Tutors

LLM tutoring poses a measurement problem: can a general-purpose helpfulness rubric distinguish direct answer-giving from pedagogical guidance? We audit this signal in a pre-registered study. Within each of three tutor bases, we compare conversational and pedagogical policies instantiated with the same underlying model and paired with one fixed weak simulated student. Deterministic detectors measure answer leakage and next-turn independent work. Claude Opus 4.8 is the frozen, condition-blind primary judge. After the Opus scores were fixed, GPT-5.6 Sol was prospectively specified for a post hoc robustness audit of the same 1,179 confirmatory answer-phase tutor turns under the frozen helpfulness and pedagogy rubrics. On the primary base under Opus, the policies do not differ significantly in helpfulness but are perfectly rank-separated under the pedagogy rubric (Cliff's $|δ|{=}0.10$ vs. $1.0$). Across the two judges, pedagogy contrasts retain their direction where detected, whereas the helpfulness ordering is judge-contingent, reversing between judges on two of three bases. In an Opus-only ablation, seven primary-base policies span $2.3$ points in mean judged pedagogy within a $0.25$-point band of mean judged helpfulness. Separately, answer-revealing turns are followed by less independent student work on every base, a result that is judge-invariant by construction. In this controlled setting, general-purpose helpfulness is not a reliable pedagogy signal. Tutor evaluation should pair pedagogy-targeted rubrics with deterministic process measures.

Cross-modal knowledge distillation can transfer diagnostic knowledge from a strong but costly teacher modality to a cheaper and more deployable student modality. In medical image analysis, however, the two modalities are often unpaired: they are collected from different patient cohorts and occupy geometrically incompatible feature spaces. This makes instance-level distillation invalid and direct feature matching unreliable. To address these challenges, we propose Shared Semantic Codebook Distillation (SSCD), which compares teacher and student representations through a shared discrete codebook. Each image is represented as a distribution over a common, modality-agnostic vocabulary, and knowledge is transferred by aligning these distributions across modalities, both globally and class-conditionally, without requiring paired samples or directly comparable raw features. The codebook is evolved online by exponential moving average and kept diverse through entropy regularization and dead-code restart. At inference, all teacher-side and codebook modules are discarded, leaving only the student encoder and classifier. On two heterogeneous unpaired settings, OCT-to-fundus retinal disease classification and CT-to-chest-X-ray pneumonia classification, SSCD improves the student from 64.5 to 70.2 macro-F1 and from 73.8 to 76.3 macro-F1, respectively, outperforming all evaluated distillation baselines on both settings. Code and pretrained models are available at https://github.com/DillanImans/SSCD-unpaired-distillation

Many scientific fields rely on standard benchmarks and shared platforms to improve review and reproducibility, but autonomous systems research still lacks widely accepted open hardware. Where standardization has emerged, progress has accelerated. This is especially evident in autonomous racing, where teams often build custom systems or buy niche, expensive vehicles, making control and robotics research and education hard to compare and reproduce. High costs also limit access outside well-funded labs, while affordable educational robots are often underpowered. To address this gap, we present NeoRacer, an open-source 1:12 scale autonomous racing platform. It is built around an NVIDIA Jetson Orin Nano (67 TOPS), a 270° LiDAR, a 120 fps global-shutter camera, and a 9-axis IMU. NeoRacer ships pre-assembled for USD 2,699, offering over 3x the compute of comparable platforms at less than half the cost of the nearest pre-assembled alternative. Co-developed by the Neobotics Foundation and Seeed Studio, and manufactured by Seeed Studio, NeoRacer combines open hardware and software design with scalable, repeatable production. The modular, extensible platform provides a standardized benchmarking environment for autonomous racing algorithms across institutions. We describe the hardware/software architecture, design decisions from two pilot deployments (MIT IAP, 15 students; BU CPS Lab, 10 students), and key cost-performance tradeoffs. Hardware is licensed under CERN-OHL-S v2 and software under GPLv3, with all design files, firmware, and ROS2 packages publicly accessible.

Psychotherapists need repeated training and supervision; however, scalability is problematic. We present MyMentorLLM, a multimodal voice- and text-based deliberate-practice environment with 2,100 complete Cognitive Behavioural Therapy (CBT) sessions. Each session links a DSM-5-TR-grounded LLM patient (with major depressive, generalised anxiety or borderline personality disorder), an LLM therapist-in-training and an LLM expert supervisor (powered by Gemma-4, Gemini-3.1-Flash-Live and Qwen-3.6). Sessions were analysed for emotional dynamics, therapeutic competence and diagnostic accuracy against human psychotherapy data. Simulated patients expressed disorder-congruent emotional profiles, which therapists mirrored as in human counselling. LLM trainee competence was rated above human levels in most conditions, while native speech-to-speech was closest to human scores. Supervisor feedback improved diagnostic accuracy in 5 of 7 LLM conditions, whereas symptom identification accuracy increased with model size. This work shows deliberate practice can be simulated for CBT training, although patient fidelity, supervisor calibration and harmful feedback require evaluation via a complex systems perspective.

We present AIriskEval-edu Demo, a platform that audits the pedagogical quality of instructional explanations and provides explainable audit results. The platform evaluates an explanation against a rubric covering five dimensions of pedagogical risk: factual accuracy, depth and completeness, focus and relevance, student-level appropriateness, and ideological bias. For each dimension, it returns a binary decision and a confidence score. Detected risks also include a natural-language rationale and, except for Depth and Completeness, a localized evidence span. The platform integrates GPT-5.5 through an external API and a self-hosted Llama 3.1 8B evaluator that runs on consumer-grade GPUs. The local evaluator is fine-tuned on AIriskEval-edu, a dataset of K-12 instructional explanations with risk and explainability annotations. The platform operates in two modes: in AI mode, both evaluators assess stored explanations generated under six simulated teacher profiles, each representing a distinct pedagogical behavior and potential risk; in human mode, the local evaluator audits user-written explanations in real time. The local evaluator outperforms GPT-5.5 on most reported metrics, offering educational institutions a practical way to keep audited content within their own infrastructure.

In Bayesian neural networks (BNNs), variational inference is a widely adopted framework for modeling uncertainty in a distributional way, with the evidence lower bound (ELBO) serving as the standard objective function. Several distributions contribute to the ELBO loss, such as the prior, approximated posterior, and likelihood distribution. Typically, these distributions are all approximated by a Gaussian distribution, since it is easy to compute, allows for reparameterized gradients, and provides a closed-form loss for training. However, several works have highlighted that this assumption may not generally hold, posing the risk of model misspecification. Alternative distributions have been proposed for the prior specifically, while the effect of distribution choice on the likelihood distribution remains unexplored. In this work, our aim is to close this gap by investigating whether alternative assumptions for the likelihood distribution can outperform the commonly used Gaussian. We compare several likelihood distribution assumptions, such as skewed or heavy-tailed, across regression tasks on both artificial and real-world datasets using standard multilayer perceptrons (MLPs). Our findings demonstrate that Student's t yields better predictive performance than a Gaussian likelihood distribution, independent of the data distribution and MLP architecture (depth and width). In some cases, Student's t can also lead to shorter training times, while still being easy to implement.

The convergence of artificial intelligence (AI), digital sensing, and ubiquitous computing has created an unprecedented opportunity to transform myopia prevention from a reactive, population-based model into a proactive, precision-driven one. Despite evidence that half the world's population will be myopic by 2050, conventional approaches---school-based vision screening (Phase 1.0) and evidence-based risk factor management (Phase 2.0)---have proven insufficient. We review the emergence of Myopia Prevention and Control 3.0, defined by AI integration across three interconnected domains forming a closed-loop pipeline: (1) AI-driven risk stratification predicting individual-level risk through machine learning on multimodal data; (2) AI-enabled proactive monitoring via wearables, smartphones, and school screening networks; and (3) AI-powered personalized intervention with closed-loop feedback. We critically evaluate evidence across each stage, discuss challenges in data quality, model validation, ethics, and equity, and outline future directions including multimodal foundation models, digital twins, and causal machine learning.

