Educational QA

Text processing is crucial for low-resource languages as it enables the development of tools and technologies that bridge the digital divide and provide equitable access to information and services. By empowering low-resource languages with robust text processing, we can preserve linguistic diversity, enhance education, improve communi- cation, and foster inclusivity in a rapidly digitizing world. Due to the lack of sufficient annotated datasets and lin- guistic resources, it is challenging to develop accurate and reliable language technologies for these low-resource languages. Large Language Models (LLMs) have attracted sig- nificant attention with their performance and the value they produce. However, with the ever-evolving language, adapting LLMs for a specific task is time-consuming and resource-intensive. Thus, Retrieval-Augmented Genera- tion (RAG) has overcome this limitation by augmenting LLMs with external knowledge, thereby improving their efficiency and extensive task-specific adaptation. Most applications of the RAG technique have been limited to English and has seen limited application in In- dic languages. This paper introduces the RAG-powered AI-Tutor application, Acharya 2.0, designed to produce academic assistance to Hindi-speaking students. The client-server-based web application integrates many fea- tures to support students in accessing and interacting with educational content.

Large language models can answer the same question in different styles, but users' preferred styles are hidden and vary across users and questions. We study inference-time personalization through online selection from a fixed set of prompts, each representing a persona. Users arrive sequentially, each asks a short sequence of questions, and the system displays two responses per question and observes one pairwise choice. We formulate this interaction as a variant of the contextual dueling bandit problem in which the learner starts without preference data, adapts within each session, and exploits information shared across users. The objective is to minimize cumulative strong regret, summing the utility gaps of both displayed responses relative to the user's best response among the available options. We make two contributions. First, we introduce the problem and release a reproducible preference benchmark and dataset built around a tutoring case study, containing educational questions, LLM-generated answers in six teaching styles, and pairwise judgments from LLM-simulated students with hidden preference profiles. We fit Bradley-Terry models to these judgments to obtain reference utilities for regret evaluation. Second, we propose a baseline that learns a mixture prior over users from completed sessions and adapts to each new user within the session. On students and topics never used in development, it removes 44-48% of random pairs' excess regret and achieves over half the performance of a per-user linear oracle fitted in hindsight. We release code, prompts, and the benchmark.

Large language models (LLMs) are increasingly used in specialized university courses, but control-systems questions require coordinated terminology, notation, derivations, and stepwise explanations. Direct general-purpose responses may be inconsistently structured and hard to verify. Using exercises and reference solutions from a Linear Control Systems course, we built a supervised fine-tuning dataset of 360 system-user-assistant conversations. We applied LoRA to Qwen2.5-3B-Instruct and Qwen2.5-7B-Instruct. With identical data splits, inference settings, and evaluation protocols, we compared base and fine-tuned models and tested LoRA ranks r=4, 8, and 16. Evaluation used ROUGE, BERTScore, and structured-output features to measure reference-answer similarity and stability of the Solution-Method-Teaching Points format. LoRA improved both similarity and structured-output stability at both sizes. On the current test set, 7B-r16 achieved the highest ROUGE-L (0.4093) and BERTScore-F1 (0.8643), while r=8 offered a better balance between performance and parameter efficiency. Bootstrap resampling showed ROUGE-L gains of 0.0764 [0.0613, 0.0915] for 3B-r16 and 0.0874 [0.0687, 0.1042] for 7B-r16; both intervals exceeded zero, indicating stable textual-similarity improvements on the current test set. These results suggest LoRA can align open-source instruction-tuned models more closely with the language and pedagogical organization of course reference answers. However, the metrics mainly capture textual similarity and formatting consistency, not domain-specific reasoning or mathematical correctness, which require expert assessment and task-specific rubrics.

Large language models (LLMs) show strong reasoning ability, but their explanations can remain inconsistent, weakly grounded, or difficult to verify. We propose a verifier-guided explainable reasoning framework for transparent educational question answering that combines gold-anchored QLoRA, task-aware symbolic routing, and group-relative RLVR. Qwen2.5-3B-Instruct is first adapted with field-weighted QLoRA supervision anchored to authoritative answers. A lightweight router then assigns logic problems to a FOL/Z3 verifier and physics problems to a formula- and unit aware symbolic solver. Verifier feedback is further used to support candidate evaluation, self-revision, and reward construction during RLVR. Candidate responses are evaluated along three complementary dimensions: P1 for answer correctness, P2 for evidence or unit consistency, and P3 for reasoning depth and explainability. At inference, gold-free self-consistency aggregates multiple candidate responses before an optional question-only physics verifier performs conservative system-level correction. On 438 held-out examples, RLVR increases P3 from 50.68% to 72.20%, while hybrid P1 remains approximately stable at 55.94%. Self-consistency improves model only P1 from 48.86% to 50.23%, with symbolic verification providing the remaining hybrid gain. These results indicate that RLVR primarily strengthens explicit reasoning structure, while symbolic verification complements the neural policy by improving answer reliability at the system level.

