Curriculum

Many of the thousands of attested languages share common configurations of features, creating a spectrum from typologically very rare (e.g., object-verb-subject word order) or impossible languages to very common combinations of features (e.g., subject-object-verb word order). One central question is under what conditions such typological tendencies can be predicted, and specifically whether the learning bias of language models (LMs) is sufficient to reproduce such patterns. In this study, we add one dimensionality to such analysis -- the learning scenario for LMs -- to explore its interaction with the inductive bias of LMs. Specifically, as a first study, we examine the effect of curriculum learning (CL), as a developmentally motivated learning scenario, i.e., starting with simpler sentences rather than randomly-ordered input. We expand existing LM-based exploration (El-Naggar et al., 2025a,b) with a simple CL variant and find that CL substantially impacts the apparent inductive bias of LMs.

Recent advances in self-evolution video understanding frameworks have demonstrated the potential of autonomous learning without human annotations. However, existing methods often suffer from weakly controlled optimization and uncontrolled difficulty progression, as they lack structured guidance throughout the iterative learning process. To address these limitations, we propose CurEvo, a curriculum-guided self-evolution framework that introduces curriculum learning into self-evolution to achieve more structured and progressive model improvement. CurEvo dynamically regulates task difficulty, refines evaluation criteria, and balances data diversity according to model competence, forming a curriculum-guided feedback loop that aligns learning complexity with model capability. Built upon this principle, we develop a multi-dimensional adaptive QA framework that jointly evolves question generation and answer evaluation across perception, recognition, and understanding dimensions, ensuring coherent and measurable curriculum progression. Through this integration, CurEvo transforms weakly controlled self-evolution into a more structured learning process for autonomous video understanding. Across seven backbones, CurEvo consistently improves both benchmark accuracy and evaluator-based semantic score on four VideoQA benchmarks, validating the effectiveness of curriculum-guided self-evolution for video understanding.

Large Language Models (LLMs) often fail to utilize their latent reasoning capabilities due to a distributional mismatch between ambiguous human inquiries and the structured logic required for machine activation. Existing alignment methods either incur prohibitive $O(N)$ costs by fine-tuning each model individually or rely on static prompts that fail to resolve query-level structural complexity. In this paper, we propose ReQueR (\textbf{Re}inforcement \textbf{Que}ry \textbf{R}efinement), a modular framework that treats reasoning elicitation as an inference-time alignment task. We train a specialized Refiner policy via Reinforcement Learning to rewrite raw queries into explicit logical decompositions, treating frozen LLMs as the environment. Rooted in the classical Zone of Proximal Development from educational psychology, we introduce the Adaptive Solver Hierarchy, a curriculum mechanism that stabilizes training by dynamically aligning environmental difficulty with the Refiner's evolving competence. ReQueR yields consistent absolute gains of 1.7%--7.2% across diverse architectures and benchmarks, outperforming strong baselines by 2.1% on average. Crucially, it provides a promising paradigm for one-to-many inference-time reasoning elicitation, enabling a single Refiner trained on a small set of models to effectively unlock reasoning in diverse unseen models. Code is available at https://github.com/newera-xiao/ReQueR.

Current visual text generation models struggle with the trade-off between text accuracy and overall image coherence. We find that achieving high text accuracy can reduce aesthetic quality and instruction-following capability. Although reinforcement learning approaches can alleviate the problem through aligning with multiple rewards, they are often unstable for text generation, as existing approaches normally optimize multiple rewards in a weighted-sum way. In addition, it is difficult to balance the weight of each reward. Moreover, reinforcement learning requires a set of training instructions. A large number of prompts require more training time and computing resources, while a small set leads to poor performance. Hence, how to select the prompts for efficient training is an unsolved problem. In this study, we propose Pareto-Optimal Curriculum Alignment (POCA), a framework that addresses this issue as a multi-objective problem by: 1) identifying the Pareto-optimal set to avoid simple scalarization and 2) designing an adaptive curriculum alignment strategy to manage a learning sequence of a multi-reward dataset using automatic difficulty assessment, which is crucial for optimal convergence as RL methods explore in a limited data environment. In synergy, POCA finds the Pareto-optimal set in a unified reward space, which eliminates inconsistent signals to find the best trade-off solution from different rewards under an easy-to-hard optimization landscape. The experimental results show that POCA significantly improves all metrics such as CLIP, HPS scores and sentence accuracy.