This paper presents Mwando, a virtual educational assistant designed to support the teaching and preservation of shiKomori, the language of the Comoros Islands. The system covers the four main dialectal variants (shiNgazidja, shiMwali, shiNdzuani and shiMaore) through a knowledge base constructed from phrases, proverbs, dictionaries and grammar lessons. A multi-agent architecture combining vector search, a knowledge graph and web search fallback enables accurate and context-aware responses. Evaluation on 500 queries demonstrates strong performance on vocabulary lookup and grammar explanations, while qualitative case studies illustrate both capabilities and current limitations. This work represents an initial step toward computational support for shiKomori and provides a blueprint for developing AI-powered educational tools for other low-resource languages.

The optimal allocation of academic resources to individual students is essential for addressing learner diversity and fostering equitable educational outcomes. Within the framework of the Erasmus+ KA220-SCH project, this paper models the selection of educational materials for high school mathematics students as a 0--1 binary combinatorial optimization problem subject to strict study time constraints. Given the NP-hard complexity of the formulation, exact solution methods become computationally intractable as resource catalogs scale. To address this challenge, we propose a Genetic Algorithm integrated with a specialized constraint repair mechanism to effectively search the binary decision space. Experimental evaluation across 10 independent runs demonstrates fast convergence, high solution quality, and strong algorithmic stability across different base seeds. These results confirm the practical utility of metaheuristic approaches for real-time decision-support systems in secondary education.

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

Generative social robots (GSRs) powered by large language models offer new possibilities for personalized tutoring in higher education, but also introduce risks related to misinformation, missing transparency, or reinforcing incorrect student responses. Prior work identified knowledge-based design (KBD) requirements that define the informational prerequisites for GSRs to manifest responsible and effective tutoring behavior in higher education. In this paper, we operationalized selected KBD requirements in the Reachy Mini robot platform through system prompting, retrieval-augmented generation, and stateful prompt orchestration. As a result, we present Teachy Mini, a GSR tutoring system that was developed using KBD. To test the system, we conducted a preliminary evaluation study. Participants (N = 24) completed a robot-guided learning session about research methodologies. They learned either with Teachy Mini or with a control version that did not follow KBD principles. Teachy Mini was perceived as significantly more aligned with responsible tutoring behavior than the control robot. Moreover, a manipulation check illustrated that Teachy Mini used personalization, slide-grounded explanations, Socratic questioning, affective support, and learner-anchored feedback more consistently than the control robot. No significant between-condition differences were found in system acceptance, intrinsic motivation, or learning effectiveness, although exploratory analyses suggested a positive effect of KBD on objective learning gains when accounting for learner preferences. Overall, the study offered an initial implementation and preliminary evaluation of KBD for GSR tutoring, indicating that KBD can shape responsible robot behavior and potentially increase learning effectiveness in robot-supported learning.

Artificial intelligence (AI) has become part of scientific inquiry. Scientists use AI to observe and measure phenomena, to identify patterns in data, and to build models. As AI moves into scientific inquiry, it gains relevance for science education: students should learn how AI is changing scientific practices, ideally by engaging in AI-integrated scientific inquiry themselves. How to design such instruction, grounded in authentic scientific practice rather than taught as a standalone topic, remains an open question. In our vision, which we describe in this article, AI is treated as a set of scientific instruments that students use within the scientific practices described by the Next Generation Science Standards. Each instrument is a genuine scientific tool, pedagogically bounded: its controls are simplified while its core scientific function is preserved. The approach has two aims: engaging students in authentic scientific inquiry, and building an understanding of how AI is used in science and where it can mislead (discipline-based AI literacy, DAIL). In the article, we focus on the investigative core of inquiry, namely observing, analyzing, and modeling, and describe one exemplary AI instrument for each: computer vision for observing, clustering for analyzing, and generative modeling for modeling. We argue that every AI instrument in science education should carry a distinct reflection point that prompts critical evaluation of the AI instrument itself. Finally, we describe how agentic AI, operating across the whole inquiry rather than a single practice, could be represented, arguing that students should first build a foundational understanding of scientific inquiry and AI instruments before relying on agentic AI.

Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems. While guidance from AI assistants can scaffold thinking and foster learning, such benefits depend on how they help--for instance, intervening too early or too frequently may hinder true learning and cognitive engagement. Yet how AI systems navigate intervention decisions during problem-solving remains poorly understood. Here, we introduce Int-Bench, a simulation-based benchmark for evaluating LLM interventions during learning. Int-Bench simulates a "student" solving a problem while a "teacher" monitors the student's reasoning and decides whether, when, and how to intervene. Across three domains--code debugging, mathematics, and brain teasers--we evaluate LLM teachers on the frequency and timing of interventions, as well as their impact on both immediate task success and generalization to new problems. We also compare LLMs to humans, finding that LLMs intervene more frequently and earlier than humans. Moreover, in contrast to humans, they tend to provide complete solutions rather than targeted hints. These findings suggest that current LLM assistants often optimize for short-term success rather than supporting the reasoning processes needed for deeper learning and long-term success.

The rise of generative AI (GenAI) in higher education has prompted urgent debates surrounding academic integrity and ethical use. This study examines cross-cultural differences in student perceptions of GenAI use, comparing responses from students at Canadian and South Korean universities. Using a scenario-based survey administered in Fall 2024, we analyzed how students judged the ethicality and rule compliance of AI-assisted coding practices. Results reveal that Canadian students were consistently more likely to perceive the use of GenAI as both unethical and against institutional policies compared to Korean students, despite functionally identical institutional policies. Statistical analysis, including Mann-Whitney U tests and correlation coefficients, demonstrated significant differences across nearly all scenarios. Analysis of the factors used in generating scenarios indicated that the amount of AI-generated code incorporated into assignments most strongly influenced ethical judgments. Findings were interpreted through Hofstede's cultural dimensions framework, suggesting that cultural factors such as power distance, individualism, and uncertainty avoidance significantly shape students' ethical reasoning regarding GenAI. Our results contribute to the growing body of evidence emphasizing that equitable AI integration in education must be culturally responsive, taking into account diverse conceptions of academic integrity. We advocate for the development of nuanced AI-use guidelines that are sensitive to local cultural contexts while upholding fundamental principles of academic honesty. This study highlights the need for ongoing cross-cultural research to inform ethical AI policies and support responsible GenAI use in global higher education settings.

Teaching videos are becoming a major medium for education, creating a growing need for scalable evaluation of their pedagogical quality. Existing automatic judges do not fully address this setting because teaching quality depends on multimodal evidence and should be evaluated with respect to the intended learner rather than as a universal property. We present EduPanel, a rubric-grounded, learner-conditioned LLM judge that decomposes evaluation across specialized agents to produce interpretable assessments for different aspects of teaching quality. Across expert studies, architecture ablations, and learner-persona analyses, EduPanel achieves reliability comparable to a median human expert. In expert evaluation, its feedback improves scoring accuracy (MAE 0.87 to 0.73), while experts remain able to detect unreliable outputs (AUC = 0.77) instead of accepting them blindly. These results suggest that EduPanel can serve as effective assistants for educational evaluation rather than replacements for human experts.