Recorded lecture videos, often enhanced with search and summarization features, are a standard study resource. However, students cannot easily ask course specific questions or verify answers against an instructor's lecture. We report a semester-long deployment of VideoPoints platform with a retrieval-augmented chatbot that answers from course lecture materials and returns timestamped citations. The chatbot retrieves only from the active course, uses chapter summaries to guide transcript ranking, and returns clickable timestamped citations. Students used it for quick lookups and exam review. Across 833 messages, 70.5% included citations, none crossed a course boundary, and when no lecture evidence matched, the chatbot usually declined rather than answering. Among the users, citations were the most consistently useful feature, while practice-question generation was the strongest unmet request. We also evaluated the design on the real-world test split of EduVidQA, a public multimodal benchmark for lecture-video question answering. Our design improved correct-lecture retrieval by 6.3 percentage points over dense-only retrieval. Together, the results show that effective deployment depends on course isolation, supported citations, and alignment with students' study practices.

Transparent educational question answering asks for answers that are not only correct but explainable, and doing so with small models rules out the reasoning power of the largest proprietary systems. The EXACT 2026 competition poses this problem concretely: open-weight language models of at most 8B parameters, self-hosted, with a natural-language explanation for every answer. It pairs two tasks: logical reasoning over university regulations, and multi-step physics problem solving. We describe the system that team \cotu{} developed to address both, a neuro-symbolic Program-of-Thought pipeline in which a 4B backbone writes a program rather than stating an answer directly: for regulation queries it emits a Z3 encoding whose entailment verdict grounds the deduction, and for physics it emits numerical Python, both wrapped in a shared self-correction loop and a unified explained-JSON output. Answer-type routing, distillation-based task fine-tuning, and a latency-aware serving stack -- SGLang with speculative decoding -- keep the system within the 60-second per-query limit. The system achieved a perfect score on the physics task in both automated selection rounds and obtained the highest final-round technical score of any team -- $13.44/15$, combining automated answer evaluation with expert-judged reasoning depth -- with the equally weighted presentation score included, \cotu{} placed 3rd overall. Grounding answers in a symbolic solver yields correct, verifiable deductions at the 4B scale, and the residual difficulty lies in premise selection rather than the deduction itself.

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

Large Language Models have been increasingly employed in the creation of Virtual Assistants due to their ability to generate human-like text and handle complex inquiries. While these models hold great promise, challenges such as hallucinations, missing information, and the difficulty of providing accurate and context-specific responses persist, particularly when applied to highly specialized content domains. In this paper, we focus on addressing these challenges by developing a virtual assistant designed to support students at Maastricht University in navigating project-specific regulations. We propose a virtual assistant based on a Retrieval-Augmented Generation system that enhances the accuracy and reliability of responses by integrating up-to-date, domain-specific knowledge. Through a robust evaluation framework and real-life testing, we demonstrate that our virtual assistant can effectively meet the needs of students while addressing the inherent challenges of applying Large Language Models to a specialized educational context. This work contributes to the ongoing discourse on improving LLM-based systems for specific applications and highlights areas for further research.

Large-enrollment university courses face persistent challenges in providing timely and scalable instructional support. While generative AI holds promise, its effective use depends on reliability and pedagogical alignment. We present a human-centered case study of AI-assisted support in a Calculus I course, implemented in close collaboration with the course instructor. We developed a system to answer students' questions on a discussion forum, fine-tuning a lightweight language model on 2,588 historical student-instructor interactions. The model achieved 75.3% accuracy on a benchmark of 150 representative questions annotated by five instructors, and in 36% of cases, its responses were rated equal to or better than instructor answers. Post-deployment student survey (N = 105) indicated that students valued the alignment of the responses with the course materials and their immediate availability, while still relying on the instructor verification for trust. We highlight the importance of hybrid human-AI workflows for safe and effective course support.

Reading comprehension systems for low-resource languages face significant challenges in handling unanswerable questions. These systems tend to produce unreliable responses when correct answers are absent from context. To solve this problem, we introduce NCTB-QA, a large-scale Bangla question answering dataset comprising 87,805 question-answer pairs extracted from 50 textbooks published by Bangladesh's National Curriculum and Textbook Board. Unlike existing Bangla datasets, NCTB-QA maintains a balanced distribution of answerable (57.25%) and unanswerable (42.75%) questions. NCTB-QA also includes adversarially designed instances containing plausible distractors. We benchmark three transformer-based models (BERT, RoBERTa, ELECTRA) and demonstrate substantial improvements through fine-tuning. BERT achieves 313% relative improvement in F1 score (0.150 to 0.620). Semantic answer quality measured by BERTScore also increases significantly across all models. Our results establish NCTB-QA as a challenging benchmark for Bangla educational question answering. This study demonstrates that domain-specific fine-tuning is critical for robust performance in low-resource settings.