Curriculum learning helps language models tackle complex reasoning by gradually increasing task difficulty. However, it often fails to generate consistent step-by-step reasoning, especially in multilingual and low-resource settings where cross-lingual transfer from English to Indian languages remains limited. We propose IRIS: Interleaved Reinforcement with Incremental Staged Curriculum, a two-axis framework that combines Supervised Fine-Tuning on progressively harder problems (vertical axis) with Reverse Curriculum Reinforcement Learning to reduce reliance on step-by-step guidance (horizontal axis). We design a composite reward combining correctness, step-wise alignment, continuity, and numeric incentives, optimized via Group Relative Policy Optimization (GRPO). We release CL-Math, a dataset of 29k problems with step-level annotations in English, Hindi, and Marathi. Across standard benchmarks and curated multilingual test sets, IRIS consistently improves performance, with strong results on math reasoning tasks and substantial gains in low-resource and bilingual settings, alongside modest improvements in high-resource languages.

On-policy distillation (OPD) has shown strong potential for transferring reasoning ability from frontier or domain-specific models to smaller students. While effective on static single-turn tasks, its behavior in multi-turn agent settings remains underexplored. In this work, we identify a key limitation of vanilla OPD in such settings, which we term Trajectory-Level KL Instability. Specifically, we observe that KL divergence increases together with a drop in success rate, and even after convergence, the KL remains high, leading to unstable training. This instability arises from inter-turn error compounding: as errors accumulate, the student is driven beyond the teacher's effective support, rendering the supervision signal unreliable. To address this, we propose TCOD (Temporal Curriculum On-Policy Distillation), a simple yet effective framework that controls the trajectory depth exposed to the student and progressively expands it from short to long with a curriculum schedule. Experimental results across four student-teacher pairs on three multi-turn agent benchmarks (ALFWorld, WebShop, ScienceWorld) show that TCOD mitigates KL escalation and enhances KL stability throughout training, improving agent performance by up to 18 points over vanilla OPD. Further evaluations show that TCOD can even surpass the teacher's performance and generalize to tasks on which the teacher fails. Our code is available at https://github.com/kokolerk/TCOD.

Recent text-to-image (T2I) models have demonstrated impressive capabilities in photorealistic synthesis and instruction following. However, their reliability in knowledge-intensive settings remains largely unexplored. Unlike natural image generation, knowledge visualization requires not only semantic alignment but also strict adherence to domain knowledge, structural constraints, and symbolic conventions, exposing a critical gap between visual plausibility and scientific correctness. To systematically study this problem, we introduce KVBench, a curriculum-grounded benchmark for evaluating knowledge-intensive T2I generation. KVBench covers six senior high-school subjects: Biology, Chemistry, Geography, History, Mathematics, and Physics. The benchmark consists of 1,800 expert-curated prompts derived from over 30 authoritative textbooks. Using this benchmark, we evaluate 14 state-of-the-art open- and closed-source models, revealing substantial deficiencies in logical reasoning, symbolic precision, and multilingual robustness, with open-source models consistently underperforming proprietary systems. To address these limitations, we further propose KE-Check, a two-stage framework that improves scientific fidelity via (1) Knowledge Elaboration for structured prompt enrichment, and (2) Checklist-Guided Refinement for explicit constraint enforcement through violation identification and constraint-guided editing. KE-Check effectively mitigates scientific hallucinations, narrowing the performance gap between open-source and leading closed-source models. Data and codes are publicly available at https://github.com/zhaoran66/KVBench.

