected as prompt tokens or autoregressive output targets. The two contextual signals compose only weakly when forced through a single autoregressive channel. In contrast, coupling a LoRA-adapted Gemma-4 encoder with our gated architecture defines a new state of the art on this benchmark while requiring an order of magnitude fewer trainable parameters than the generative SFT baselines, with gains concentrated on the most ambiguous and rarest outcome classes. Beyond accuracy, the architecture is interpretable; learned judge embeddings and calibration profiles localize the cases where adjudicative context drives the prediction. These results indicate that, for identity-conditioned classification of legal outcomes, the choice of conditioning interface dominates scale: differentiable structured composition yields more accurate, more parameter-efficient models than prompt-based composition over a substantially larger backbone.

Reinforcement learning with verifiable rewards (RLVR) has been extended from single-domain training to multi-domain reasoning suites spanning mathematics, programming, and science. However, the training curriculum (how often each domain is sampled) is typically fixed or hand-tuned, even though reasoning skills transfer unevenly across domains. Existing learnability-based curricula adapt to where the policy is currently improving, but are blind to whether a gradient step on the selected domain benefits the remaining domains. In this paper, we propose Transfer-Aware Curriculum (TAC), a bandit-style online curriculum that prioritizes domains whose updates broadly benefit the rest of the training suite. TAC repurposes signals already produced by RL training: per-domain advantages capture local learnability, and projected gradients, taken from the GRPO step being computed, estimate cross-domain transferability via gradient-geometry alignment, at negligible cost (<1% wall-clock overhead). Across a six-domain reasoning suite, TAC achieves the best macro-averaged accuracy on both Qwen3-1.7B and Llama3.2-3B, outperforming proportional random sampling, a hand-designed schedule, and a learnability-only bandit, and improving over the last of these by up to 2.8 points (10% relative). Ablations show performance degrades sharply when the transferability term is removed, and TAC remains robust on imbalanced training mixtures where learnability-only curricula over-commit to dominant domains. Our findings establish cross-domain transferability as a key signal for curriculum design in multi-domain RLVR.

Post-training a code generator against a learned judge can optimize proxy features that raise the score without improving the artifact. We study the opposite signal: a deterministic, judge-free, ungameable filter -- whether a generated project launches cleanly under a headless engine (strict-launch). Under this gate, rejection-sampling self-distillation compounds out-of-family generalization. On GameCraft-Bench (mapping a natural-language brief to a complete Godot project), a 14B model (Qwen3-14B+LoRA) distilled under strict-launch raises clean generation on four unseen game families from 8.8% to 42.2% per-candidate and best-of-K coverage from 18/25 to 25/25 (the gold ceiling) over three rounds, each a significant gain (p=0.0019, p<1e-4, p<1e-4). The gain is not from merely adding data: an exactly-matched gold-duplication control regresses below the base model (5.6% vs. 8.8%, p=0.019), while a count-matched decomposition splits the round-1-to-2 jump into comparable quality (+8.8pp) and quantity (+8.5pp) channels. Most directly, rerunning the loop with only the filter swapped -- the lenient BUILD check, which passes 99.9% of generations, in place of the launch gate -- erases the gain entirely (back to base, p=1e-3 vs. the launch-gated round), isolating verifier precision rather than the optimizer. A second ungameable signal, headless execution grounding, rises monotonically across rounds and yields far more grounded candidates than gold-duplication at a matched budget (16 vs. 5), confirming the gains are functional, not launch-but-empty. Game generation is a verifiable testbed for one lesson: the verifier is the curriculum -- what it certifies is what the model learns.

Generative artificial intelligence(GenAI) is reshaping learning in higher education, with particularly pronounced implications for the humanities and social sciences(HSS), where learning outcomes are commonly expressed through written and interpretive forms that align closely with GenAI's capabilities. Yet, systematic evidence on the educational impacts of GenAI on HSS students remains limited. Addressing this gap, this study draws on a large-scale survey of HSS students in China to examine its role in academic development. Guided by relevant learning theories, this study focuses on four dimensions: patterns of use, effects on learning processes and academic performance, challenges associated with GenAI use, and preferred approaches to curricular integration. We found that more than half perceived enhanced learning motivation, independent thinking and creativity, although a substantial minority reported little change or even decline. Comparatively, a notably larger majority reported academic performance gains, although these gains may partly reflect limitations in conventional assessment practices. The study identifies variations in perceived learning and performance improvements among students with differing durations of GenAI experience, along with observable disciplinary differences and modest gender differences. While an overwhelming majority valued the importance of ethical considerations, only slightly more than half were satisfied with privacy protection. Limited accuracy and overreliance emerged as the most pressing concerns reported by students. Students favored partial or optional curricular integration supported by practice-oriented training, and widely recognized GenAI's significance for their future professional development. Grounded in student perspectives, this study offers evidence-based recommendations for the responsible and pedagogically meaningful integration of GenAI

Standard autoregressive Transformer decoders can often exhibit substantial forgetting under sequential fine-tuning on shifting curriculum distributions. This technical report evaluates SamatNext v0.2-B, an experimental 356M-parameter hybrid sequence decoder that alternates Differential-Attention-style layers with DeltaNet-inspired simplified linear-state mixer layers using RMS normalization and output scale calibration. We study the model under a controlled staged Python code curriculum and compare it with a parameter-matched Transformer baseline. In this setting, SamatNext v0.2-B achieves a 100.0% pass rate on the controlled Stage 5 holdout while retaining 98.8% of adjacent Stage 3 semantic behavior and reaching 12.0% on the Stage 2E early syntax holdout. The strongest Transformer baseline reaches 97.6% on Stage 5 but retains only 6.0% of Stage 3 behavior. Both architectures remain weak on long-horizon early-stage retention, so the result should be interpreted as evidence of an altered retention/plasticity tradeoff in this controlled setting, not as a general solution to catastrophic forgetting. Code, model specifications, evaluation scripts, and result tables are provided for independent verification.

Detecting online polarization remains a critical challenge, particularly in multilingual and multicultural contexts where intergroup hostility is prevalent. The problem is particularly challenging due to the data scarcity for these tasks in the low-resource languages. Identifying such phenomena has become an active area of research and is addressed in SemEval-2026 Task 9: Multilingual, Multicultural Online Polarization Detection. To address this problem we propose an architecture that leverages LaBSE embeddings - an unconventional choice typically reserved for retrieval tasks, to obtain strong cross-lingual learning which enhances scores in low-resource language by a score up to 0.2 macro F1. Furthermore, we provide a comprehensive ablation study evaluating the performance of diverse encoder models in the Qwen model family within a retrieval-based prompting framework. Our code will be soon available at https://github.com/carrycurious/PolarMind.

Reinforcement learning (RL) is a central approach for improving reasoning capabilities in large language models (LLMs), where training efficiency depends critically on how problems are sampled during optimization. Existing adaptive curriculum learning methods typically prioritize prompts of intermediate difficulty, treating problem selection as a standard bandit problem with independent arms and overlooking the structured, heterogeneous nature of the task space. In this work, we frame problem sampling as a manifold-structured bandit problem with endogenous non-stationarity: problems are related through the model's latent representation space, and sampling decisions can steer how learning signals evolve across that space. To operationalize this perspective, we introduce Bayesian Manifold Curriculum (BMC), a structure-aware framework that organizes problems into a hierarchical task tree and applies Bayesian learning to guide sampling. Empirically, we find that different sampling strategies induce non-trivial tradeoffs between productivity (learning signal), diversity (coverage of the task manifold), and utility (evaluation relevance). These results show that prioritizing difficulty alone is insufficient for strong downstream performance, highlighting the importance of incorporating structure and type-awareness into problem sampling.