Reinforcement learning (RL) on open-ended tasks compresses an LLM's rubric-based evaluation into a scalar reward, discarding rich textual feedback and conflating responses with distinct quality profiles. We propose Experiential Learning (EL), which repurposes the feedback model from an LLM-as-a-Judge into an LLM-as-a-Coach. The coach distills its assessment of each on-policy response into transferable experiential knowledge, which conditions a teacher model and is internalized by the policy through on-policy context distillation. Compared with scalar rewards, this higher-bandwidth feedback channel provides dense supervision and preserves fine-grained preferences among high-quality responses. Across two policy families, with feedback from the policy itself or a proprietary model, EL consistently outperforms rubric-based RL on held-out and unseen open-ended tasks. Notably, EL generalizes better beyond the training distribution, and mitigates reward hacking. These findings establish experiential knowledge as a richer and more generalizable learning signal for post-training on non-verifiable tasks.

Deploying LLM agents typically requires a compact test-time student, even if a stronger teacher is available during training. We study knowledge brewing: distilling a teacher's interactive experience into a persistent external memory for the student. Crucially, this requires no weight updates, expert demonstrations, ground-truth labels, or test-time teacher access. This setting poses two challenges: environments provide only sparse, binary feedback, and teacher-authored notes must be inherently tailored to be concretely executable by a substantially weaker student. To address these hurdles, we propose AgentBrew, comprising two coupled components. First, a failure-triggered teacher--Ralph Loop mitigates sparse feedback by transforming student failures into environment-validated notes. Second, student-aware synthesis calibrates teacher knowledge to the weak executor's operational granularity, yielding model-specific, actionable guidance. Extensive evaluations and comprehensive ablations across coding, math, and tool-use tasks demonstrate that this asymmetric, training-free brewing paradigm produces highly capable yet deployable LLM agents.

OpenLanguageModel (OLM) is an open-source PyTorch library for building and pretraining small language models while keeping their machinery visible. In OLM, model code reads like the architecture: components are ordinary modules, while Block, Residual, Repeat, and Parallel describe how they are wired. The resulting model can move unchanged from a teaching notebook to a complete pretraining run or a research ablation. OLM connects this readable model layer to tokenizers, local and streaming datasets, optimization, mixed precision, callbacks, checkpoints, and hardware-aware CPU, single-GPU, and single-node multi-GPU execution. We demonstrate the full path by tracing GPT-2 from diagram to code, launching a FineWeb-Edu training script, replacing one attention component, and letting AutoTrainer configure the available machine. The package includes 27 presets across nine familiar model families and documentation that progresses from LM fundamentals to architecture research. Validation shows close agreement with independent reference implementations, 90.6% four-GPU weak-scaling efficiency for a 348M-parameter workload, compact architecture edits, and positive early usability results. OLM is MIT-licensed and available through PyPI, GitHub, and its documentation site.

Large language models (LLMs) are improving rapidly as reflected in benchmark scores, yet these AI benchmarks largely test capabilities such as factual recall, narrow question answering, mathematical problem-solving, and coding and agentic tool-use. What remains poorly measured is AI progress on the analytical knowledge work white-collar professionals perform daily, including synthesizing complex information, exercising judgment under uncertainty and incomplete information, applying strategic and adversarial thinking in multi-stakeholder settings, weighing trade-offs, and producing defensible, structured analyses. This gap is even more pronounced for subjective components of such work, where success can be challenging to define. The "case method" form of education practiced by top business schools provides a natural foundation for addressing this measurement gap, and we construct BusinessCaseBench, a benchmark spanning hundreds of questions drawn from business cases across eighteen disciplines, each paired with a grading rubric derived from the expert-written instructor case solution. On BusinessCaseBench, frontier AI models already score highly against instructor rubrics, and capability within one model family improves substantially over two years. These results provide strong evidence that AI performance on this class of work is already high and rapidly improving, with implications for business schools, where case pedagogy trains undergraduates and MBAs in this kind of analytical reasoning, and for entry-level professional roles, where such skills have historically anchored early-career work.

Access to potable water is crucial for health, economic development, and sustainability. However, accurately classifying water quality remains a significant challenge due to the complexity and variability of water source data. This paper addresses the challenge of predicting water potability through machine learning and deep learning algorithms. It introduces a novel feature augmentation algorithm, AquaAugmentor, to enhance the predictive performance of these models for low-dimensional datasets. Utilizing a dataset that includes chemical attributes of water, such as pH, hardness, solids, chloramines, sulfate, and others. This study evaluates the performance of the models with and without AquaAugmentor. Each model applied to classify water as potable or non-potable and its performance is then evaluated and compared based on test accuracy and AUC score. The results highlight the strengths and limitations of our proposed algorithm, providing insights into the most effective techniques for improving the predictive performance of water quality classification. This study contributes to the broader efforts of ensuring safe water access and serves as a framework for employing machine learning in environmental quality assessments. The findings aim to assist researchers, policymakers, and public health officials in making informed decisions based on reliable machine learning predictions.

This paper presents Earthquaker-AI, a hybrid educational framework building upon a previously implemented educational robotics project by integrating a conversational AI assistant based on Retrieval-Augmented Generation. It aims to enhance earthquake preparedness and conscious action among primary-school students. The system extends the award-winning STEM project Earthquaker moving from mechanical simulation with Lego WeDo2 to cognitive and metacognitive processing. The robotics component uses Lego WeDo2 automation to simulate seismic response, letting students interact with sensors and actuators as tangible representations of protective actions. The assistant operates as a guided learning mechanism aligning student responses with safety guidelines, while providing rubric-based verbal feedback that supports self-regulated learning and calmness under emergency conditions. Earthquaker-AI follows a progressive learning trajectory aligned with cognitive development. In early grades, the focus is on basic recognition of safety actions through multiple-choice questions, assessed via a two-dimensional rubric. In middle grades, students identify correct action sequences through multiple-choice questions, evaluated via a three-axis rubric. In upper grades, the approach shifts to verbal production, requiring short written responses assessed via a four-dimensional rubric that includes clarity of expression. The dialogic module uses RAG to match student queries semantically with official guidelines, generating safe, accurate responses. Experimental evaluation shows high groundedness and accuracy, with a low hallucination rate. Overall, Earthquaker-AI combines hands-on engagement, information processing, and reflective practice. Combining robotics, rubrics, and AI promotes technological literacy, self-regulation, and responsible use of digital systems, contributing to early crisis-management skills.

Critical thinking is a fundamental skill that helps learners move beyond simple memorization. One way to develop this skill is through high-order questioning. However, crafting such questions remains a challenge for educators, and classroom practices tend to rely on low-order questions. Large Language Models have demonstrated strong capabilities in generating high-order questions, especially when guided by prompts based on Bloom's Taxonomy. Yet, existing research has largely centered on this framework and focused only on English. This study addresses these gaps by introducing prompts grounded in two alternative frameworks: Claim-Evidence-Reasoning and Divergent Questioning within a multilingual context using Basque, Spanish, and English. Results indicate that while both an open-source and a proprietary model rather effectively generate questions in all three languages, only about half of the answerable questions are recognized by teachers as high-order. A positive finding is that the alternative frameworks produce structurally and conceptually varied questions, suggesting they could complement each other and provide viable alternatives to Bloom's Taxonomy.