Developing bipedal football robots in dynamiccombat environments presents challenges related to motionstability and deep coupling of multiple tasks, as well ascontrol switching issues between different states such as up-right walking and fall recovery. To address these problems,this paper proposes a modular reinforcement learning (RL)framework for achieving adaptive multi-task control. Firstly,this framework combines an open-loop feedforward oscilla-tor with a reinforcement learning-based feedback residualstrategy, effectively separating the generation of basic gaitsfrom complex football actions. Secondly, a posture-driven statemachine is introduced, clearly switching between the ballseeking and kicking network (BSKN) and the fall recoverynetwork (FRN), fundamentally preventing state interference.The FRN is efficiently trained through a progressive forceattenuation curriculum learning strategy. The architecture wasverified in Unity simulations of bipedal robots, demonstratingexcellent spatial adaptability-reliably finding and kicking theball even in restricted corner scenarios-and rapid autonomousfall recovery (with an average recovery time of 0.715 seconds).This ensures seamless and stable operation in complex multi-task environments.

Recently, code-oriented large language models (LLMs) have demonstrated strong capabilities in translating natural language into executable code. Text-to-SQL is a significant application of this ability, enabling non-technical users to interact with relational databases using natural language. However, state-of-the-art models continue to struggle with highly complex logic, particularly deeply nested statements involving multiple joins and conditions, as well as with real-world database schemas that are noisy or poorly structured. In this paper, we investigate whether curriculum learning can improve the performance of code-based LLMs on Text-to-SQL tasks. Employing benchmarks including Spider and BIRD, we fine-tune models under different curriculum strategies. Our experiments show that naive curriculum, simply ordering training samples by complexity in a single epoch, fails to surpass standard fine-tuning due to catastrophic forgetting. To overcome this, we propose a Modular Adapter Composition (MAC) strategy. By sequentially training tier-specific adapters on incremental complexity levels (Easy to Extra-Hard), we create a scaffolded learning environment that improves performance on complex queries. Our approach not only produces measurable performance gains on the Spider and BIRD benchmarks but also provides a flexible, "Lego-like" architecture, allowing models to be composed and deployed based on specific schema difficulty requirements. These findings demonstrate that structured, modular learning is a superior alternative to monolithic fine-tuning for mastering the syntax and logic of complex code generation.

What does it mean to give an AI agent a complete education? Current agent development produces specialists systems optimized for a single capability dimension, whether tool use, code generation, or security awareness that exhibit predictable deficits wherever they were not trained. We argue this pattern reflects a structural absence: there is no curriculum theory for agents, no principled account of what a fully developed agent should know, be, and be able to do across the full scope of intelligent behavior. This paper introduces the AIT Academy (Agents Institute of Technology Academy), a curriculum framework for cultivating AI agents across the tripartite structure of human knowledge. Grounded in Kagan's Three Cultures and UNESCO ISCED-F 2013, AIT organizes agent capability development into three domains: Natural Science and Technical Reasoning (Domain I), Humanities and Creative Expression (Domain II), and Social Science and Ethical Reasoning (Domain III). The Confucian Six Arts (liuyi) a 2,500-year-old holistic education system are reinterpreted as behavioral archetypes that map directly onto trainable agent capabilities within each domain. Three representative training grounds instantiate the framework across multiple backbone LLMs: the ClawdGO Security Dojo (Domain I), Athen's Academy (Domain II), and the Alt Mirage Stage (Domain III). Experiments demonstrate a 15.9-point improvement in security capability scores under weakest-first curriculum scheduling, and a 7-percentage-point gain in social reasoning performance under principled attribution modeling. A cross-domain finding Security Awareness Calibration Pathology (SACP), in which over-trained Domain I agents fail on out-of-distribution evaluation illustrates the diagnostic value of a multi-domain perspective unavailable to any single-domain framework.