Undergraduate computer science is governed by international curricular guidelines revised about once a decade, yet programs lack a reliable, reproducible way to measure how completely they cover the current guidelines and how that coverage shifts when the guidelines are restructured. We address this with a human-in-the-loop pipeline that measures a program's coverage of an external body of knowledge, applied longitudinally to one accredited BSc in Computer Science against Computer Science Curricula 2013 (CS2013) and 2023 (CS2023). The pipeline represents the program and each guideline as structured corpora, generates candidate course-to-knowledge-unit matches by semantic retrieval, and confirms them through human judgment under an explicit coverage definition. Of seven benchmarked retrievers, a reciprocal-rank-fusion ensemble was strongest, and a reputed long-context model underperformed a small sentence model, so retriever choice must be measured. Both maps were validated by an independent second rater (Cohen's kappa 0.64 for CS2023, 0.69 for CS2013). The program covers 49.7% of CS2023 and 50.9% of CS2013 knowledge units, near-constant across a decade. Extending the same retrieve-then-confirm design to competency articulation and cognitive depth shows that the program articulates the competency for ~88% of covered units under each guideline, yet delivers it at the recommended depth for 76% of present units under CS2023 against 95% under CS2013, a gap reflecting the newer guideline's raised expectations, not the program. The longitudinal comparison separates persistent structural gaps (parallel and distributed computing, foundations of programming languages, systems fundamentals), uncovered against both guidelines and ABET, from differences that reflect the standard's evolution. The instrument is reusable and available from the authors on request.

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.

Generative AI and large language models (LLMs) are increasingly applied to question generation and automated assessment. However, deploying LLMs in preparation for high-stakes exams requires more than prompt engineering; it demands software pipelines that systematically ground model outputs in authorised curriculum artefacts and marking guidelines issued by education authorities. This paper presents a curriculum-grounded, configurable LLM-as-Judge pipeline for question-level marking, co-developed with an industrial partner, to support exam preparation for university admission. The pipeline identifies the relevant topics, subtopics, and cognitive demand of a question, and assembles verifiable and authorised context to support LLM judgement. Curriculum intent is operationalised through concrete syllabus artefacts, including prescribed verbs and outcomes, performance band descriptors, glossary definitions, and marking-guideline principles. A staged LLM workflow is employed to first generate question-specific rubrics, capturing structured expectations of performance, and then derive and evaluate marking criteria used to allocate marks to student responses. This design improves consistency, transparency, and alignment with official marking practices. Preliminary evaluation shows that the proposed LLM-as-Judge pipeline delivers marking outcomes comparable to human tutors, while yielding justifications that are more traceable to authorised curriculum artefacts and marking standards. The pipeline has also been integrated into an online study platform, where early deployment data provide initial insights into operational usage and manual overrides.

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.

Collaborative mobile manipulation requires robots to coordinate with a partially observed partner while physically interacting through shared objects. This is difficult because failures often arise not from poor local skills, but from mistimed waiting, yielding, pulling, releasing, or repositioning. We study this problem with two bimanual mobile manipulators coupled through rigid and deformable objects. We propose Sequential Asymmetric Imitation (SAI), a single-teleoperator curriculum for learning coupled multi-robot behaviors without synchronized dual-operator demonstrations or explicit inter-robot communication. SAI trains Robot A from unilateral demonstrations with a compliant human partner, trains Robot B against the deployed Robot A policy, and then refines Robot A using sparse interventions near coordination failures. This staged process exposes the policies to increasingly realistic partner behaviors, including delay, phase mismatch,insufficient yielding, and interaction conflict. Across real-world dual-robot manipulation tasks, SAI improves task success, phase synchronization, and partner-contingent yielding over independent imitation and curriculum-ablation baselines. These results suggest that physically coupled collaboration can be learned through the structure of the imitation curriculum, rather than through synchronized multi-operator demonstrations or explicit coordination mechanisms. More videos on project page:http://cyc0429.github.io/sai-project-page/

Multi-turn agents that plan, invoke tools, and interact with environments offer a promising paradigm for solving complex tasks, yet their capabilities typically rely on very large models whose inference cost is prohibitive in practice. On-Policy Distillation (OPD) is a natural recipe for transferring such capabilities to smaller students, but we find that it suffers a characteristic failure mode in this setting: small student errors compound across turns and push the trajectory out of the teacher's familiar state distribution, so the teacher's supervision becomes least reliable precisely where the student needs it most. We propose Guided On-Policy Distillation (Guided-OPD), a simple yet effective algorithm that mixes teacher- and student-generated turns within each rollout and schedules the teacher's intervention probability along a curriculum that decays to zero. Strong guidance keeps early trajectories close to the teacher distribution and is then gradually withdrawn to recover the purely on-policy regime used at inference. On ALFWorld, ScienceWorld, and WebShop, distilling Qwen3 students from a Qwen3-30B-A3B teacher, Guided-OPD yields average relative gains of 21.1% in Score and 25.5% in Success Rate over vanilla OPD, with larger gains on smaller students.

Closed-loop adversarial training improves autonomous driving safety by exposing policies to rare safety-critical scenarios. Standard pipelines first generate adversarial scenarios and then sample them for policy optimization. However, most existing frameworks remain attack-oriented: collision-driven generators often synthesize unsolvable extreme situations, which can degrade learning, while heuristic samplers ignore the evolving capability of the driving policy, causing sample inefficiency and delayed convergence. We propose AlignADV, a learnability-guided closed-loop adversarial training framework that converts adversarial scenarios into resolvable and capability-aligned curricula. First, we reformulate adversarial scenario generation as a preference alignment problem and employ direct preference optimization to guide the generator toward critical yet resolvable scenarios. Second, we introduce behavioral fingerprints to capture the intrinsic characteristics of the evolving policy and construct a multi-modal capability prediction model that estimates policy performance without expensive closed-loop simulations. By combining resolvability-aligned scenarios with capability predictions, AlignADV develops a dynamic curriculum sampling mechanism that prioritizes scenarios targeting the current policy's vulnerabilities. Experiments on the Waymo Open Motion Dataset demonstrate that AlignADV improves convergence efficiency and final performance, reducing training steps by up to 40.6 percent compared with baseline methods while lowering collision rate and improving route completion under both normal and adversarial traffic conditions. These results highlight a shift from attack-oriented scenario generation to learnability-guided policy improvement, offering a principled direction for safer and more efficient autonomous driving training. Project page: https://meiyuewen.github.io/AlignADV/.

Large online courses generate thousands of student questions directed at conversational AI teaching assistants, yet these interaction logs remain largely untapped as diagnostic signals. We present a pipeline that maps student questions from a conversational AI teaching assistant to curriculum topics using a few-shot text classifier, grounded in a GPT-4-extracted prerequisite knowledge graph of course concepts. Evaluated on 1,340 question events from 164 students in a graduate-level AI course, our classifier achieves 80.0% accuracy across 43 labels (42 curriculum topics plus an "unknown" abstention class). Topic-level question volume correlates significantly with student self-reported difficulty from an independent mid-semester survey (rho = 0.491, p = 0.008, n = 28 topics), providing convergent evidence that the classified question stream reflects genuine topic difficulty. These results demonstrate that conversational AI interaction logs, mapped onto curriculum structure, carry actionable signals about topic-level knowledge gaps and provide instructors with a curriculum-grounded view of which topics warrant attention.

