Multi-Teacher Knowledge Distillation

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

Large Vision-Language Models (VLMs) are successful in addressing a multitude of vision-language understanding tasks, such as Visual Question Answering (VQA), but their memory and compute requirements remain a concern for practical deployment. A promising class of techniques for mitigating this concern is Knowledge Distillation, where knowledge from a high-capacity Teacher network is transferred to a considerably smaller Student network. However, the capacity gap between the two networks is both a blessing and a curse: the smaller the Student network, the better its efficiency, and the stronger (typically, also larger) the Teacher, the more knowledge it carries; yet, beyond a point, the larger capacity gap between the two leads to worse knowledge transfer. To counter this effect, we propose a bottom-up cascaded knowledge distillation (CKD) framework. Instead of treating knowledge transfer as an activity involving one high-capacity Teacher (or an ensemble of such), inspired by human formal education systems, we introduce one (potentially, more) additional Teacher(s) of intermediate capacity that gradually bring the Student network to the next level, where the next (higher-capacity) Teacher can take over. We provide a theoretical analysis to motivate why progressive reduction of the Teacher-Student gap may improve distillation. We apply the proposed framework on models built upon the LLaVA methodology and evaluate the derived models on seven standard, publicly available VQA benchmarks, demonstrating competitive performance with recent compact VLMs. Source code for cascaded distillation and trained models are available at https://github.com/IDT-ITI/LLaVA-CKD.

Designing proteins with desired functions or properties represents a core goal in synthetic biology and drug discovery. Recent advances in protein language models (PLMs) have enabled the generation of highly designable protein sequences, while preference alignment provides a promising way to steer designs toward desired functions and properties. Nevertheless, they often trigger catastrophic forgetting of pretrained knowledge, degrading basic designability and failing to balance multiple competing objectives. To address these issues, we draw inspiration from On-Policy Distillation (OPD), an advanced post-training method renowned for mitigating catastrophic forgetting through its mode-seeking nature. In this work, we propose ProteinOPD, a multi-objective preference alignment framework that can effectively balance multiple preference objectives while maintaining the inherent designability of PLMs. ProteinOPD adapts a pretrained PLM into preference-specific teachers and distills their knowledge into a shared student via token-level OPD on the student's own trajectories. During this process, the student is aligned to a unique normalized geometric consensus of weighted teachers while ensuring bounded optimization under conflicts. This bridges the gap for OPD in multi-objective/teacher alignment. Extensive experiments show that ProteinOPD achieves substantial gains on target preference objectives without compromising the designability, with an 8x training speedup over RL-based alignment competitors.

Recent advancements in Neural Machine Translation (NMT) have significantly improved translation quality. However, the increasing size and complexity of state-of-the-art models present significant challenges for deployment on resource-limited devices. Knowledge distillation (KD) is a promising approach for compressing models, but its effectiveness diminishes when there is a large capacity gap between teacher and student models. To address this issue, we propose Evolving Knowledge Distillation (EKD), a progressive training framework in which the student model learns from a sequence of teachers with gradually increasing capacities. Experiments on IWSLT-14, WMT-17, and WMT-23 benchmarks show that EKD leads to consistent improvements at each stage. On IWSLT-14, the final student achieves a BLEU score of 34.24, narrowing the gap to the strongest teacher (34.32 BLEU) to just 0.08 BLEU. Similar trends are observed on other datasets. These results demonstrate that EKD effectively bridges the capacity gap, enabling compact models to achieve performance close to that of much larger teacher models.Code and models are available at https://github.com/agi-content-generation/EKD.

On-policy distillation (OPD) has recently emerged as an effective post-training paradigm for consolidating the capabilities of specialized expert models into a single student model. Despite its empirical success, the conditions under which OPD yields reliable improvement remain poorly understood. In this work, we identify two fundamental bottlenecks that limit effective OPD: insufficient exploration of informative states and unreliable teacher supervision for student rollouts. Building on this insight, we propose Uni-OPD, a unified OPD framework that generalizes across Large Language Models (LLMs) and Multimodal Large Language Models (MLLMs), centered on a dual-perspective optimization strategy. Specifically, from the student's perspective, we adopt two data balancing strategies to promote exploration of informative student-generated states during training. From the teacher's perspective, we show that reliable supervision hinges on whether aggregated token-level guidance remains order-consistent with the outcome reward. To this end, we develop an outcome-guided margin calibration mechanism to restore order consistency between correct and incorrect trajectories. We conduct extensive experiments on 5 domains and 16 benchmarks covering diverse settings, including single-teacher and multi-teacher distillation across LLMs and MLLMs, strong-to-weak distillation, and cross-modal distillation. Our results verify the effectiveness and versatility of Uni-OPD and provide practical insights into reliable OPD.