Reinforcement learning (RL) has become a prevalent paradigm for training tool calling agents, which typically requires online interactive environments. Existing approaches either rely on training data with ground truth annotations or require advanced proprietary language models (LMs) to synthesize environments that keep fixed once created. In this work, we propose TRUSTEE, a cost-friendly method for training tool calling agents with dynamic environments fully simulated by free open-source LMs that can be as small as 8B, including task generation, user simulation, tool simulation and trajectory evaluation, paired with an adaptive curriculum learning mechanism that controls task difficulty during training. Our empirical results show that TRUSTEE outperforms baselines which require extra external resources in most cases. These confirm that, with a sufficiently sophisticated design, even simulated environments with a local 8B LM as the backbone could set a strong baseline for tool learning. We hope our proposed paradigm could democratize tool learning and inspire future research on environment scaling with limited resources.

Data curation is a critical yet under-explored area in large language model (LLM) training. Existing methods, such as data selection and mixing, operate in an offline paradigm, detaching themselves from training. This separation introduces engineering overhead and makes the curation brittle: the entire pipeline must be re-run under model/task shifts. Moreover, offline methods alter data size through hard filtering or resampling, often sacrificing data diversity and harming generalization. We propose to rethink data curation as an online reweighting problem, where sample importance is dynamically adjusted during training via loss weighting rather than static pre-processing. Specifically, we introduce ADAPT (Adaptive Data reweighting for Pretraining and FineTuning), a dynamic online framework that reweights training samples with adaptive per-sample learning rates guided by similarity-based quality signals, without changing the number of training samples. Unlike offline methods that enforce a static data distribution, ADAPT acts as an implicit curriculum learner, progressively shifting focus from coarse-grained patterns to fine-grained semantic distinctions as the model evolves. Experiments on both instruction tuning and large-scale pretraining show that ADAPT consistently outperforms offline selection/mixing and prior online methods, achieving stronger cross-benchmark generalization under equal FLOPs.

AI coding assistants have proliferated rapidly, yet structured pedagogical frameworks for learning these tools remain scarce. Developers face a gap between tool documentation and practical mastery, relying on fragmented resources such as blog posts, video tutorials, and trial-and-error. We present cc-self-train, a modular interactive curriculum for learning Claude Code, an agentic AI coding tool, through hands-on project construction. The system introduces five contributions: (1) a persona progression model that adapts instructor tone across four stages (Guide, Collaborator, Peer, Launcher), operationalizing Gradual Release of Responsibility for AI-mediated instruction; (2) an adaptive learning system that observes engagement quality through hook-based heuristics and adjusts scaffolding at two timescales, using streak detection for mid-module intervention and aggregate metrics for module-boundary persona changes; (3) a cross-domain unified curriculum in which five distinct project domains share identical feature sequencing, enabling transfer learning; (4) a step-pacing mechanism with explicit pause primitives to manage information overload in an AI-as-instructor context; and (5) an auto-updating curriculum design in which the onboarding agent detects upstream tool changes and updates teaching materials before instruction begins. A parametrized test suite enforces structural consistency as a proxy for pedagogical invariants across all 50 modules. A pilot evaluation with 27 participants shows statistically significant reported self-efficacy gains across all 10 assessed skill areas (p < 0.001), with the largest effects on advanced features such as hooks and custom skills. We discuss implications for the design of auto-updating educational systems.

Instructional alignment, the match between intended cognition and enacted activity, is central to effective instruction but hard to operationalize at scale. We examine alignment in cybersecurity simulations using multimodal traces from 23 teams (76 students) across five exercise sessions. Study 1 codes objectives and team emails with Bloom's taxonomy and models the completion of key exercise tasks with generalized linear mixed models. Alignment, defined as the discrepancy between required and enacted Bloom levels, predicts success, whereas the Bloom category alone does not predict success once discrepancy is considered. Study 2 compares predictive feature families using grouped cross-validation and l1-regularized logistic regression. Text embeddings and log features outperform Bloom-only models (AUC0.74 and 0.71 vs. 0.55), and their combination performs best (Test AUC0.80), with Bloom frequencies adding little. Overall, the work offers a measure of alignment for simulations and shows that multimodal traces best forecast performance, while alignment provides interpretable diagnostic insight.