Video world models have made rapid progress in generating controllable visual experiences, but most of them still simulate the world from a single observer. Extending such models to multiple agents raises a central challenge: if each agent's future state is generated independently, overlapping views may instantiate different versions of the same scene, leading to inconsistent objects, layouts, and appearances across agents. Conventional camera conditioning controls individual trajectories, but it does not explicitly couple the generation of views that should agree under shared scene geometry. We introduce Prisma-World, a camera-controllable multi-agent world model that formulates multi-agent generation as a joint geometry-aware denoising process for cross-view consistency. Prisma-World processes all agent videos within one full-attention sequence, uses a multi-agent RoPE design to distinguish agent identities while preserving synchronized temporal coordinates, and injects relative camera geometry into attention to bias overlapping viewpoints toward shared scene evidence. To further strengthen multi-view consistency and enhance global spatial perception, we augment our framework with an overlap-decaying curriculum training paradigm alongside minimap-conditioned structural guidance. To facilitate the training and evaluation of multi-agent models, we introduce PrismaDataset, a large-scale UE5 dataset with panoramic acquisition across diverse scenes, composable multi-agent view groups with flexible agent counts and complex camera trajectories, and precise camera/action annotations for consistency training and evaluation. Experiments show that a single Prisma-World model can generate high-fidelity multi-agent videos with flexible agent numbers, camera controllability, improved cross-view consistency, and spatial grounding under minimap guidance.

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).

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.

Scaling robust robot policies requires more than broader randomization, because physical-domain experience must remain organized and learnable throughout training. We study when a policy can benefit from harder physics and identify recoverability as a central constraint in on-policy physical-domain scaling. In on-policy training, new dynamics are useful only insofar as they remain close enough to the current policy to generate corrective on-policy data, rather than collapsing rollouts into unrecoverable failures. Using quadruped locomotion as a physically demanding benchmark for embodied generalization, we introduce HORIZON, a checkpointed frontier curriculum that expands physical domains only within the current policy's recoverable boundary. HORIZON uses rollback and boundary refinement to govern each expansion step, turning fixed randomization into a continual process of physical-domain growth. Experiments reveal three regularities of physical-domain expansion. First, direct domain widening is uneven across physical axes and often unlearnable without staged ordering. Second, domain composition is non-monotonic, and adding more domains beyond a compact core can dilute recoverable joint samples and reduce overall robustness. Third, offline distillation of isolated experts cannot substitute for the joint interaction generated by on-policy curriculum. Together, these results frame physical-domain generalization as a continual growth problem for embodied control, with recoverability as the organizing principle for on-policy expansion.

As Large Language Models (LLMs) become increasingly popular in educational settings, they raise important questions about the ethical implications of their use. Publicly available online chatbots are quickly improving in capability and accuracy leading to more widespread use, including among students looking for help with their homework. This makes it crucial to consider whether these models are aligned with educational standards. Because curriculum standards in the United States are set at the state level, they differ significantly in required content, emphasis, and narrative focus. In this work, we develop an LLM-based pipeline to identify variations in U.S. History curricula across states and evaluate the extent to which different LLMs reflect these state-specific curricular differences. In addition, we conduct controlled experiments that vary user personas by stating user attributes such as geographic location, grade level, gender and race to evaluate the sensitivity of LLM responses to user characteristics. We find that while models are able to adjust their presentation of historical topics, these shifts may come from the perceived political leanings of states and do not necessarily reflect actual curriculum content. Additionally, models successfully adapt to a student's grade level while showing minimal sensitivity to race or gender, suggesting they are capable of useful adaptation to student personas with limited demographic bias. Together, these findings highlight potential risks that open access to LLM chatbots may cause to student learning outcomes stemming from misalignment with state curriculum standards and highlight the need for more robust alignment techniques.

Large language models (LLMs) are increasingly used as self-study assistants in technical disciplines, yet their reliability as mathematical reasoning assistants remains poorly understood. We introduce GTBench, a curriculum-grounded benchmark for evaluating LLMs as mathematical research assistants in graph theory, comprising 63 problems organized into three groups of increasing difficulty: undergraduate definitions and basic properties (Group 1), algorithm tracing and structural reasoning (Group 2), and graduate-level proof construction (Group 3). Problems are sourced from verified academic materials including Diestel's Graph Theory. We evaluate five frontier models -- GPT-5, Claude Sonnet 4.6, Gemini 2.5 Flash-Lite, Llama 3.3 70B, and Mistral Large 3 -- under zero-shot and chain-of-thought prompting, using exact-match and LLM-as-judge evaluation for Groups 1 and 2, and a hybrid human expert and LLM-as-judge protocol for Group 3. Our results reveal a pronounced performance hierarchy: GPT-5 approaches ceiling on Group 1 (95.8% zero-shot) and maintains meaningful accuracy on graduate proofs (82%), while all other models degrade substantially with difficulty, with Llama achieving 0% under human evaluation on Group 3 zero-shot. Failure mode analysis shows that correct algorithm, wrong execution errors dominate Groups 1 and 2, while Group 3 additionally surfaces incomplete reasoning failures and reveals systematic disagreement between human evaluators and the automated judge, particularly on verbose or near-complete proofs (kappa = 0.48-0.83 across human pairs). GTBench provides the first curriculum-grounded evaluation framework for graph-theoretic reasoning in LLMs, with direct implications for the governance of AI tools in mathematical education and scientific research.

Schema-constrained information extraction from diverse educational and labor-market corpora remains an open challenge in natural language processing because existing pipelines rely primarily on lexical-surface methods that cannot recover implicit competencies, lack grounding in shared taxonomies, and provide no formal measures of extraction reliability or document-level completeness. To address these limitations, this paper proposes a four-stage NLP framework that combines (i) schema-constrained prompting of a two-model frontier-LLM ensemble against a JSON Schema-enforced seven-slot competency formalism, (ii) Sentence-BERT (SBERT) alignment of the extracted records against an eleven-domain ESCO v1.2.1 controlled vocabulary, (iii) a two-tier adjudication protocol that resolves inter-model disagreements, and (iv) a verification mechanism that combines per-slot Cohen's kappa, schema conformance, and document-level completeness audits. The framework is instantiated for a critical application in higher-education quality assurance, namely curriculum-labor market alignment for the ABET-accredited BSc Computer Science program at the United Arab Emirates University. The pipeline extracts 400 competency records from the 85-course 2025-2026 study plan and aligns them, under a five-scope analysis ranging from the computing core to a probability-weighted student trajectory, with 30 job postings (483 requirement clauses) at an SBERT cosine threshold of 0.50. The extractor achieves Cohen's kappa of 0.79 on the skill slot, with 100% schema conformance and 100% document-level completeness. The alignment surfaces interpretable supply-demand gaps of 25.0% in general and transversal skills, 13.8% in algorithms and computational theory, and 12.2% in software engineering and project management, with a near-zero 1.8% gap in artificial intelligence and data science despite 38.6% supply coverage.

The work of a professional software engineer has begun to consist, increasingly, of directing agents rather than writing code, and the empirical evidence for the shift is now several years deep. Anthropic's Economic Index puts automation at 79 per cent of Claude Code interactions [2]; Handa and colleagues at Anthropic find AI exposure for Computer Programmer tasks at approximately 75 per cent of the role's distinct activities [3]; Brynjolfsson and colleagues at Stanford's Digital Economy Lab report a 13 per cent relative decline in employment for workers aged 22 to 25 in occupations most exposed to AI [4]. The shift is also unfinished, and the academic literature on agentic software engineering converges on the finding that the missing capability is not better models but structured practitioner discipline. This paper presents ASE-26, a comprehensive undergraduate curriculum for agentic software engineering as a discipline, deposited as a citable reference on Zenodo under CC BY-ND 4.0 [12]. The paper sets out the discipline framing the curriculum rests on, the conceptual contributions it makes (most importantly, the evolutionary spiral as the operational form of the co-evolution of intent and build), the twenty-one-module structure that organises the discipline for teaching, the pedagogical commitments that follow from grading work co-produced with an agent, what graduates leave with, and how the discipline as taught is designed to outlast the specific capabilities of today's models. The position the paper takes is that the practitioner skills the industry currently lacks are precisely the skills the discipline names, and that structured undergraduate curricula in agentic software engineering are the principal mechanism by which the gap closes.