This paper is an extension of a paper presented at the ICAART 2026 conference, which introduced LEA (Learning Engagement Assistant), an adaptive AI tutoring agent combining course-specific Retrieval-Augmented Generation (RAG) with structured Knowledge Component (KC) models across integrated Chat, Tutor, and Quiz modes. That prior work validated LEA on a single STEM course (CMP511) exclusively through simulation, using synthetic learner agents. This paper extends that work by reporting the first classroom deployment of LEA with real students (n = 8, CMP511) and the first empirical test of its cross-course scalability, deploying the system across three courses spanning two academic levels and two disciplinary domains. The study reveals a divergence from simulation predictions across modes, showing that synthetic evaluation alone cannot anticipate all aspects of real deployment. A RAGAS-based cross-course scalability evaluation (660 questions) finds Answer Relevancy and Context Precision broadly stable across courses (0.88-0.94 and 0.88-0.90 respectively), while Faithfulness declines with curriculum distance from the system's original course (0.69 to 0.50), a preliminary finding that may reflect generation logic tuned to the system's original subject rather than a scalability limitation. These findings suggest that while the orchestration layer requires no modification, full course-agnosticism of all downstream components requires further investigation.

The rapid integration of artificial intelligence (AI) and generative AI (GenAI) into education presents significant opportunities to enhance teaching and learning, while raising ethical concerns about the responsible use of these technologies in educational settings. Understanding how the public perceives and debates these issues is increasingly important for educators, institutions, and policymakers seeking to integrate AI responsibly and equitably. Social media platforms, where such debates unfold frequently and at scale, offer a valuable lens for capturing large-scale, real-time public reactions to key developments as they emerge. In this study, we analyse five years (2019-2024) of discourse on Twitter (now X) to trace the evolving public conversation around AI ethics in education, paying particular attention to the release of ChatGPT as a pivotal moment that reshaped the nature and tone of that discourse. Using BERT-based topic modelling and SetFit sentiment analysis to identify dominant themes and track sentiment over time, we find that the discourse has been predominantly positive across the observation period, with negative sentiment concentrated around specific ethical controversies. More recently, anxieties about academic integrity and the broader implications of generative AI have come to dominate the conversation. Rather than reflecting a polarized debate, public discourse appears pragmatic and largely receptive to AI integration, though accompanied by growing calls for ethical oversight and institutional accountability. By providing a longitudinal account of public sentiment surrounding AI ethics in education, this study informs educators, institutions, and policymakers an empirically grounded understanding of public expectations, informing the development of responsible, transparent, and equitable approaches to AI integration across educational contexts.

The rise of Artificial Intelligence (AI) enables automatic analysis of large amounts of data. Previously time-consuming and labor-intensive tasks can be completed much more efficiently with the use of AI. This work uses AI techniques to analyze and revise curricular patterns in an undergraduate degree for Software Engineering. Curricula often have long sequences where failure to pass a class within the sequence may jeopardize completion of the degree within four years. Manual analysis and revision of curricula by university faculty is a lengthy and labor-intensive process, causing changes to occur rarely and making it impossible to keep up with the changing needs of students. This work reduces the time-to-change for curricula and reduces bottlenecks and graduation delays by using Large Language Models (LLMs) to analyze curricular patterns and suggest revisions.

As Large Language Models (LLMs) are increasingly deployed as conversational tutors, they risk institutionalizing systemic inequalities. This study presents a systematic API audit of four LLMs acting as history tutors, evaluating 1,800 responses regarding the 1989 Romanian Revolution across five student personas varying by ethnicity and socio-economic tier. We uncover four interconnected patterns of \emph{epistemic paternalism}: (1)\textbf{Differential Refusal}, where safety-aligned models block 76.7% of educational requests from low-tier students; (2)\textbf{Epistemic Gatekeeping}, evidenced by a 3$\times$ reduction in access to geopolitical complexity (e.g., the contested ``coup theory'') for marginalized learners; (3)\textbf{Agency Theft}, a lexical shift where models like LLaMA produce a 5$\times$ higher victimization-to-politics vocabulary ratio for Roma students compared to elite peers; and (4)\textbf{Elite Hermeneutics}, where AI tutors disproportionately withhold epistemic confidence and justification scores from low-resource demographic profiles. We argue that current safety alignment acts as a paternalistic filter, transforming conversational AI into agents of narrative segregation -- a manifestation of \emph{hermeneutical injustice} in Fricker's~\cite{fricker2007} sense that demands urgent pedagogical auditing.

The rapid integration of Large Language Models (LLMs) into K-12 and higher education has outpaced the development of reliable methods for evaluating their pedagogical quality. As the research community starts to explore the space of automating evaluation of AI tutors, we introduce FATE (FLC AI Tutor Evaluator), a specialized 8B-parameter language model designed to evaluate AI tutors. Aligned with the four core evaluation tracks from the BEA 2025 Shared Task, our model assesses pedagogical ability across Mistake Identification, Mistake Location, Guidance, and Actionability. Because pedagogical evaluation is a specialized task with limited labeled data, we leverage knowledge distillation from a frontier LLM to generate additional supervision, yielding absolute performance gains up to 22.63 percentage points. Finally, we demonstrate FATE's utility as an automated evaluator by benchmarking instructional responses generated by popular commercial models, including ChatGPT, Claude, Gemini, and DeepSeek. On average, we have found that Gemini 2.5 Flash perfomed best (82.88%), then ChatGPT 5.5 Instant (80.75%), followed by DeepSeek V4 Flash (80.13%) and Claude Sonnet 4.6 (74.00%).

Mathematical diagrams play a crucial role in K 12 education, both as problem components and as scaffolding for student comprehension. However, current AI tools, including Large Language Models (LLMs), struggle to reliably generate accurate and pedagogically sound visual diagrams, even when provided with detailed descriptions. A significant gap therefore remains in the reliable generation of diagrams for middle school mathematics. To address this, we introduce an agentic workflow that enables LLM agents to evaluate the quality of generated visuals and use this feedback to iteratively improve their outputs. This self improvement loop aims to enhance the accuracy and educational appropriateness of AI generated diagrams. Our research investigates two questions. First, can LLMs accurately generate quality assurance questions for a visual aid given specific criteria for visual quality? Second, given valid quality assurance questions, can Vision Language Models effectively evaluate generated K 12 visual aids and use the resulting feedback to improve them iteratively? We conduct an exploratory evaluation of our agentic workflow and identify key areas for improvement, including stronger spatial reasoning and more comprehensive coverage of diagram features in the generated quality assurance questions. Our results provide preliminary evidence that this approach can improve the reliability and educational value of AI generated mathematical diagrams.

In this study, we present a large-scale descriptive analysis of the use of an AI-based learning assistant (Syntea) in higher education. Based on objective log data from 77,543 students enrolled in distance studies, we examine usage patterns across gender, age group, study cluster, degree, and study mode. To date, existing research on educational chatbots has largely relied on comparatively small samples and self-reported survey data, while large-scale evidence on actual usage behavior remains limited. Our findings show that Syntea is already embedded in the study routines of many learners, but that usage differs across demographic and structural contexts. By identifying these patterns, our study provides an empirical basis for the further development of AI-based learning support and contributes a large-scale analysis of educational chatbot usage in higher education.

We introduce a Bloom-aligned framework for measuring educational control in Large Language Models (LLMs): the ability to preserve a task's instructional intent while shifting its cognitive demand toward specified learning objectives. We apply this framework to programming tasks in computer science education to study the gap between solving tasks and adapting them for learners. Using revised Bloom's Taxonomy as an operational scale of cognitive demand, we evaluate two intervention settings: general difficulty control, where models are asked to make tasks harder or easier, and Bloom's control, where models are asked to target higher or lower Bloom's levels. We evaluate a matched Qwen3-Next model pair, comparing Qwen3-Next-80B-A3B-Instruct with Qwen3-Coder-Next across 2,520 tasks from three benchmarks. The framework reveals a robust directional asymmetry: both models reliably increase cognitive demand, but struggle to lower it. We further characterize these outcomes with semantic-delta clustering and layer-wise Fisher's Discriminant Ratio probing. Within this controlled comparison, the general model shows clearer middle-layer separability for both general difficulty and Bloom-control contrasts, whereas the coder model shows weaker separability for general difficulty and a deeper peak for Bloom-control contrasts. These results show that strong execution performance does not automatically entail Bloom-aligned educational control.