Distilling large reasoning models is essential for making Long-CoT reasoning practical, as full-scale inference remains computationally prohibitive. Existing curation-based approaches select complete reasoning traces post-hoc, overlooking collaboration among heterogeneous teachers and lacking dynamic exploration, which leads to redundant sampling and missed complementary reasoning. We introduce CoRD, a collaborative multi-teacher decoding framework that performs step-wise reasoning synthesis guided by predictive perplexity-based scoring and beam search. This enables heterogeneous LRMs to jointly construct coherent reasoning trajectories while efficiently preserving diverse, high-potential hypotheses. Experiments show that CoRD produces higher-quality reasoning data and achieves near teacher-level student performance with fewer, structured supervision signals, without substantial efficiency overhead. CoRD further generalizes well to out-of-domain and open-ended settings. The dataset and model are available at https://github.com/DISL-Lab/CoRD.

On-policy distillation (OPD) trains a student on its own trajectories under token-level teacher supervision, but existing methods are capped by a single-teacher capability ceiling: when the teacher errs, the student inherits the error. OPD also remains largely unexplored in agentic tasks, where per-step errors compound across long trajectories and destabilize training. We propose MAD-OPD (Multi-Agent Debate-driven On-Policy Distillation), which breaks this ceiling by recasting the distillation teacher as a deliberative collective of teachers that debate over the student's on-policy state; the debate produces an emergent collective intelligence that supplies token-level supervision, with each teacher's contribution weighted by its post-debate confidence. To extend OPD to agentic tasks, we also introduce On-Policy Agentic Distillation (OPAD), which adds step-level sampling to stabilize training under multi-step error compounding. We additionally derive a task-adaptive divergence principle, selecting JSD (Jensen-Shannon divergence) for agentic stability and reverse KL (Kullback-Leibler) divergence for code generation, and verify it both theoretically and empirically. Across six teacher-student configurations (Qwen3 and Qwen3.5; 1.7B-14B students, 8B-32B teachers) and five agentic and code benchmarks, MAD-OPD ranks first across all six configurations; on the 14B+8B$\to$4B setting it lifts the agentic average by $+2.4\%$ and the code average by $+3.7\%$ over the stronger single-teacher OPD.

RLVR and OPD have become standard paradigms for post-training. We provide a unified analysis of these two paradigms in consolidating multiple expert capabilities into a single model, identifying capability loss in different ways: mixed RLVR suffers from inter-capability divergence cost, while the pipeline of first training experts and then performing OPD, though avoiding divergence, fails to fully absorb teacher capabilities due to large behavioral pattern gaps between teacher and student. We propose Co-Evolving Policy Distillation (CoPD), which encourages parallel training of experts and introduces OPD during each expert's ongoing RLVR training rather than after complete expert training, with experts serving as mutual teachers (making OPD bidirectional) to co-evolve. This enables more consistent behavioral patterns among experts while maintaining sufficient complementary knowledge throughout. Experiments validate that CoPD achieves all-in-one integration of text, image, and video reasoning capabilities, significantly outperforming strong baselines such as mixed RLVR and MOPD, and even surpassing domain-specific experts. The model parallel training pattern offered by CoPD may inspire a novel training scaling paradigm.

We study multiteacher knowledge distillation for low resource abstractive summarization from a reliability aware perspective. We introduce EWAD (Entropy Weighted Agreement Aware Distillation), a token level mechanism that routes supervision between teacher distillation and gold supervision based on inter teacher agreement, and CPDP (Capacity Proportional Divergence Preservation), a geometric constraint on the student position relative to heterogeneous teachers. Across two Bangla datasets, 13 BanglaT5 ablations, and eight Qwen2.5 experiments, we find that logit level KD provides the most reliable gains, while more complex distillation improves semantic similarity for short summaries but degrades longer outputs. Cross lingual pseudo label KD across ten languages retains 71-122 percent of teacher ROUGE L at 3.2x compression. A human validated multi judge LLM evaluation further reveals calibration bias in single judge pipelines. Overall, our results show that reliability aware distillation helps characterize when multi teacher supervision improves summarization and when data scaling outweighs loss engineering.