Tree search is a central abstraction behind many language-agent reasoning and decision-making tasks: agents must explore actions, remember failures, and backtrack toward promising alternatives. Yet, we lack a theoretical understanding of how transformer-based policies acquire such search capabilities from the training dynamics of reinforcement learning (RL). We study this question in a stochastic $k$-ary tree environment, where an agentic transformer observes only its trajectory history through interaction and receives a terminal reward for reaching a hidden leaf goal node. We first construct a two-head transformer that implements randomized depth-first search (DFS): one head tracks previous actions, while the other detects failure outcomes and triggers backtracking. We then analyze the training dynamics of policy gradient under a depth-wise curriculum, showing that this same DFS mechanism emerges in stages from sparse reinforcement feedback without expert demonstrations. The resulting policy exhibits depth generalization: after training only on depth-$1$ and depth-$2$ trees, it succeeds on deeper full trees. We further show that, under imbalanced goal distributions, discounting the return leads to a ranked DFS policy that prioritizes higher-probability branches. Overall, our results identify a mechanistic normal form for transformer-based search, in which attention heads specialize and cooperate to extract decision-relevant traces from context and convert them into agentic action selection via RL training.

Reasoning distillation transfers complex reasoning abilities from large language models (LLMs) to smaller ones, yet its success depends on how well the training data align with the student model. This paper introduces the Data-Model Compatibility (DMC) metric, which can be used to assess the suitability of a dataset for reasoning distillation on a student model. DMC provides an assessment by jointly considering data quality, relative difficulty, and student capability. We validated the effectiveness of DMC from two perspectives: (1) DMC exhibits a strong correlation with reasoning distillation performance; and (2) using DMC as the criterion for data selection leads to improved reasoning distillation performance. Both findings are consistently demonstrated across multiple student models and tasks. Moreover, since the DMC of each dataset dynamically changes during training, our experiments demonstrate that dynamically selecting datasets based on DMC can further enhance performance.

Linking learning resources to a structured competency framework is key to enabling competency-based search and curriculum analytics in Learning Management Systems (LMS). However, manual tagging is labor-intensive, and fully automatic methods often lack transparency. In this paper, we present an end-to-end alignment pipeline that uses a large language model (LLM) as a constrained, evidence-producing tagger. LMS resources -both instructional content and assessments -are first segmented into meaningful pedagogical fragments. For each fragment, a small set of candidate competencies is retrieved from structured competency profiles enriched with graph-based context. The LLM then selects the most relevant competencies from this set and provides supporting evidence spans from the fragment text. These predictions are refined using the structure of the competency graph and aggregated at the resource level. We evaluate our approach on a dataset built from the Computer Science department's competency referential at the Université de Technologie de Compiègne (UTC), covering 22 competencies across multiple course materials. Our LLM+BM25+Graph (LBG) pipeline achieves strong results, with a micro-F1 of 0.57 and macro-F1 of 0.50 at the fragment level, 0.51 macro-F1 at the resource level, and an MRR of 0.82outperforming zero-shot and few-shot LLM variants, retrieval/similarity baselines, and supervised classifiers -while also producing more mechanically traceable evidence spans to support human auditing and educational analysis.

Structured skill prompts improve exploration in long-horizon agentic reinforcement learning (RL). Skill-augmented RL methods retain external skills at inference, while skill-internalization RL methods withdraw them during training to enable autonomous performance. However, existing internalization approaches only use skill-helpfulness contrast for curriculum control, leaving the policy update unchanged and unable to distinguish skill-dependent from autonomous success. We propose SkillC, a framework based on Contrastive Skill Credit Assignment (CSCA) that converts this contrast into a direct learning signal for internalization. \textsc{SkillC} samples paired skill-injected and skill-free rollouts for tasks from active skill types within the same policy update, and injects their task-level contrast into optimization via a dual-stream advantage estimator that preserves global ranking while applying a one-sided correction toward skill-free success. A smoothed validation-level signal further drives an adaptive curriculum over attribution strength, rollout allocation, and monotonic active-set pruning. Experiments on ALFWorld and WebShop show that, without runtime skill access, SkillC surpasses the strongest prior skill-internalization RL baseline by 5.5% and 4.4%, respectively, while remaining competitive with skill-augmented RL methods.

Direct Preference Optimisation (DPO) is widely used for safety alignment in large language models. However, prior work shows it is brittle and exhibits poor out-of-distribution (OOD) generalisation. In this paper, we investigate whether Curriculum Learning can improve the robustness of DPO-based safety alignment. We propose Staged-Competence, a curriculum-based framework that organises preference data by difficulty, employs competence-based sampling, and progressively updates the reference model during training. Averaged across three model families, Staged-Competence reduces OOD harmful response rates by 16% and jailbreak attack success rates by 20%, while preserving general capabilities with near-zero over-refusal. We further show that Staged-Competence (1) matches baseline safety with only 75% of the training data and (2) yields better separation between safe and unsafe responses. Staged-Competence is agnostic to the policy optimisation loss and can extend to other DPO variants and alignment domains. Our code and data are available at https://github.com/Sandeep5500/curriculum-learning-for-safety.

In curriculum reinforcement learning (CRL), an agent incrementally accumulates knowledge over a sequence of tasks (i.e., a curriculum), and the learning process is aimed at using the accumulated knowledge to finally solve a challenging target task. While early CRL works focus on sequencing candidate tasks, recent research explores automatic curriculum generation. Among the rich CRL literature, the interpolation-based CRL paradigm is a main body, which automatically generates intermediate tasks by interpolating between the initial task distribution and the target task distribution in task space with meaningful distance metrics (i.e., can measure the task similarity). However, in challenging navigation tasks, the non-Euclidean context (task) space invalidates this assumption. To achieve automatic curriculum generation in complex task, we propose a novel automatic curriculum generation approach based on measurable task representation learning. To better measure the similarity, we propose to transform the task space to a latent space. Through a variational autoencoder structure that encodes the reward and the state transitions, we achieve a latent task representation with a task similarity measurement property, and two close task embeddings correspond to two similar tasks in terms of rewards and state transitions. Based on the learned task representation, we further develop an automatic curriculum generation scheme, which can effectively generate new tasks more and more similar to the target task. We evaluate our method in a variety of challenging navigation tasks, and the experiment results indicate that the proposed approach surpasses state-of-the-art CRL approaches based on interpolation and generative adversarial networks.

Reinforcement learning (RL) has emerged as a viable recipe for training LLM agents to reason over external memory banks in multi-session dialogue. Existing work trains exclusively on a single benchmark, leaving open how the composition of training data shapes the skills a memory agent acquires. We present a controlled empirical study that holds architecture, RL algorithm, and all hyperparameters fixed and varies only the training curriculum across three conditions: in-domain (LoCoMo), mixed-benchmark (LoCoMo + LongMemEval), and out-of-domain (LongMemEval only). Across two benchmarks and ten question types, curriculum composition acts as a fine-grained lever on specialization rather than a uniform scaling factor on performance. The mixed curriculum yields the strongest overall F1 on both evaluation sets. Training on a narrow out-of-domain set transfers a targeted skill - temporal reasoning - despite weak aggregate performance. Per-type differences substantially exceed aggregate differences, indicating that single-number benchmark comparisons systematically underreport curriculum effects. We further report two practical lessons from adapting GRPO to a single-GPU regime: cross-benchmark mixing requires filtering format-specific noise from memory banks to preserve training signal, and binary exact-match reward produces no learning signal at the small group sizes (G = 4) required on one GPU, motivating continuous reward functions in this regime.