Immersive 360-degree educational environments often lack accessible spatial structure, limiting visually impaired learners' ability to orient, explore, and construct mental representations. This paper proposes EscFOA, a geometry-aware spatial audio generation framework designed as an \emph{acoustic scaffolding} to support spatial cognition. By integrating 3D Gaussian Splatting (3DGS) with conditional diffusion models, EscFOA reconstructs scene geometry from 360-degree videos to synthesize high-fidelity spatial audio consistent with the environmental structure. Explicitly targeting learning outcomes like independent spatial orientation and reduced cognitive load, EscFOA significantly outperforms conventional monaural and stereo audio in supporting spatial learning behaviors among blindfolded sighted participants (simulating visually impaired learners). These findings demonstrate that geometry-consistent generative audio can effectively enable inclusive access to complex spatial learning materials.

Prompt engineering has emerged as a critical yet undertaught skill for software developers, one that traditional learning approaches are ill-equipped to support given its evolving, interactive, and context-dependent nature. In this paper, we introduce Prompt Coach (PC), an agentic tutor that helps developers learn how to craft high-quality code-generation prompts through Socratic guidance embedded in-flow within their IDE. PC evaluates prompt quality across multiple dimensions and surfaces targeted questions to guide self-correction, grounded in the developer's codebase and the behavior of the target LLM. We present an early empirical study with 15 professional developers combining quantitative prompt quality scoring with qualitative perception measures. Participants showed statistically significant improvements after a single 60-minute session, with the largest gains across dimensions commonly overlooked by developers. They also reported strong trust, high adoption readiness, and unanimous agreement that PC improved their prompt-writing skills.

Large language models are increasingly explored as AI tutors, yet deploying them in K-12 settings raises concerns around privacy, cost, and reliance on proprietary models. Small language models (SLMs) offer a promising alternative, but selecting the right model for a specific educational context remains difficult, particularly when the target domain, such as block-based programming, is largely absent from model training data. We introduce CSTutorBench, a benchmark for evaluating language models as CS tutors in VEX VR, a block-based robotics environment. The benchmark comprises 17 scenario-based questions scored against a pedagogical rubric grounded in established tutoring and feedback research, with a human-in-the-loop LLM-as-judge pipeline for evaluation. Preliminary findings across 11 models (4B-120B parameters) reveal that models perform well on surface-level criteria such as vocabulary and tone but struggle with deeper pedagogical behaviors, particularly avoiding answer leakage and engaging with student debugging histories. In our sample, model family and instruction-tuning approach appear to be better predictors of tutoring quality than parameter count alone, though the small number of models limits the strength of this conclusion. A targeted prompt revision grounded in recent educational prompt engineering research improved scores for 10 of 11 models. These results underscore the value of context-specific, pedagogically grounded benchmarks for SLM selection in educational deployment.

Large language model (LLM) tutors often produce fluent step-by-step explanations, but a correct and pedagogically formatted response does not guarantee that the answer was derived from the student-facing problem. In realistic tutoring systems, the model may also have access to teacher notes, answer keys, rubrics, or retrieved solution artifacts. We study whether such private answer information can make tutor explanations answer-driven: the final answer is behaviorally available before the written explanation has justified it. Using Truncated Reasoning AUC Evaluation (TRACE), which probes how early a chain-of-thought prefix can pass a verifier, we evaluate 1000 GSM8K test problems under three paired tutoring contexts: question-only, correct answer-key, and wrong answer-key. At fixed fractions of each generated explanation, we force the model to answer immediately and verify the response against the gold numeric answer. With Qwen2.5-3B-Instruct, answer-key access raises median TRACE AUC from 0.375 to 0.900 and makes the gold answer available at the first 10% prefix in 997 of 1000 cases. The effect remains strong on the 746 examples where both question-only and answer-key explanations end with the correct answer. These results support truncated CoT auditing as a lightweight process-level diagnostic for answer-driven reasoning in math tutoring explanations.

Reinforcement learning (RL) for non-verifiable instruction following increasingly relies on LLM judges with prompt-specific rubrics as reward signals. While recent methods adapt these rubrics to the evolving policy during training, the training prompts themselves remain static, drawn from fixed corpora. This static approach often results in a critical misalignment between prompt difficulty and policy capability, leaving the judge unable to recover a discriminative reward signal when prompts fail to elicit quality variance among rollouts. To address this misalignment, we introduce LLM-as-a-Tutor, a framework that extends the LLM's role from judge to tutor: a single model serves as an examiner that pairwise-compares policy rollouts to detect non-challenging prompts, and as a generator that appends atomic constraints to them. This append-only design monotonically raises difficulty in step with the policy's capability, producing a self-calibrating training signal without external difficulty schedules. On three complex instruction-following benchmarks, our method consistently outperforms both policy-unaware baselines and prior policy-adaptive methods that adapt rubrics or rewrite prompts, suggesting prompt adaptation as a missing axis of policy-awareness in non-verifiable RL.

While Large Language Models (LLMs) can provide personalized support in learning, several studies have raised concerns regarding their use in education. Importantly, learning depends on how students engage with LLMs. This study examined how two types of LLM-based tutors shape students' prompting practices, learning, and subsequent LLM-use: a Socratic-Guidance (SG) tutor, which structures interaction through dialogic questioning, and a Prompt-Refinement (PR) tutor that guides the formulation of effective prompts. We conducted a two-phase study in a graduate-level mobile robotics course: 66 students used either the SG or PR tutor during a 6-week intervention, followed by 52 students using an unconstrained LLM during a 3-week course project. Results show that while the SG- and PR tutors led to similar task performance and prompting patterns during guided use, they differ in learning outcomes and later LLM-use. SG-students, relative to PR-student, achieved higher learning gains in later sessions, and were more likely to adopt understanding-driven prompting strategies, which are predictive of higher understanding, when using an unconstrained LLM. Although learners perceived the SG tutor as less efficient, the findings suggest that Socratic guidance supports the development of students' capacity to learn with LLMs over time, highlighting its importance for LLM tutor design.

Cross-lingual retrieval-augmented generation (RAG) is often deployed in an English-evidence regime, where users query in diverse languages but retrieved passages remain English. In this setting, generation can fail despite strong base models: English evidence induces language drift (English or code-switching outputs) and models use evidence unreliably when producing non-English answers. We attribute these failures to two post-training challenges: (i) errors are prefix-dependent, so fixed-trajectory supervision suffers from prefix mismatch; and (ii) sequence-level (partly discrete / judge-based) rewards yield noisy credit assignment and high-variance updates. We propose TR-RAG, a teacher-regularized RL recipe that couples reward optimization with on-policy distillation on student-visited prefixes. A compact student samples on-policy answers, while a stronger frozen teacher is queried only on those prefixes and provides a prefix-wise student-to-teacher reverse-KL anchor. We further introduce a reward decomposition for English-evidence multilingual generation, combining language consistency, character 3-gram recall, and an LLM-judge score for evidence-grounded correctness. Across three benchmarks (BioASQ-ENKB5, Hotpot-ENKB5, and naturally multilingual MKQA) and two backbones, TR-RAG improves the composite of language adherence and evidence-grounded correctness over strong baselines. Crucially, the teacher anchor acts as a safety net: on in-domain languages it prevents the large language-consistency collapses (up to ~27 percentage points) that reward-only RL can suffer by drifting below even the base model, while on distant out-of-distribution languages, where reward-only RL stalls at the base model's ceiling, it still improves evidence grounding; and on character 3-gram recall the compact student sometimes surpasses its 70B teacher.