Knowledge distillation transfers knowledge from large teacher models to smaller students for efficient inference. While existing methods primarily focus on distillation strategies, they often overlook the importance of enhancing teacher knowledge quality. In this paper, we propose Text-guided Multi-view Knowledge Distillation (TMKD), which leverages dual-modality teachers, a visual teacher and a text teacher (CLIP), to provide richer supervisory signals. Specifically, we enhance the visual teacher with multi-view inputs incorporating visual priors (edge and high-frequency features), while the text teacher generates semantic weights through prior-aware prompts to guide adaptive feature fusion. Additionally, we introduce vision-language contrastive regularization to strengthen semantic knowledge in the student model. Extensive experiments on five benchmarks demonstrate that TMKD consistently improves knowledge distillation performance by up to 4.49%, validating the effectiveness of our dual-teacher multi-view enhancement strategy. Code is available at https://anonymous.4open.science/r/TMKD-main-44D1.

Running AI models on smart edge devices can unlock versatile user experiences, but presents challenges due to limited compute and the need to handle multiple tasks simultaneously. This requires a vision encoder with small size but powerful and versatile representations. We present our method, Efficient Universal Perception Encoder (EUPE), which offers both inference efficiency and universally good representations for diverse downstream tasks. We achieve this by distilling from multiple domain-expert foundation vision encoders. Unlike previous agglomerative methods that directly scale down from multiple teachers to an efficient encoder, we demonstrate the importance of first scaling up to a large proxy teacher and then scaling down from this single teacher. Experiments show that EUPE achieves on-par or better performance than individual domain experts of the same size on diverse task domains and also outperforms previous agglomerative encoders. We release the full family of EUPE models and the code to foster future research.

As one of the most important underwater sensing technologies, forward-looking sonar exhibits unique imaging characteristics. Sonar images are often affected by severe speckle noise, low texture contrast, acoustic shadows, and geometric distortions. These factors make it difficult for traditional teacher-student frameworks to achieve satisfactory performance in sonar semantic segmentation tasks under extremely limited labeled data conditions. To address this issue, we propose a Collaborative Teacher Semantic Segmentation Framework for forward-looking sonar images. This framework introduces a multi-teacher collaborative mechanism composed of one general teacher and multiple sonar-specific teachers. By adopting a multi-teacher alternating guidance strategy, the student model can learn general semantic representations while simultaneously capturing the unique characteristics of sonar images, thereby achieving more comprehensive and robust feature modeling. Considering the challenges of sonar images, which can lead teachers to generate a large number of noisy pseudo-labels, we further design a cross-teacher reliability assessment mechanism. This mechanism dynamically quantifies the reliability of pseudo-labels by evaluating the consistency and stability of predictions across multiple views and multiple teachers, thereby mitigating the negative impact caused by noisy pseudo-labels. Notably, on the FLSMD dataset, when only 2% of the data is labeled, our method achieves a 5.08% improvement in mIoU compared to other state-of-the-art approaches.

Traditional black-box distillation for Large Vision-Language Models (LVLMs) typically relies on a single teacher response per input, which often yields high-variance responses and format inconsistencies in multimodal or temporal scenarios. To mitigate this unreliable supervision, we propose R-MSD (Reliable Multi-Sample Distillation), a framework that explicitly models teacher sampling variance to enhance distillation stability. Rather than relying on a single teacher response, our approach leverages a task-adaptive teacher pool to provide robust supervision tailored to both closed-ended and open-ended reasoning. By integrating quality-aware signal matching with an adversarial distillation objective, our approach effectively filters teacher noise while maximizing knowledge transfer. Extensive evaluations across comprehensive video understanding benchmarks demonstrate that R-MSD consistently outperforms single sample distillation methods. We additionally include an original SFT+RL 4B baseline under the same training budget, which shows only marginal gains, while our method achieves significant improvements. With a 4B student model, our approach delivers gains on VideoMME (+1.5%), Video-MMMU (+3.2%), and MathVerse (+3.6%).

Pretraining for electroencephalogram (EEG) foundation models has predominantly relied on self-supervised masked reconstruction, a paradigm largely adapted from and inspired by the success of vision and language foundation models. However, unlike images and text, EEG datasets are notoriously expensive to collect and characterized by low signal-to-noise ratio. These challenges introduce difficulties in scaling the EEG foundation models and capturing the underlying neural semantics through reconstruction. In this work, we ask the question: can we stand on the shoulders of well-established foundation models from well-represented modalities to bootstrap the pretraining of EEG foundation models? We first demonstrate that mainstream foundation models, such as those from vision and time series, transfer surprisingly well to EEG domain. To this end, we propose the Multi-Teacher Distillation Pretraining (MTDP) framework for pretraining EEG foundation models via a two-stage multi-teacher distillation. In the first stage, we introduce a learnable gating network to fuse representations from diverse teachers (e.g., DINOv3 and Chronos) via a masked latent denoising objective. In the second stage, we distill the fused representation into an EEG foundation model. Extensive evaluations across 9 downstream tasks and 12 datasets demonstrate that our MTDP-based EEG foundation model outperforms its self-supervised counterparts while requiring only 25% of the pretraining data.