Self-evolving agents should not train on examples they cannot justify. Data-free self-evolving search agents offer a scalable route to systems that generate their own questions, answer them, and improve from their own feedback without human annotations. Yet, without verifiable evidence, this loop can reward fluent but unsupported examples, turning the self-generated curriculum into an opaque and potentially unreliable training signal. We argue that evidence verifiability is a prerequisite for trustworthy self-evolution in search agents: each generated instance should include not only an answer but also a source-grounded span whose contribution to that answer can be measured. We introduce EVE-Agent, an Evidence-Verifiable Self-Evolving Agent that operationalizes this principle through a modification to the proposer--solver framework. The proposer generates a question, an answer, and a verbatim evidence span. An evidence verifier then rewards the span according to the marginal accuracy gain when the evidence is provided. This produces a training signal that favors evidence that genuinely helps answer the question, without requiring oracle answers, human labels, or external annotations. EVE-Agent leaves the backbone model, retriever, search tool, and optimization framework unchanged. Experiments show that EVE-Agent substantially improves evidence-grounded correctness over prior self-evolving search agents. The resulting curriculum is not merely self-generated but auditable by construction: each training example carries an inspectable source span that explains why it should be trusted.

Multimodal Emotion Recognition in Conversations (MERC) is a crucial task for understanding human interactions, where multimodal approaches integrating language, facial expressions, and vocal tone have achieved significant progress. However, modality misalignment and imbalanced learning remain major challenges, limiting the effective utilization of multimodal information. To address this issue, we propose a plug-and-play framework based on Self-Paced Curriculum Learning (SPCL) for MERC. We introduce a dual-level Difficulty Measurer that captures both utterance-level and conversation-level challenges. The utterance-level score models fine-grained modality-specific difficulty, while the conversation-level score captures broader dialogue structures, including emotional dependencies and modality coherence. Based on these scores, the Learning Scheduler dynamically guides training from easier to more difficult instances. By integrating SPCL into existing MERC architectures, our method alleviates modality imbalance and improves model robustness. Extensive experiments on the IEMOCAP and MELD datasets demonstrate consistent improvements across different architectures and modality settings. On IEMOCAP, SPCL improves weighted F1-score by approximately +1.2% to +6.6% over baseline models, while on MELD, gains reach up to +10.4%. These results highlight the effectiveness and generalizability of SPCL as a lightweight plug-and-play module for multimodal emotion recognition.

Dataset distillation (DD) compresses a large training set into a small synthetic set for efficient training, but most DD methods optimize only clean accuracy and leave robustness uncontrolled. Recent robust DD methods improve robustness, yet they often suffer from a poor accuracy-robustness trade-off because they (i) treat all adversarially perturbed examples uniformly, despite robust risk being dominated by near-zero robust margins, and (ii) do not explicitly increase inter-class separation in the decision boundary where attacks concentrate. We present Contrastive Curriculum for Robust Dataset Distillation (C$^2$R), a framework that couples an attack-aware curriculum with a contrastive robustness objective. From a robust-margin perspective, we derive a perturbation score that approximates each sample's robust hinge, enabling a curriculum that prioritizes the smallest-margin adversaries that most directly drive robust error. In parallel, a class-balanced contrastive robustness loss enforces adversarial invariance while explicitly widening boundary separation across classes. Experiments on CIFAR-10/100, Tiny-ImageNet, and multiple ImageNet-1K subsets under six attacks show that C$^2$R achieves the best robust accuracy, outperforming prior robust DD by $2.8$% on average.

Randomized linear algebra (RLA) algorithms are a modern class of numerical linear algebra techniques that play an essential role in scientific computing and machine learning, with broad and growing adoption. However, their discovery remains mostly a manual process that requires deep expert knowledge and inspiration. While Reinforcement Learning (RL) offers a pathway to automation, standard approaches struggle with sparse reward landscapes and vast search spaces inherent to high-performing RLA algorithms. In this paper, we present RL4RLA, a general RL framework that automates the discovery of interpretable, symbolic RLA algorithms. Unlike black-box approaches, our method builds explicit algorithms from basic linear algebra primitives, ensuring verifiable and implementable representations. To enable efficient discovery, we introduce: (1) a numerical curriculum that progressively increments problem difficulty to encode inductive bias specific to the RLA domain; (2) Monte Carlo Graph Search, which optimizes exploration by identifying and merging equivalent partial algorithms. We demonstrate that RL4RLA rediscovers state-of-the-art methods, including sketch-and-precondition solvers, Randomized Kaczmarz, and Newton Sketch, and can be targeted to produce algorithms optimized for specific trade-offs between accuracy, speed, and stability. Code is available at https://github.com/Tim-Xiong/RL4RLA.

Sub-Saharan Africa faces persistently high student-teacher ratios and shortages of qualified teachers, limiting students' access to personalized learning support and formative assessment. To address this challenge, we present Adesua, a WhatsApp-based AI Teaching Assistant for science education that extends the Kwame for Science platform. Adesua leverages WhatsApp's widespread adoption in Africa to provide accessible, curriculum-aligned learning support for Junior High School (JHS) and Senior High School (SHS) students across West Africa. The system integrates curated textbooks and 33 years of national examination questions with generative AI to enable conversational question answering and automated assessment with feedback via a WhatsApp bot. Students can ask science questions, take timed or untimed multiple-choice tests by topic or exam year, and receive instant grading and detailed explanations of correct and incorrect responses. A 6-month feasibility deployment in 2025 had 56 active users in Ghana, including students and parents. Quantitative evaluation showed a high perceived usefulness, with a helpfulness score of 93.75% for AI-generated answers, albeit with a small number of ratings (n=16). These preliminary results provide a basis for more extensive future evaluation of a WhatsApp-based AI assistant to assess its potential to offer scalable, low-cost personalized learning support and formative assessment in resource-constrained educational contexts.

Physics-Informed Neural Networks (PINNs) combine deep learning with physical constraints for solving partial differential equations (PDEs), and are widely applied in fluid mechanics, heat transfer, and solid mechanics. However, PINN training still suffers from high-dimensional non-convex loss landscapes, imbalanced multiobjective constraints, and ineffective information propagation. Existing curriculum learning and causality-guided strategies improve training stability, but mainly focus on temporal or parametric progression, lacking explicit treatment of spatial information propagation and inter-region consistency. Moreover, they are not directly applicable to boundary value problems (BVPs) with strong spatial coupling. To address this issue, we propose a spatially correlated curriculum learning framework for PINNs. To the best of our knowledge, this is the first work to address PINN training difficulties from the perspective of spatial coupling among subregions. First, spatial causal weights guide information from near-boundary regions inward, reducing optimization failures and spurious convergence. Second, a low-frequency information bridge enforces pseudo-label-based consistency across spatially separated regions, suppressing global low-frequency drift. Third, a region-adaptive reweighting strategy adjusts subregion losses to reduce local residuals and recover high-frequency details. Experiments on PDE benchmarks show that, under comparable computational cost, the proposed method alleviates training failures and improves solution accuracy. The code is available at https://github.com/pigofmomo/CurriculumLearningPINN.