Distilling reasoning capabilities from Large Reasoning Models (LRMs) into smaller models is typically constrained by the limitations of rejection sampling. Standard methods treat the teacher as a static filter, discarding complex "corner-case" problems where the teacher fails to explore valid solutions independently, thereby creating an artificial "Teacher Ceiling" for the student. In this work, we propose Hindsight Entropy-Assisted Learning (HEAL), an RL-free framework designed to bridge this reasoning gap. Drawing on the educational theory of the Zone of Proximal Development (ZPD), HEAL synergizes three core modules: (1) Guided Entropy-Assisted Repair (GEAR), an active intervention mechanism that detects critical reasoning breakpoints via entropy dynamics and injects targeted hindsight hints to repair broken trajectories; (2) Perplexity-Uncertainty Ratio Estimator (PURE), a ratio-based filtering heuristic that reduces high-anomaly shortcut-like rationales; and (3) Progressive Answer-guided Curriculum Evolution (PACE), a three-stage distillation strategy that organizes training from foundational alignment to hard-case adaptation. Extensive experiments on multiple benchmarks demonstrate that HEAL significantly outperforms traditional SFT distillation and other baselines.

Knowledge-Based Visual Question Answering (KB-VQA) requires models to answer questions about an image by integrating external knowledge, posing significant challenges due to noisy retrieval and the structured, encyclopedic nature of the knowledge base. These characteristics create a distributional gap from pretrained multimodal large language models (MLLMs), making effective reasoning and domain adaptation difficult in the post-training stage. In this work, we propose \textit{Wiki-R1}, a data-generation-based curriculum reinforcement learning framework that systematically incentivizes reasoning in MLLMs for KB-VQA. Wiki-R1 constructs a sequence of training distributions aligned with the model's evolving capability, bridging the gap from pretraining to the KB-VQA target distribution. We introduce \textit{controllable curriculum data generation}, which manipulates the retriever to produce samples at desired difficulty levels, and a \textit{curriculum sampling strategy} that selects informative samples likely to yield non-zero advantages during RL updates. Sample difficulty is estimated using observed rewards and propagated to unobserved samples to guide learning. Experiments on two KB-VQA benchmarks, Encyclopedic VQA and InfoSeek, demonstrate that Wiki-R1 achieves new state-of-the-art results, improving accuracy from 35.5% to 37.1% on Encyclopedic VQA and from 40.1% to 44.1% on InfoSeek. The project page is available at https://artanic30.github.io/project_pages/WikiR1/.

Reinforcement learning with verifiable rewards (RLVR) has been a main driver of recent breakthroughs in large reasoning models. Yet it remains a mystery how rewards based solely on final outcomes can help overcome the long-horizon barrier to extended reasoning. To understand this, we develop a theory of the training dynamics of RLVR for transformers on compositional reasoning tasks. Our theory shows that mixed-difficulty training naturally induces an implicit curriculum: without any explicit schedule, easier problems become learnable first and shape the frontier for harder ones, creating a learning progression from easy to hard during optimization. The effectiveness of this curriculum is governed by the smoothness of the difficulty spectrum. When the spectrum is smooth, training dynamics enter a well-behaved relay regime, in which persistent gradient signals on easier problems make slightly harder ones tractable and keep training at the edge of competence. When the spectrum contains abrupt discontinuities, training undergoes grokking-type phase transitions with prolonged plateaus before progress recurs. As a technical contribution, our analysis develops and adapts techniques from Fourier analysis on finite groups to our setting. We validate the predicted mechanisms empirically via controlled synthetic experiments and real-model RLVR runs.