Reliable internet access is essential for modern education, yet millions of school-aged children especially in developing regions remain offline due to unconnected schools. The Giga Initiative aims to connect every school to the internet, but doing so at scale requires efficient methods to map schools and assess surrounding connectivity infrastructure without relying on sparse or noisy third-party datasets. In this work, we propose a scalable, vision-only framework that uses high-resolution satellite imagery and transfer learning to address both tasks simultaneously. By adapting pre-trained object detection models to new geographical regions with minimal labeled data, we detect schools and cell towers directly from space. We then analyze the spatial relationship between detected schools and nearby towers as a proxy for connectivity availability. This purely imagery-driven pipeline enables large-scale infrastructure mapping, reduces dependency on auxiliary data, and supports data-driven prioritization of connectivity investments in underserved areas. Our approach is demonstrated on real satellite imagery from Lesotho, showing strong performance across this region.

This work introduces AIriskEval-edu-db2, a new dataset designed to train and evaluate auditors based on LLMs for an explainable pedagogical risk assessment in instructional content for grades K-12. The dataset comprises 1,639 explanations from 170 curated ScienceQA questions, covering science, language arts, and social sciences. For each question, the dataset includes an explanation written by a human teacher alongside 11 explanations generated by LLM-simulated teacher profiles associated with distinct pedagogical risks. We propose a comprehensive risk rubric aligned with established educational standards that covers five complementary dimensions: factual precision, depth and completeness, focus and relevance, student-level appropriateness, and ideological bias. A key contribution is the addition of 785 explanations with structured explainability annotations, including risk localization and risk description. The annotations are produced through a semi-automatic process with expert teacher validation. Finally, we present validation experiments comparing state-of-the-art proprietary models with a lightweight local Llama 3.1 8B model in both the pedagogical risk detection and the explainability assessment. These experiments evaluate whether supervised fine-tuning on AIriskEval-edu-db2 enables a locally deployable model to approach or outperform stronger frontier models while preserving privacy in educational auditing and assessment tasks.

The capacity of Large Language Models (LLMs) to reason about pedagogical intent within instructional communication remains underexplored, particularly in educational domains such as translation pedagogy. To address this, we propose the \textbf{Adaptive Pedagogical Vigilance (APV)} framework, a novel computational formalism that reframes communicative vigilance as an adaptive mechanism for optimizing learning through intent inference. APV formalizes the problem via a Bayesian Pedagogical Intent Inference Engine (PIIE), which models how instructors select content to maximize pedagogical utility and how vigilant learners should inversely reason about latent instructional configurations -- encompassing genre, stance, and incentives. We evaluate APV through a three-tier hierarchy: distinguishing instructional genre, reasoning about structured pedagogical setups, and generalizing to authentic educational discourse. Experiments on leading LLMs (e.g., GPT-4o, Claude 3.5) show that APV substantially improves model vigilance. It achieves the strongest discrimination between pedagogical and exposure-based content, correlates highly with human judgments ($r=0.958$), and maintains robust performance on naturalistic data where baseline methods degrade. This work establishes a unified framework for assessing and enhancing LLMs' understanding of pedagogical motives, advancing the development of more reliable AI-assisted learning systems.

Classroom behavior monitoring plays a vital role in evaluating student engagement and improving teaching effectiveness. Traditional observation methods remain subjective and lack scalability. This study introduces a real-world dataset of classroom videos collected at the Banking Academy of Vietnam (BAV-Classroom dataset), annotated with nine distinctive behavioral categories. State-of-the-art Computer Vision models were evaluated and compared, with YOLOv11 achieving the best performance. Experimental results indicate that students' concentration often decreases notably during the final part of lectures, highlighting challenges in sustaining engagement. Our findings demonstrate the feasibility of applying computer vision for automated classroom monitoring, providing valuable insights for academic quality management.

As computing education expands beyond traditional programming into operational domains such as systems administration and command-line environments, existing pedagogical frameworks struggle to capture a dimension that is critical in these contexts: the real-world consequences of learner actions. Existing cognitive taxonomies classify learning objectives by mental operations but do not account for system impact, leaving a critical gap in command-line education where conceptually simple commands can have severe consequences. This work presents CogTax, a four-level cognitive taxonomy that integrates two dimensions: cognitive complexity, derived from Bloom's Revised Taxonomy, and operational impact, which distinguishes observational, reversible, structural, and administrative operations. The four progressive levels range from safe read-only inspection to advanced system management requiring integration of multiple abstract models. Then, the taxonomy level is defined as the maximum of these dimensions, ensuring that both conceptual understanding and operational awareness are addressed. CogTax gives instructors a principled framework for sequencing course material and calibrating assessment difficulty, and gives students an explicit reference for self-assessment and gap identification. To demonstrate that taxonomy levels are automatically assignable, making the framework scalable without manual expert annotation, a classifier that combines syntactic representations derived from abstract syntax trees with semantic embeddings is trained. Evaluated on 585 expert-annotated Linux/bash commands, this combined approach achieves 89% accuracy, outperforming either representation alone, and demonstrates cross-language extensibility through structural equivalences across command languages.

Modern one-step diffusion models achieve impressive quality through distribution-based timestep distillation. Yet, they rely on a critical assumption: Teacher and Student must inhabit the same latent space. This Shared-Space constraint prevents knowledge transfer from modern high-capacity Teachers (e.g., SD 3.5 and Flux) into compact, deployment-friendly Students such as SD 1.5, whose latent resolution and VAE parameterization differ from the Teacher. We formalize this overlooked regime as Cross-Space Distillation, where Teacher and Student differ in both latent resolution and VAE space. To enable distillation under this mismatch, we introduce the Bridge, a lightweight latent interface that maps Student latents into the Teacher space without modifying the Student backbone. Bridge combines a frozen Student VAE decoder as a spatial prior with a compact learnable projector, and is trained with latent reconstruction and attention fidelity objectives for stable Teacher-space alignment. Across diverse modern Teachers, Bridge enables substantial gains for compact one-step Students; for example, it improves SD 1.5 from 5.4 to 9.4 HPSv3 while preserving one-step inference, low latency, and broad ecosystem compatibility. These results show that heterogeneous large Teachers can be distilled into efficient, deployable backbones through a lightweight latent-space interface.

Agents are increasingly capable of automating software tasks, but can they teach humans how to use software themselves? We introduce DigitalCoach, a multimodal dataset of 72 human expert-novice computer use coaching sessions consisting of 22,752 dialogue turns grounded in 28.1 hours of screen and input event recordings across five software applications. We use DigitalCoach to evaluate whether state-of-the-art models can teach humans how to use computers. Automated evaluation shows that models differ from humans in how they coach: models provide more direct instructions, but fewer explanations, error diagnoses, and knowledge-check questions. When we fix the coaching method, models produce utterances similar to human references yet poorly grounded in visual context. Interactive evaluation confirms that model coaches cause learners to passively follow instructions without deeper engagement and fall short in visual grounding. DigitalCoach lays a foundation for collaborative and proactive computer use coaching agents. Data and code are available at https://project-digital-coach.vercel.app.

Large Language Models (LLMs) exhibit strong semantic capabilities, yet their resilience to manipulative linguistic patterns such as logical fallacies remains underexplored. Prior work has primarily examined whether LLMs can identify or classify fallacies, leaving their robustness against fallacious persuasion insufficiently studied. To address this gap, we introduce LoFa (Logical Fallacy), a comprehensive benchmark for evaluating LLM robustness against fallacies. LoFa is constructed through a multi-agent pipeline that pairs factual questions with fallacious arguments, and is accompanied by a multi-round debate framework for assessing model resilience under sustained adversarial persuasion. To disentangle fallacy robustness from a model's inherent knowledge limitations, we further propose Logical Fallacy Resistance at k (LFR@k), a metric that quantifies resistance to fallacious attacks. Experiments show that LLMs exhibit varying levels of robustness across different fallacy types, revealing distinct vulnerability profiles among models.