We present VectraYX-Nano, a 41.95M-parameter decoder-only language model trained from scratch in Spanish for cybersecurity, with a Latin-American regional focus and native tool invocation via the Model Context Protocol (MCP). The model has four contributions. (i) Corpus: VectraYX-Sec-ES, a 170M-token Spanish corpus assembled by an eight-VM distributed pipeline at ~$25 USD of cloud compute and split into three curriculum phases (conversational 42M, cybersecurity 118M, offensive tooling 10M). (ii) Architecture: a 42M Transformer decoder with GQA, QK-Norm, RMSNorm, SwiGLU, RoPE and z-loss, paired with a domain-balanced 16,384-token byte-fallback BPE. (iii) Curriculum with replay across the three phases yields a monotonic loss descent (9.80 -> 3.17 -> 3.00 -> 2.16); after SFT (loss 1.74) the v2 bootstrap-ablation reference attains a conversational gate of 0.775 +/- 0.043 on B5 over N=4 seeds, and a controlled Phase-2 replay sweep over {0,5,10,25,50}% saturates B5 at >=25% replay. (iv) Two empirical findings, both N=4. A controlled bootstrap-corpus ablation across v2 (OpenSubs), v4 (mC4-ES), and v6 (60/25/15 OpenSubs/mC4/Wiki) exposes a loss-versus-register inversion: lower-perplexity bootstraps yield measurably worse conversational behavior (v2 > v4 > v6 on B5 at every paired seed). The B4 (tool-selection) floor of 0.000 is a corpus-density artifact, not a capacity gate: rebalancing the SFT mixture to tool-use ratio 1:21 yields VectraYX-Nano v7, the released headline configuration, reaching B4 = 0.230 +/- 0.052 at 42M while retaining B1 = 0.332 +/- 0.005 and B5 = 0.725 +/- 0.130; a LoRA replication on a 260M from-scratch mid-tier reaches 0.445 +/- 0.201. The released GGUF is 96 MB in F16, runs sub-second TTFT on commodity hardware under llama.cpp, and is, to our knowledge, the first published Spanish-native cybersecurity LLM with end-to-end MCP integration.

Recent progress in reasoning models has substantially advanced long-horizon mathematical and scientific problem solving, with several systems now reaching gold-medal-level performance on International Mathematical Olympiad (IMO) and International Physics Olympiad (IPhO) problems. In this paper, we introduce a simple and unified recipe for converting a post-trained reasoning backbone into a rigorous olympiad-level solver. The recipe first uses a reverse-perplexity curriculum for SFT to instill rigorous proof-search and self-checking behaviors, then scales these behaviors through a two-stage RL pipeline that progresses from RL with verifiable rewards to more delicate proof-level RL, and finally boosts solving performance with test-time scaling. Applying this recipe, we train a 30B-A3B backbone with SFT on around 340K sub-8K-token trajectories followed by 200 RL steps. The resulting model, SU-01, supports stable reasoning on difficult problems with trajectories exceeding 100K tokens, while achieving gold-medal-level performance on mathematical and physical olympiad competitions, including IMO 2025/USAMO 2026 and IPhO 2024/2025. It also demonstrates strong generalization of scientific reasoning to domains beyond mathematics and physics.

Generating feasible Pareto fronts for constrained bi-objective continuous optimization is central to multi-criteria decision-making. Existing methods usually rely on iterative scalarization, evolutionary search, or problem-specific solvers, requiring repeated optimization for each instance. We introduce DIPS, an end-to-end framework that fine-tunes large language models as amortized Pareto-front generators for constrained bi-objective convex optimization. Given a textual problem description, DIPS directly outputs an ordered set of feasible continuous decision vectors approximating the Pareto front. To make continuous optimization compatible with autoregressive language modeling, DIPS combines a compact discretization scheme, Numerically Grounded Token Initialization for new numerical tokens, and Three-Phase Curriculum Optimization, which progressively aligns structural validity, feasibility, and Pareto-front quality. Across five families of constrained bi-objective convex problems, a fine-tuned 7B-parameter model achieves normalized hypervolume ratios of 95.29% to 98.18% relative to reference fronts. With vLLM-accelerated inference, DIPS solves one instance in as little as 0.16 seconds and outperforms general-purpose and reasoning LLM baselines under the evaluated setting. These results suggest that LLMs can serve as effective amortized generators for continuous Pareto-front approximation.

Computational thinking (CT) is increasingly promoted as a core literacy, yet learners and teachers face challenges in connecting abstract program logic to meaningful outcomes. We design and evaluate RoboBlockly Studio, an integrated interactive system that combines block-based programming, a conversational AI teaching agent, and embodied robot execution. RoboBlockly Studio creates a tight iterative loop of authoring, running, observing, and revising. Informed by interviews with five programming teachers, the system was designed to support four goals: (1) preserving learner agency in computational thinking, (2) making program behavior transparent and interpretable, (3) grounding programming in embodied, classroom-aligned tasks, and (4) scaffolding reflection through pedagogically grounded AI dialogue. We deployed RoboBlockly Studio with 32 high school students, observing how robot and AI feedback influenced students' interactions with code, reflections on problem-solving strategies, and understanding of CT concepts. We discuss design insights and implications for creating interactive, embodied learning environments that integrate AI and robotics to support CT learning in computing education.

The reasoning frontier of Large Language Models (LLMs) has advanced significantly through modern post-training paradigms (e.g., Reinforcement Learning from Verifiable Rewards (RLVR)). However, the efficacy of these methods remains fundamentally constrained by the diversity and complexity of the training data. One practical solution is data synthesis; yet, prevalent methods relying on unstructured mutation or exploration suffer from homogeneity collapse, failing to systematically expand the reasoning frontier. To overcome this, we propose Evoutionary Task Discovery (EvoTD), a framework that treats data synthesis as a directed search over a dual-axis manifold of Algorithmic Skills and Complexity Attributes. We introduce structured evolutionary operators to navigate this space: a Crossover operator that synthesizes novel skill compositions to enhance diversity, and a Parametric Mutation operator that scales structural constraints (e.g., input size, tree depth) to drive robust generalization. Crucially, we integrate a dynamic Zone of Proximal Development filter, ensuring tasks lie within the learnable region of the model. Empirically, EvoTD delivers substantial reasoning gains that generalize consistently across model architectures, pretraining regimes, and scales, demonstrating that structured evolutionary curricula can effectively support reasoning improvement. We release our code on https://github.com/liqinye/EvoTD.

We present Seirênes, a self-play RL framework that transforms contextual interference from a failure mode of LLM reasoning into an internal training signal for co-evolving more resilient reasoners. While RL with verifiable rewards has significantly advanced reasoning capabilities, models can still exhibit fragility when encountering non-idealized contexts: scenarios characterized by superfluous information, tangential instructions, or incidental correlations that differ from the clean distributions typical of standard benchmarks. Seirênes harnesses this vulnerability through a parameter-shared and adversarial self-play loop. Within this framework, a single model is trained to both construct plausible yet distracting contexts that expose its own reasoning blind spots, and solve problems by discerning the essential task from these perturbations to recover the core underlying logic. By pitting these competing objectives against each other, Seirênes compels the model to move beyond superficial pattern matching and anchors its capabilities in robust underlying reasoning. This continuous interaction sustains an informative co-evolutionary curriculum as the model improves. Across seven mathematical reasoning benchmarks and model scales from 4B to 30B, Seirênes achieves average gains of +10.2, +9.1, and +7.2 points. Besides, distracting contexts produced by the 4B Seirênes model reduce the accuracy of top-tier closed-source models (GPT and Gemini) by roughly 4--5 points, revealing Seirênes' general ability to uncover reasoning models' blind spots.