Artificial intelligence and large language models (LLMs) are transforming educational technology by enabling conversational tutoring, personalised explanations, and inquiry-driven learning. However, most AI-based learning systems rely on continuous internet connectivity and cloud-based computation, limiting their use in bandwidth-constrained environments. This paper presents Arapai, an offline-first large language model architecture designed for AI-assisted learning in low-connectivity settings. The system performs all inference locally using quantized language models and incorporates hardware-aware model selection to enable deployment on low-specification, CPU-only devices. By removing dependence on cloud infrastructure, the system provides curriculum-aligned explanations and structured academic support through natural-language interaction. To support learners at different educational stages, the system includes adaptive response levels that generate explanations at varying levels of complexity: Simple English, Lower Secondary, Upper Secondary, and Technical. The system was evaluated with 120 students and 9 instructors from secondary and tertiary institutions under limited-connectivity conditions. Results indicate stable operation on legacy hardware, acceptable response times of 1-3 seconds for typical queries, and positive user perceptions of its effectiveness in supporting self-directed learning.

Chain-of-Thought (CoT) reasoning has significantly improved LLMs' mathematical problem-solving capabilities, but distilling such capabilities into smaller models remains challenging due to the capacity mismatch between verbose teachers and compact students. Directly copying teachers' lengthy reasoning chains causes capacity overload, resulting in truncated outputs or repetitive failure. Existing remedies each sacrifice a critical property of CoT: implicit reasoning methods (e.g., compressing reasoning into hidden states) trade away interpretability and verifiability, while heuristic compression strategies (e.g., random step pruning) destroy logical integrity. To address this, we propose BRIDGE, a curriculum framework that first establishes structural understanding via masked reconstruction, then uses GRPO-based reinforcement learning to guide students in self-discovering the optimal balance between accuracy and brevity, and finally internalizes complex reasoning through teacher-guided rewriting on failure cases. On GSM8K, BRIDGE enables Qwen2.5-3B to achieve 11.29% accuracy improvement and 27.4% token reduction over the original model, outperforming instruction-tuned variants and distillation baselines. Zero-shot transfer experiments on SVAMP and MATH-500 further confirm the generalization of internalized reasoning. Our code and model checkpoints are publicly available at https://github.com/Applied-Machine-Learning-Lab/SDM2026_BRIDGE and https://huggingface.co/bowen0815/BRIDGE.

RL methods for scaling large reasoning models stall on datasets with low initial success rates, and thus little training signal. We investigate a fundamental question: Can a pretrained LLM leverage latent knowledge to generate an automated curriculum for problems it cannot solve? We explore this with SOAR: An asymmetric self-play framework that uses meta-RL to surface these pedagogical signals. A teacher model proposes synthetic problems for a student model, and is rewarded with its improvement on a subset of hard problems, thus grounding the curriculum in real student progress rather than intrinsic proxy rewards. Our study on the hardest subsets of math benchmarks (0/128 success) reveals three core findings. First, it is possible to realize bilevel meta-RL that unlocks learning under sparse, binary rewards by sharpening a latent capacity of pretrained models to generate useful problems. Second, grounded rewards outperform intrinsic learnability rewards used in prior LLM self-play, reliably avoiding typical instability and diversity collapse modes. Third, the structure and well-posedness of questions are more critical for learning progress than solution correctness. Our results suggest that the ability to generate useful stepping stones does not require the preexisting ability to solve the hard problems, paving a principled path to escape reasoning plateaus without additional curated data

Humanoid robots have demonstrated strong capabilities for interacting with static scenes across locomotion and manipulation, yet dynamic real-world interactions remain challenging. As a step toward fast-moving object interactions, we present an RL training pipeline that yields a unified whole-body controller for humanoid badminton, coordinating footwork and striking without motion priors or expert demonstrations. In badminton, locomotion and striking are tightly coupled, making the final hitting objective difficult to optimize directly due to sparse rewards and conflicting gradients. We address this with an annealed curriculum that first stabilizes learning through auxiliary locomotion objectives, then progressively removes them to focus optimization on the final hitting objective. For deployment, we use an Extended Kalman Filter (EKF) to estimate and predict shuttlecock trajectories for target striking, and also develop a prediction-free variant that removes the EKF and explicit prediction. We validate the framework in simulation and on hardware. In simulation, two robots sustain a rally of 21 consecutive hits. In real-world tests with both machine-fed shuttles and human-robot rallies, the robot achieves outgoing shuttle speeds up to 19.1 m/s. Moreover, the prediction-free variant attains comparable performance to the EKF-based policy. Overall, our approach enables dynamic yet precise goal striking in humanoid badminton and suggests a path toward more dynamics-critical whole-body interaction tasks.