With rapidly improving capabilities, Large Language Models (LLMs) are increasingly used in many complex real-world tasks. Beyond requiring in-depth knowledge and reasoning skills, many of these tasks exhibit a high degree of subjectivity and require that the outputs of the model can be trusted. While a lot of progress has been made to train better models, decision-making algorithms have received less attention. In this work, we present and evaluate various uncertainty-aware decision-making algorithms based on Bayesian decision theory and risk-averse decision making on the tasks of tutoring and automatic peer reviewing. Concretely, we take uncertainty over tutoring strategies and review scores into account when generating a tutor response or review and use conformal prediction to provide guarantees over strategy and score. We find empirically that these algorithms can improve the utility of the generations but need to be carefully implemented when ambiguity is high. For example, risk-averse rules can degrade performance by optimizing for generic outputs, while Bayesian methods tend to perform better. Our work uses techniques from decision theory to improve LLM-based decision-making and outlines open challenges for the community.

World 1-1 of Super Mario Bros is widely celebrated as a masterclass in game design: its progressive structure is credited with teaching players core mechanics through the level itself. We ask whether that structure is empirically measurable using reinforcement learning. We implement World 1-1 from scratch as a fully discrete environment and compare four algorithms -- Q-Learning, SARSA, Monte Carlo, and Deep Q-Network (DQN) -- across three progressively complex versions of the same level. Monte Carlo emerges as the strongest agent (94.9% $\pm$ 1.5% win rate), outperforming DQN (76.4% $\pm$ 3.4%) by learning to maximize intermediate rewards along winning paths rather than taking the most direct route. We then use Monte Carlo in a curriculum experiment permuting World 1-1's six canonical segments across twelve conditions. Canonical ordering converges fastest, achieves the highest learning efficiency, and is the only condition with zero catastrophic failures; no random permutation matches all three criteria simultaneously. These results provide, to the best of our knowledge, the first empirical validation that World 1-1's canonical design encodes genuine pedagogical structure: one that measurably accelerates learning and cannot be replicated by chance.

Diffusion and continuous-flow generative models achieve high-quality generation, and their deterministic sampling can be formulated as solving learned ODE dynamics. However, accurate ODE discretization often requires many steps, making efficient few-step generation a key challenge. Among acceleration strategies, reflow-based distillation simplifies teacher ODE trajectories so that a student model can approximate the teacher transport with fewer steps. We identify a theoretical limitation of this paradigm, namely that trajectory matching can under-determine the distribution induced by the student model. In particular, two student models can attain the same trajectory-matching loss while inducing different endpoint marginal distributions, which may lead to different generation quality. To address this limitation, we introduce a marginal-alignment regularizer that penalizes the discrepancy between the student-induced marginal and the corresponding teacher marginal at the endpoint of each distillation interval. The regularizer is computed by tracking log-density changes along the ODE induced by the student model and evaluating scores from the frozen teacher model, without requiring auxiliary trainable networks or adversarial optimization. The resulting framework applies uniformly to the reflow family, including vanilla reflow and piecewise reflow. We further prove a telescoping total-variation bound showing that local marginal alignment controls the final-time discrepancy between the student-induced and teacher-induced distributions. Experiments on benchmark backbones demonstrate the effectiveness of the proposed method for few-step generation.

The automation of scientific discovery has reached an inflection point. While AI systems now operate instruments, optimize parameters and generate hypotheses, most remain procedural: they execute workflows fixed by human designers. True autonomous science demands epistemic autonomy--the capacity to construct, challenge and revise physical explanations in response to evidence. Here we introduce AHOIS, a multi-agent AI scientist that embeds Socratic midwifery into closed-loop experimentation. A physics-critic agent interrogates hypotheses through causal questioning, constraint checking, counterexample generation and falsification-criteria formulation. We evaluate AHOIS on a real multimode-fibre optical platform, a high-dimensional system with complex wave transformations, indirect detection, environmental drift and multi-modal acquisition. Without prior encoding schemes, classifiers or speckle models, the system autonomously proposed and validated a random-interference encoding hypothesis, discovered task-adaptive sparse-measurement strategies, diagnosed distinct failure modes (encoding instability, fluorescence contamination and detector noise) and translated a published imaging protocol into an executable workflow on a non-original configuration. The discovered encoding yielded 16x16 measurements with effective rank 56.9 and classification accuracies of 76.97% on MNIST and 83.17% on Fashion-MNIST. Ablations show that Socratic interrogation improves physical consistency, hypothesis completeness, uncertainty calibration and experimental-plan validity. These results establish a route from workflow automation towards evidence-grounded, self-correcting autonomous discovery in complex physical environments.

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

Prompt distillation compresses large vision-language models (VLMs) such as CLIP into lightweight student models by matching teacher predictions on unlabeled domain images. PromptKD (CVPR 2024) established this paradigm with a single PromptSRC-finetuned ViT-L/14 teacher and a ViT-B/16 student. We propose TheProfessor, a multi-teacher extension that distills from a fixed two-teacher ensemble: a domain-finetuned PromptSRC ViT-L/14 teacher and a zero-shot EVA-CLIP-L/14 teacher whose logits are pre-computed per dataset. We evaluate single-teacher PromptKD, equal-probability ensembling, and confidence-weighted ensembling on four base-to-novel datasets: Caltech-101, DTD, UCF101, and EuroSAT. In a 12-run single-seed sweep, confidence-weighted ensembling improves average HM from 87.52 to 89.28 (+1.77 points), while equal averaging improves average HM to 88.88 (+1.37 points). Gains are dataset dependent: they are negligible on Caltech-101 (+0.16 HM for confidence weighting), modest on UCF101 (+0.62), and largest on domain-shifted EuroSAT (+5.78). These results update our earlier Caltech-only analysis and show that multi-teacher prompt distillation is most useful when the second teacher contributes complementary supervision under domain shift.

Automated feedback systems that rely on answer correctness will reinforce, rather than address, misconceptions when students reach the correct answer through flawed reasoning. We investigate automatic detection of these hidden misconceptions using 20,964 real student responses from the Eedi mathematics platform. Fine-tuned classifiers detect only 57% of these hidden misconceptions, and standard ML interventions do not improve on this. An open-weight reasoning model detects 84%, but at realistic prevalence, false alarms outnumber genuine detections roughly 8 to 1. We present a graduated assessment rubric that separates answer correctness from method validity, and propose a detect-verify-escalate pipeline that routes uncertain cases to diagnostic follow-up questions rather than directly to teachers. Two deployment modes adapt the pipeline: a teacher dashboard where the system filters a review queue, and an autonomous tutor where flags trigger low-cost formative follow-up.

Large Language Models (LLMs) provide a new opportunity to study how language shapes exploratory cognition because conversational strategies can be systematically manipulated at inference time. We introduce CURIOBOT, a framework that operationalizes Berlyne's collative variables, novelty, complexity, conflict, and uncertainty, as adaptive linguistic interventions for conversational tutoring. Across 270 tutoring conversations spanning multiple model families, domains, and topic complexity levels, curiosity-oriented interventions consistently increased exploratory learner behaviors, producing up to 2.4x more conversational turns under fixed time budgets. To measure these effects, we further introduce a learner-centered evaluation framework capturing exploratory questioning, conversational agency, productive struggle, and observable curiosity. Learner-side gains persisted even when tutor-side instructional quality remained unchanged, suggesting that curiosity functions as a partially independent interaction-level mechanism. More broadly, our results demonstrate that LLM-mediated dialogue can serve as a scalable experimental framework for studying how language shapes exploratory learning behavior.