Reinforcement Learning with Verifiable Rewards (RLVR) has emerged as a promising paradigm for training agentic retrieval-augmented generation (RAG) systems from outcome-only supervision. Most existing methods optimize policies from uniformly sampled rollouts, implicitly treating all trajectories as equally informative. However, trajectories differ substantially in search depth and are therefore not equally informative: deeper-search trajectories contain more retrieval decision points and provide denser direct supervision for the retrieval sub-policy. Moreover, this heterogeneity grows over training as the within-batch depth distribution shifts toward higher values, yet uniform rollout sampling remains blind to this shift. To address this, we propose CuSearch, a curriculum rollout sampling framework built on Search-Depth Greedy Allocation (SDGA), a batch-level operator that reallocates a fixed update budget toward deeper-search trajectories. SDGA-Auto always targets the deepest available trajectories in the current batch, yielding an implicit training-aligned curriculum as the depth distribution shifts upward. SDGA-Phase explicitly advances the curriculum threshold as deeper trajectories become sufficiently abundant. Experiments across model types and retrieval frameworks show that CuSearch consistently improves performance, achieving up to 11.8 exact-match points over standard GRPO on ZeroSearch. These results establish per-trajectory search depth as a reliable, annotation-free proxy for retrieval supervision density in RLVR-based agentic RAG training.

Knowledge distillation is a key technique for transferring the capabilities of large language models (LLMs) into smaller, more efficient student models. Existing distillation approaches often overlook two critical factors: the learning order of training data and the capacity mismatch between teacher and student models. This oversight limits distillation performance, as manifested by the counter-intuitive phenomenon where stronger teachers fail to produce better students. In this work, we propose Curriculum Learning-Guided Progressive Distillation (CLPD), a unified framework that explicitly accounts for both factors by aligning data difficulty with teacher strength. CLPD constructs an explicit curriculum by organizing training examples from easy to hard, while simultaneously applying an implicit curriculum over supervision signals by progressively scheduling teachers of increasing capacity. Our framework is modular and can be integrated into standard distillation algorithms with minimal overhead. Empirical results on the reasoning benchmarks demonstrate that CLPD consistently outperforms standard distillation, data ordering alone, and teacher scheduling alone across multiple settings. These findings highlight the importance of jointly considering data ordering and teacher capacity when distilling reasoning abilities into small language models.

In LLM Reinforcement Fine-Tuning (RFT), curriculum learning drives both efficiency and performance. Yet, current methods externalize curriculum judgment via handcrafted heuristics or auxiliary models, risking misalignment with the policy's training dynamics. In this paper, we introduce METIS (METacognitive Internalized Self-judgment), a novel framework that internalizes curriculum judgment as a native capability. Leveraging a critical observation that within-prompt reward variance effectively gauges prompt informativeness, METIS predicts this metric based on recent training outcomes as lightweight in-context learning examples. This intrinsic self-judgment then dynamically dictates the training allocation. Moreover, METIS closes the loop between judgment and optimization by jointly optimizing the standard RFT rewards and a self-judgment reward. This allows the policy to learn what to learn next, as a form of metacognition. Across extensive discrete and continuous RFT benchmarks from mathematical reasoning, code generation, to agentic function-calling, METIS consistently delivers superior performance while accelerating convergence by up to 67%. By bypassing handcrafted heuristics and auxiliary models, our work establishes a simple, closed-loop, and highly efficient curriculum internalization paradigm for LLM reinforcement fine-tuning.

Learning dynamic whole-body motions for legged robots through reinforcement learning (RL) remains challenging due to the high risk of failure, which makes efficient exploration difficult and often leads to unstable learning. In this paper, we propose External Force Guided Curriculum Learning (EFGCL), a guided RL approach based on the principle of physical guidance, in which external assistive forces are introduced during training. Inspired by spotting in artistic gymnastics, EFGCL enables agents to physically experience successful motion executions without relying on task-specific reward shaping or reference trajectories. Experiments on a quadrupedal robot performing Jump, Backflip, and Lateral-Flip tasks demonstrate that EFGCL accelerates learning of the Jump task by approximately a factor of two and enables the acquisition of complex whole body motions that conventional RL methods fail to learn. We further show that the learned policies can be deployed on real robot, reproducing motions consistent with those observed in simulation. These results indicate that physically guided exploration, which allows agents to experience success early in training, is an effective and general strategy for improving learning efficiency in dynamic whole-body motion tasks.

A core challenge in program synthesis is online library learning: the incremental acquisition of reusable abstractions under uncertainty about future task demands. Existing algorithms treat library learning as retrospective compression over a static task distribution, where the learned library is determined by the corpus of past tasks. However, real-world learning domains are often non-stationary, with tasks arising from a generative process that evolves over time. We propose and test the hypothesis that in non-stationary domains human library learning selects abstractions prospectively: targeting compression of future tasks. We study this question using the Pattern Builder Task, a visual program synthesis paradigm in which participants construct increasingly complex geometric patterns from a small set of primitives, transformations, and custom helpers that carry forward across trials. Using this task, we conduct two experiments with complementary latent curricula, designed to dissociate between behaviors consistent with prospective compression, and alternative library learning accounts. Using six computational models spanning online library learning strategies, we show that human abstraction behavior reflects sensitivity to latent, non-stationary structure in the task-generating process. This behavior is consistent with prospective compression, and cannot be captured by existing retrospective compression-based algorithms, or inductive biases modeled by LLM-based program synthesis.

Vision-language models (VLMs) enable text-guided object detection but degrade severely under cross-view scenarios where ground and aerial viewpoints differ in altitude, scale, and spatial layout. These geometric changes introduce systematic complexity variations between viewpoints, e.g., ground view images contain dense and highly occluded structures, while aerial images are sparse and globally organized. Fixed VLM fusion mechanisms cannot handle this discrepancy. We propose CrossVL, a framework combining Complexity-Aware Pathway Aggregation (CPA) and Paired Curriculum Learning (PCL) for enhanced cross-view detection for VLM. CPA estimates scene complexity from multimodal statistics and routes visual features through multiple pathways to obtain view-specific representations. PCL leverages semantic consistency of synchronized ground-aerial pairs to provide stable early supervision and then gradually shifts toward randomized sampling. On MAVREC, CrossVL improves Florence-2's aerial mAP from 58.66% to 61.03% and reduces the ground-aerial performance gap from 8.63pp to 6.65pp, while also achieving a 3.3x reduction in variance across random seeds. CPA provides stable complexity-aware feature aggregation, and PCL enhances optimization dynamics. Together, they demonstrate that coordinated architectural and training adaptations are crucial for robust cross-view VLM detection.

Large language models (LLMs) are increasingly used in K-12 education, yet existing benchmarks such as C-Eval, CMMLU, GaokaoBench, and EduEval mainly evaluate factual recall through exam-style question answering. Effective educational AI additionally requires curriculum cognition: understanding how knowledge is structured through prerequisite chains, concept taxonomies, experiment-concept links, and pedagogical sequencing. To address this gap, we introduce K12-KGraph, a curriculum-aligned knowledge graph extracted from official People's Education Press textbooks across mathematics, physics, chemistry, and biology from primary to high school. The graph contains seven node types (Concept, Skill, Experiment, Exercise, Section, Chapter, Book) and nine relation types covering taxonomy, prerequisite, association, verification, assessment, location, and order. Based on this graph, we construct two resources: (1) K12-Bench, a 23,640-question multi-select benchmark spanning five graph-derived task families (Ground, Prereq, Neighbor, Evidence, and Locate); and (2) K12-Train, a KG-guided supervised fine-tuning corpus of approximately 2,300 QA pairs synthesized from graph structure and node attributes. Experiments reveal substantial deficiencies in curriculum cognition: on K12-Bench, Gemini-3-Flash achieves only 57% exact match, while the best open-source model, Gemma-4-31B-IT, reaches 46%. Under a strictly matched 2,300-sample SFT budget on Qwen3-4B-Base and Llama-3.1-8B-Base, K12-Train consistently outperforms equally sized subsets from eight mainstream instruction-tuning corpora on both GaokaoBench and EduEval, demonstrating that curriculum-structured supervision is highly sample-efficient for educational tuning. We release the graph, benchmark, training data, and full construction pipeline.