Foundation models are transforming Earth Observation (EO), yet the diversity of EO sensors and modalities makes a single universal model unrealistic. Multiple specialized EO foundation models (EOFMs) will likely coexist, making efficient knowledge transfer across modalities essential. Most existing EO pretraining relies on masked image modeling, which emphasizes local reconstruction but provides limited control over global semantic structure. To address this, we propose a dual-teacher contrastive distillation framework for multispectral imagery that aligns the student's pretraining objective with the contrastive self-distillation paradigm of modern optical vision foundation models (VFMs). Our approach combines a multispectral teacher with an optical VFM teacher, enabling coherent cross-modal representation learning. Experiments across diverse optical and multispectral benchmarks show that our model adapts to multispectral data without compromising performance on optical-only inputs, achieving state-of-the-art results in both settings, with an average improvement of 3.64 percentage points in semantic segmentation, 1.2 in change detection, and 1.31 in classification tasks. This demonstrates that contrastive distillation provides a principled and efficient approach to scalable representation learning across heterogeneous EO data sources. Project page: \textcolor{magenta}{https://wolfilip.github.io/DEO/}.

Temporal knowledge graphs (TKGs) support reasoning over time-evolving facts, yet state-of-the-art models are often computationally heavy and costly to deploy. Existing compression and distillation techniques are largely designed for static graphs; directly applying them to temporal settings may overlook time-dependent interactions and lead to performance degradation. We propose an LLM-assisted distillation framework specifically designed for temporal knowledge graph reasoning. Beyond a conventional high-capacity temporal teacher, we incorporate a large language model as an auxiliary instructor to provide enriched supervision. The LLM supplies broad background knowledge and temporally informed signals, enabling a lightweight student to better model event dynamics without increasing inference-time complexity. Training is conducted by jointly optimizing supervised and distillation objectives, using a staged alignment strategy to progressively integrate guidance from both teachers. Extensive experiments on multiple public TKG benchmarks with diverse backbone architectures demonstrate that the proposed approach consistently improves link prediction performance over strong distillation baselines, while maintaining a compact and efficient student model. The results highlight the potential of large language models as effective teachers for transferring temporal reasoning capability to resource-efficient TKG systems.

Training student models on synthetic data generated by strong teacher models is a promising way to distilling the capabilities of teachers. However, recent studies show that stronger models are not always optimal teachers, revealing a mismatch between teacher outputs and student learnability. To address this issue, we propose PerSyn (Personalized data Synthesis), a novel synthesis strategy that operates under a new Route then Generate'' paradigm to create data tailored to each student model, enabling it to learn more effectively. Specifically, PerSyn first assigns each prompt to its optimal teacher via a query-level router that jointly considers student learnability and teacher response quality. Each teacher then synthesizes data only for its assigned prompts, making the process more efficient than the conventional Generate then Select'' paradigm, where all teachers must generate parallel responses for the entire prompt set before constructing the final dataset. Extensive experiments across different model families and scales demonstrate that PerSyn consistently achieves superior or comparable performance to all baselines in instruct tuning and math reasoning settings. Further analysis verifies the effectiveness of PerSyn and offers extra insights to propel future research.

A novel Learning-by-Education Node Community framework (LENC) for Collaborative Knowledge Distillation (CKD) is presented, which facilitates continual collective learning through effective knowledge exchanges among diverse deployed Deep Neural Network (DNN) peer nodes. These DNNs dynamically and autonomously adopt either the role of a student, seeking knowledge, or that of a teacher, imparting knowledge, fostering a collaborative learning environment. The proposed framework triggers knowledge transfer via autonomous teacher discovery and stream-driven DNN distillation as needed, while enhancing their learning capabilities and promoting their collaboration. LENC addresses the challenges of handling diverse training data distributions and the limitations of individual DNN node learning abilities. \hl{It enables the exploitation of selected peer-teacher knowledge upon learning a new task and mitigates catastrophic forgetting in DNN nodes.} \hl{Additionally, it supports task-boundary-free continual adaptation in distributed settings via autonomous role assignment and modular forgetting mitigation, as DNN nodes receive no explicit task-boundary metadata during deployment.} Experimental evaluation on a proof-of-concept implementation demonstrates the LENC framework's functionalities and benefits across multiple DNN learning and inference scenarios. The conducted experiments showcase its ability to gradually improve the average test accuracy of the community of interacting DNN nodes in image classification problems, by appropriately leveraging the collective knowledge of all node peers. The LENC framework achieves strong performance in on-line unlabelled CKD.