Collaborative Problem Solving (CPS) is a core skill in education, where the process of peer interaction is highly important. However, existing educational dialogue datasets mostly focus on classroom instruction or tutoring (i.e., teacher/tutor-student interaction), yet datasets centering small-group, student-student interaction are limited. This thus leaves research with limited resources for studying how students interact, coordinate, and solve problems together in real educational settings. To address this, we introduce PeerMathDial, the first dataset of peer CPS dialogues collected from authentic middle school math classrooms. It contains 55 dialogues from 27 students, totaling 6,406 turns. To facilitate research on CPS discourse analysis, we further build a corpus-grounded dialogue act taxonomy assisted by LLMs. Using the dataset and the dialogue act taxonomy, we demonstrate the practical applications of PeerMathDial across three use cases. First, we track how dialogues evolve over time and measure the impact of teacher interventions. Second, we align dialogue actions with student surveys to reveal the connection between students' traits (e.g., confidence, leadership) and their actual behaviors. Third, by evaluating LLMs on dialogue act prediction, we glimpse at the potential of LLMs for student simulation in educational applications. Our dataset and source code will be released to the community.

Large language models have strong potential for use in intelligent tutoring systems, but they often fail to follow effective pedagogical strategies, such as guiding students without revealing final answers. We study the application of a two-stage alignment pipeline for math mistake remediation, combining supervised fine-tuning on tutoring dialogs with Direct Preference Optimization on synthetic preference pairs. We construct a dataset that integrates existing tutoring corpora with synthetic data generated along pedagogical dimensions, such as scaffolding and factuality, and study different input configurations that incorporate solution correctness and gold answers. Experiments show that this approach improves both factual accuracy and pedagogical quality over base models and existing tutoring models. Human evaluation further indicates that our best model is competitive with a strong proprietary baseline, while providing additional benefits in terms of openness, transparency, and reproducibility. Our results highlight the effectiveness of preference-based pedagogical alignment, while also revealing challenges in reliably evaluating tutoring quality.

Career anxiety and depression among university students present a growing challenge to mental health and academic achievement. This study proposes an Explainable AI (XAI) framework using multimodal data and Federated Learning (FL) to identify early indicators of career-related mental health problems in a privacy-preserving and culturally responsive manner. The framework combines structured behavioral data and facial emotion features from interview videos via an intermediate fusion neural network with attention mechanisms. Label smoothing was applied to improve model generalizability. FL was used across institutions to enable collaborative training without raw data sharing. Evaluation was conducted using the Student Mental Health Survey dataset from university students across Pakistan. Our model attained an F1-score of 89.12%, recall of 86.54%, accuracy of 92.08%, and precision of 91.88%. Using Integrated Gradients and SHAP, the model identified key behavioral markers of depression including avoidance of direct gaze, lower facial expressiveness, and social withdrawal, consistent with psychological theory. This research presents an interpretable, scalable, and context-sensitive AI system for mental health pre-diagnosis with potential integration into student support services globally.

Student-generated drawings are widely used in science education to assess learners' conceptual understanding in modeling-based tasks aligned with the Next Generation Science Standards (NGSS). However, scoring such drawings requires expert human judgment to interpret complex visual representations, making large-scale assessment costly to implement and sustain in classroom settings. In this work, we study automated scoring of student-generated scientific drawings using a vision-based model. We evaluate a Vision Transformer (ViT) with parameter-efficient adaptation and propose a confidence-aware scoring framework that derives response-level confidence from test-time predictive distributions. This confidence signal enables selective automation by scoring high-confidence responses automatically while deferring uncertain cases for human review. Experiments on six NGSS-aligned middle school assessment items show that the proposed approach improves scoring reliability while supporting a practical trade-off between automated coverage and scoring risk, highlighting the value of confidence-aware methods for trustworthy educational assessment.

LLMs can personalize education, although current static-prompt tutoring systems struggle to adapt to diverse academic disciplines. We develop and test a system with subject-aware prompting, based on 14 pedagogical features (e.g., tutor scaffolding, student understanding) extracted from raw transcripts. We first train a prompt routing model in a simulation environment, and then deploy it for online adaptation with actual high-school students. The simulation benchmark shows the router outperforming two static baselines ($0.694$ vs. $0.647$ and $0.64$, $p<0.001$). A/B testing ($N=656$ conversations from 359 students) shows sim-to-real transfer where the model switches from analytical to scaffolding learning strategies. Our adaptive prompt selection mechanism improves instructional efficiency, maintains pedagogical quality and reduces interactions by around 3 turns ($p=0.007$). While a greedy router achieves a comparable exercise conversion rate with the baseline ($19.1\%$ vs. $19.6\%$), a stochastic router that samples strategies leads to a higher conversion rate ($28.1\%$).

Infants are well known to develop their motor skills through dense interaction with caregivers. Although such social interaction is crucial for human development, motor-skill learning in robots is often treated as a unidirectional process in which robots passively receive demonstrations from tutors. This overlooks a key property of social interaction: it is inherently bidirectional, with tutor and learner dynamically adapting to each other. In such interactions, the robot's past experiences may function as prior constraints that shape the dynamics of their co-developed trajectories. We hypothesize that bidirectional tutoring allows such constraints to guide the formation of consistent behavioral patterns that preserve behavioral coherence and support generalization, whereas unidirectional interaction lacks such constraints and leads to broader, less consistent behavioral patterns. To examine this hypothesis, we conducted two experiments with a physical humanoid robot performing an object manipulation task: one involving human-robot interaction and another employing an AI tutor interacting with the real robot through an adaptive intervention mechanism designed to examine whether similar effects would emerge under more controlled conditions. We implement the developmental learning framework using a free-energy-principle-based neural network extended with generative replay, which supports stable sequence-by-sequence learning from single tutored episodes. Across both settings, bidirectional tutoring fostered consistent behaviors and stage-wise generalization, while the robot gradually required less tutor guidance. These results suggest that bidirectional tutoring, as an embodied and socially grounded approach, provides an effective scaffold for developmental motor learning in robots.

The advent of Generative Artificial Intelligence (GenAI), and in particular Large Language Models (LLMs), is reshaping educational practice, while intensifying ethical debate about its adoption. To date, the dominant paradigm remains cloud-based and text-only chatbot: a centralized service that offers limited pedagogical control, weak transparency over knowledge sources, and non-trivial risks for privacy and regulatory compliance. This model also presumes continuous connectivity and recurring API costs, creating structural barriers for many institutions, reinforcing existing digital divides. At the same time, educational interaction with LLM can benefit from multimodal cues and embodied presence, requiring interfaces that move beyond text-only tutoring. In this work, we propose ELEVATE (Efficient LLM Education with Virtual Avatar Teaching Engine), a framework to develop efficient GenAI-driven avatar tutors governed by epistemic infrastructures. ELEVATE integrates LLM-driven dialogue with embodied 3D avatars for multimodal interaction and adopts a local-first execution model enabling deployment on consumer-grade hardware. The framework formalizes a three-stratum design that separates (i) a student-facing virtual avatar interaction layer, (ii) a local GenAI execution and multimodal synthesis core, and (iii) a teacher-facing governance layer. We implemented and evaluated a working prototype deployed in a real-world educational curriculum. The system runs on standard PCs and smartphones, and we provide system-level performance evidence to show responsive interaction under realistic hardware constraints. Finally, we discuss sociotechnical and pedagogical implications for responsible adoption, positioning ELEVATE as a scalable pathway for privacy-preserving and inclusive GenAI tutoring across heterogeneous school environments.