Measuring learning progress is essential for curiosity-driven exploration in reinforcement learning, but widely used signals such as prediction error often fail to distinguish meaningful, learnable patterns from random noise. This paper proposes Gradient-Momentum Coupling (GMC), a signal derived from optimization dynamics that quantifies how useful each sample's gradient is for ongoing learning by measuring its per-parameter normalized absolute product with the momentum from previous gradients. By leveraging momentum's natural filtering of noise and oscillations, GMC identifies samples that contribute to ongoing parameter updates. Controlled experiments demonstrate noise robustness and emergent curriculum learning, with the signal prioritizing tasks by learning speed rather than difficulty. Experiments on MiniGrid suggest that replacing prediction error with GMC within existing curiosity-driven architectures can improve robustness to observation noise.

Video generation models internalize physical realism as their prior. Anime deliberately violates physics: smears, impact frames, chibi shifts; and its thousands of coexisting artistic conventions yield no single "physics of anime" a model can absorb. Physics-biased models therefore flatten the artistry that defines the medium or collapse under its stylistic variance. We present AniMatrix, a video generation model that targets artistic rather than physical correctness through a dual-channel conditioning mechanism and a three-step transition: redefine correctness, override the physics prior, and distinguish art from failure. First, a Production Knowledge System encodes anime as a structured taxonomy of controllable production variables (Style, Motion, Camera, VFX), and AniCaption infers these variables from pixels as directorial directives. A trainable tag encoder preserves the field-value structure of this taxonomy while a frozen T5 encoder handles free-form narrative; dual-path injection (cross-attention for fine-grained control, AdaLN modulation for global enforcement) ensures categorical directives are never diluted by open-ended text. Second, a style-motion-deformation curriculum transitions the model from near-physical motion to full anime expressiveness. Third, deformation-aware preference optimization with a domain-specific reward model separates intentional artistry from pathological collapse. On an anime-specific human evaluation with five production dimensions scored by professional animators, AniMatrix ranks first on four of five, with the largest gains over Seedance-Pro 1.0 on Prompt Understanding (+0.70, +22.4 percent) and Artistic Motion (+0.55, +16.9 percent). We are preparing accompanying resources for public release to support reproducibility and follow-up research.

Recently, Reinforcement Learning from Verifiable Rewards (RLVR) has been established as a highly effective technique for augmenting the math reasoning skills of Large Language Models (LLMs) based on a single instance. Current state-of-the-art 1-shot RLVR models adopt heuristics for selecting instances, mostly based on historical variance in rewards, which we find to be inherently misleading as a measure of transferability value. In this paper, we propose a Selector-Guided Autonomous Curriculum (SGAC) approach, which employs a learnable selector model on a multi-dimensional feature space consisting of success probability, reward variance, output disagreement (entropy), and semantic difficulty level, instead of the static reward variance heuristic. In our empirical evaluation on pools of candidate problems, we observed that output disagreement, rather than reward variance, is the strongest predictor of reasoning gains in subsequent iterations. Leveraging this finding, we develop an autonomous curriculum algorithm for dynamically siphoning candidate problems from a large pool, ranking them by the learned selector, and running micro-bursts of 1-shot GRPO. Our framework is evaluated using the Hendrycks MATH benchmark, with the Qwen2.5-Math-1.5B model serving as the baseline. Our framework obtains an accuracy of 68.0% on the hold-out dataset, which is better than the accuracy obtained from the state-of-the-art model, 64.0%, as well as the 1-shot RLVR checkpoint proposed by Wang et al., which achieved an accuracy of 66.0%. The results confirm that entropy-based intelligent data curation leads to strict reasoning improvement over static training methods, particularly in severely limited data conditions.

Federated learning (FL) offers a promising framework for collaborative digital pathology by enabling model training across institutions. However, real-world deployments face heterogeneity arising from diverse multiple instance learning (MIL) architectures and heterogeneous feature extractors across institutions. We propose FedHD, a novel FL framework that performs local Gaussian-mixture feature alignment tailored for WSI analysis. Instead of exchanging model parameters, each client independently distills semantically rich synthetic feature representations aligned with the distribution of real WSIs. To preserve diagnostic diversity, FedHD adopts a one-to-one distillation strategy, generating a synthetic counterpart for each real slide to avoid over-compression. During federation, a curriculum-based integration strategy progressively incorporates cross-site synthetic features into local training once performance plateaus. Furthermore, an optional interpretation module reconstructs pseudo-patches from synthetic embeddings, enhancing transparency. FedHD is architecture-agnostic, privacy-preserving, and supports personalized yet collaborative training across diverse institutions. Experiments on TCGA-IDH, CAMELYON16, and CAMELYON17 show that FedHD consistently outperforms state-of-the-art federated and distillation baselines.

We propose a paradigm shift toward open-ended curriculum self-play: rather than learning to answer on a fixed prompt set, a unified policy learns to question: generating verifiable problems, solving them, and turning verifier feedback into self-improvement without human-annotated solutions. We introduce ANCORA, in which the policy alternates between a Proposer that synthesizes novel specifications and a Solver that produces verified solutions, anchored by three load-bearing mechanisms: a two-level group-relative update coupling Proposer advantages across specifications with Solver advantages across solution attempts; iterative self-distilled SFT projecting the base model onto its valid-output manifold before RL; and a UCB-guided Curriculum DAG whose policy-induced problem set can provably expand under self-composition. Without these stabilizers, sparse verifier feedback drives Proposer collapse even under MLRL-aligned rewards; with them, ANCORA bootstraps a verifiable curriculum from zero human solutions. Instantiated in Verus, ANCORA lifts Dafny2Verus pass@1 from a 26.6% SFT baseline to 81.5% in test-time training (TTT, 0-shot), outperforming PSV self-play by 15.8 points despite PSV's 1-shot inference; in a transfer setting, training from Dafny2Verus seeds yields 36.2% and 17.2% pass@1 on held-out MBPP and HumanEval.

Vision-and-Language Navigation (VLN) aims to enable an embodied agent to follow natural-language instructions and navigate to a target location in unseen 3D environments. We argue that adapting VLMs to VLN requires endowing them with two complementary capabilities for acquiring such awareness, namely backward action reasoning (why) and forward transition prediction~(how). Based on this insight, we propose SpaAct, a simple yet effective training framework that activates the dynamic spatial awareness in VLMs. Specifically, SpaAct introduces two spatial activation tasks: Action Retrospection, which asks the model to infer the executed action sequence from visual transitions, and Future Frame Selection, which forces the model to predict the visual transitions conditioned on history and action. These two objectives provide lightweight supervision on both backward action reasoning and forward transition prediction, encouraging the model to build dynamic spatial awareness in a VLM-friendly way. To further stabilize adaptation, we design TriPA, a Tri-factor Progressive Adaptive curriculum learning method that organizes training samples from easy to hard, allowing the model to gradually acquire navigation skills from basic locomotion to long-horizon reasoning. Experiments on standard VLN-CE benchmarks show that SpaAct consistently improves VLM-based navigation and achieves state-of-the-art performance. We will release the code and models to support future research.