Curriculum learning (CL) structures training from simple to complex samples, facilitating progressive learning. However, existing CL approaches for emotion recognition often rely on heuristic, data-driven, or model-based definitions of sample difficulty, neglecting the difficulty for human perception, a critical factor in subjective tasks like emotion recognition. We propose CHUCKLE (Crowdsourced Human Understanding Curriculum for Knowledge Led Emotion Recognition), a perception-driven CL framework that leverages annotator agreement and alignment in crowd-sourced datasets to define sample difficulty, under the assumption that clips challenging for humans are similarly hard for neural networks. Experimental results suggest that CHUCKLE enhances the performance of LSTMs and Transformers over non-curriculum baselines, while reducing the number of gradient updates, thereby enhancing both training efficiency and model robustness in both subject-dependent and subject-independent settings.

Generative artificial intelligence (GenAI) tools such as OpenAI's ChatGPT are transforming the educational landscape, prompting reconsideration of traditional assessment practices. In parallel, universities are exploring alternatives to in-person, closed-book examinations, raising concerns about academic integrity and pedagogical alignment in uninvigilated settings. This study systematically investigates the performance of GenAI on typical mathematics questions from across a first-year mathematics curriculum. Adopting an empirical approach and utilising current examination questions as a proxy for course content, we generate, transcribe, and blind-mark GenAI submissions to eight undergraduate mathematics assessments, spanning the entirety of the first-year curriculum. By combining independent GenAI responses to individual questions, we enable a meaningful evaluation of GenAI performance, both at the level of modules and across the first-year curriculum. We find that GenAI attainment is at the level of a first-class degree, though current performance can vary between modules. Further, we find that GenAI performance is remarkably consistent when viewed across the entire curriculum, significantly more so than that of students in invigilated examinations. Our findings evidence the pressing need for redesigning assessments in mathematics in the era of generative artificial intelligence.

As the cost of pretraining large language models grows, there is continued interest in strategies to improve learning efficiency during this core training stage. Motivated by cognitive development, where humans gradually build knowledge as their brains mature, we propose Curriculum-Guided Layer Scaling (CGLS), a framework for compute-efficient pretraining that synchronizes increasing data difficulty with model growth through progressive layer stacking (i.e. gradually adding layers during training). At the 100M parameter scale, using a curriculum transitioning from synthetic short stories to general web data, CGLS outperforms baseline methods on the question-answering benchmarks PIQA and ARC. Pretraining at the 1.2B scale, we stratify the DataComp-LM corpus with a DistilBERT-based classifier and progress from general text to highly technical or specialized content. Our results show that progressively increasing model depth alongside sample difficulty leads to better generalization and zero-shot performance on various downstream benchmarks. Altogether, our findings demonstrate that CGLS unlocks the potential of progressive stacking, offering a simple yet effective strategy for improving generalization on knowledge-intensive and reasoning tasks.

Curriculum learning enhances Direct Preference Optimization (DPO) for aligning Large Language Models (LLMs), yet existing methods rely on a one-dimensional view of difficulty. In this work, we reframe alignment difficulty as a two-dimensional space spanned by Prompt Complexity (PC) and Pairwise Distinguishability (PD), providing a more principled foundation for alignment. We first demonstrate the efficacy of this space by developing DM-Curri-DPO, a framework of static curricula that already achieves significant gains over baseline methods. Moving beyond these handcrafted paths, we introduce our primary contribution: GSP-Curri-DPO, a novel Group-wise Self-Paced Learning framework. This advanced method empowers the model to navigate the difficulty grid, discovering an optimal learning trajectory based on its own evolving capabilities. Extensive experiments show our self-paced approach not only sets a new state-of-the-art on key benchmarks but, more importantly, demonstrates superior data efficiency and robustness to preference noise. Our work establishes a new paradigm for LLM alignment, offering both a structured difficulty space and an intelligent, model-driven methodology for navigating it.

Reinforcement finetuning (RFT) has shown great potential for enhancing the mathematical reasoning capabilities of large language models (LLMs), but it is often sample- and compute-inefficient, requiring extensive training. In this work, we introduce AdaRFT (Adaptive Curriculum Reinforcement Finetuning), a method that significantly improves the efficiency of RFT through adaptive curriculum learning. AdaRFT dynamically adjusts the difficulty of training problems based on the model's recent reward signals, ensuring that the model consistently trains on tasks that are challenging but solvable. This adaptive sampling strategy accelerates learning by maintaining an optimal difficulty range, avoiding wasted computation on problems that are too easy or too hard. AdaRFT requires only a lightweight extension to standard RFT algorithms like Proximal Policy Optimization (PPO), without modifying the reward function or model architecture. Experiments on competition-level math datasets demonstrate that AdaRFT improves convergence efficiency and reasoning performance. Given problem-level difficulty annotations, AdaRFT reduces RFT training time by up to 2 times across data distributions and model scales, offering a more scalable and effective RFT framework.

Quantum neural networks (QNNs) have attracted growing interest for scientific machine learning, yet in regression settings they often suffer from limited trainability under noisy gradients and ill-conditioned optimization. We propose a hybrid quantum--classical regression framework designed to mitigate these bottlenecks. Our model prepends a lightweight classical embedding that acts as a learnable geometric preconditioner, reshaping the input representation to better condition a downstream variational quantum circuit. Building on this architecture, we introduce a curriculum optimization protocol that progressively increases circuit depth and transitions from SPSA-based stochastic exploration to Adam-based gradient fine-tuning. We evaluate the approach on PDE-informed regression benchmarks and standard regression datasets under a fixed training budget in a simulator setting. Empirically, the proposed framework consistently improves over pure QNN baselines and yields more stable convergence in data-limited regimes. We further observe reduced structured errors that are visually correlated with oscillatory components on several scientific benchmarks, suggesting that geometric preconditioning combined with curriculum training is a practical approach for stabilizing quantum regression.

State-of-the-art action-conditioned video models are typically restricted to a single robot embodiment, preventing them from leveraging the vast corpus of heterogeneous video data that contains rich signals for learning generalizable physics. To bridge this gap, we introduce CLAP, a framework for cross-embodiment action-conditioned video generation capable of being trained on diverse, internet-scale videos across human and robotic agents. CLAP is grounded in the insight that universal physical laws govern spatiotemporal dynamics regardless of the actor. However, cross-embodiment learning is non-trivial because action representations vary sharply across robot platforms and are typically absent in human videos. CLAP addresses this fundamental challenge through the following core contributions. First, CLAP reconciles disparate action spaces using end-effector poses, language instructions, and latent actions. Second, to resolve their individual limitations, CLAP introduces a curriculum-based cross-embodiment learning recipe that first learns foundational physical priors across unlabeled video data using latent actions and subsequently grounds them in end-effector action spaces for zero-shot deployment to real-world tasks. Crucially, CLAP approaches or surpasses state-of-the-art single-embodiment video models in challenging environments like DROID. These performance advantages compound via few-shot adaptation to establish a novel paradigm for training single-embodiment video world models. Ultimately, CLAP delivers the most comprehensive suite of action-conditioned video world models to date - spanning diverse action-conditioning spaces (end-effector, language, and latent) and robot morphologies (including cross-embodiment, DROID, Bridge, bimanual YAM robots, and G1 humanoids). We open-source all code and models. Project Website at https://omni-clap.github.io .