Teacher

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.

The study examines the adoption of artificial intelligence (AI) tools in education by analyzing the roles of institutional support, teacher confidence, and teacher concerns. It aims to determine whether teacher concerns moderate the relationship between institutional support and two outcomes: teacher confidence and attitudes toward AI adoption. The sample included 260 teachers from the Philippines. Composite scores were calculated for institutional support, confidence, concerns, and attitudes. Moderated multiple regression analysis showed that institutional support significantly predicted both teacher confidence and attitudes toward AI. However, teacher concerns did not significantly moderate these relationships. A follow-up mediation analysis tested whether confidence explains the effect of institutional support on attitudes. Results showed full mediation. The indirect effect was significant based on the Sobel test, and the direct effect became non-significant when confidence was included in the model. This shows that institutional support improves teacher attitudes by increasing their confidence. The study recommends that institutions provide structured and ongoing support to strengthen teacher confidence. Professional development, mentoring, and AI integration in teacher education programs can increase readiness and support effective AI adoption.

This study examines the factors influencing pre-service teachers' behavioral intention to use AI-enabled educational tools during their practicum, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) as the theoretical framework. The model includes the core UTAUT2 constructs such as performance expectancy, effort expectancy, hedonic motivation, social influence, facilitating conditions, price value, and habit. It also incorporates additional predictors including computer self-efficacy, computer anxiety, and computer playfulness. Data were collected from 563 pre-service teachers using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that performance expectancy and hedonic motivation are the strongest predictors of behavioral intention. Computer self-efficacy, computer anxiety, and computer playfulness significantly influenced effort expectancy, although effort expectancy did not directly predict behavioral intention. Performance expectancy was significantly predicted by extrinsic motivation, job fit, relative advantage, and outcome expectations. Constructs such as social influence and facilitating conditions showed limited or inverse effects. These findings suggest that internal motivational, cognitive, and emotional factors are more influential than external or institutional factors in shaping the adoption of AI-enabled tools. The study highlights the importance of promoting personal relevance, confidence, and enjoyment in teacher preparation programs to encourage technology integration.

Identity teacher forcing (ITF) enables stable training of deterministic recurrent surrogates for chaotic dynamical systems and has been highly effective for dynamical systems reconstruction (DSR) with recurrent neural networks (RNNs), including interpretable almost-linear RNNs (AL-RNNs). However, as an intervention-based prediction loss (and thus a generalized Bayes update), teacher forcing need not match the free-running model's marginal likelihood geometry. We compare the objective-induced curvatures of ITF and marginal likelihood in a probabilistic switching augmentation of AL-RNNs, estimating ambiguity-aware observed information via Louis' identity. In the switching setting studied here, conditioning on a single forced regime path (as ITF does) inflates curvature, while marginal likelihood curvature is reduced by a missing-information correction when multiple switching explanations remain plausible. In Lorenz-63 experiments, windowed evidence fine-tuning improves held-out evidence but can degrade dynamical quantities of interest (QoIs) relative to ITF-pretrained models.

Wepresent Alice v1, a 14-billion parameter open-source video generation model that achieves state-of-the-art quality through consistency distillation with score regularization (rCM). Contrary to conventional distillation-which trades quality for speed-we demonstrate that rCM-based distillation can exceed teacher model quality. We attribute this to three mechanisms: (1) the score regularization term acts as a mode-seeking objective that concentrates probability mass on high-quality outputs rather than covering the full teacher distribution, (2) our targeted synthetic data pipeline with hard example mining provides training signal specifically for failure modes (physics, hands, faces) that the teacher handles inconsistently, and (3) consistency enforcement acts as implicit regularization, eliminating "lucky path" dependence on specific noise samples. Alice v1 generates 5-second 720p videos at 24fps in 4 denoising steps (~8 seconds on H100), a 7x speedup over the 50-step teacher while improving VBench score from 84.0 (Wan2.2) to 91.2. This surpasses both the teacher and closed-source systems including Veo3 (~90) and Sora2 (~88) on automated benchmarks, with competitive results in human preference studies. We release all model weights, training code, synthetic data pipelines, and evaluation scripts to advance open research in video generation.

Industrial surface defect detection often suffers from limited defect samples, severe long-tailed distributions, and difficulties in accurately localizing subtle defects under complex backgrounds. To address these challenges, this paper proposes an unsupervised defect detection method that integrates a Denoising Diffusion Probabilistic Model (DDPM) with an asymmetric teacher-student architecture. First, at the data level, the DDPM is trained solely on normal samples. By introducing constant-variance Gaussian perturbations and Perlin noise-based masks, high-fidelity and physically consistent defect samples along with pixel-level annotations are generated, effectively alleviating the data scarcity problem. Second, at the model level, an asymmetric dual-stream network is constructed. The teacher network provides stable representations of normal features, while the student network reconstructs normal patterns and amplifies discrepancies between normal and anomalous regions. Finally, a joint optimization strategy combining cosine similarity loss and pixel-wise segmentation supervision is adopted to achieve precise localization of subtle defects. Experimental results on the MVTecAD dataset show that the proposed method achieves 98.4% image-level AUROC and 98.3% pixel-level AUROC, significantly outperforming existing unsupervised and mainstream deep learning methods. The proposed approach does not require large amounts of real defect samples and enables accurate and robust industrial defect detection and localization. \keywords{Industrial defect detection \and diffusion models \and data generation \and teacher-student architecture \and pixel-level localization}

Knowledge distillation (KD) transfers capabilities from large language models (LLMs) to smaller students, yet it can fail unpredictably and also underpins model leakage risks. Our analysis revealed several distillation traps: tail noise, off-policy instability, and, most fundamentally, the teacher-student gap, that distort training signals. These traps manifest as overconfident hallucinations, self-correction collapse, and local decoding degradation, causing distillation to fail. Motivated by these findings, we propose a post-hoc calibration method that, to the best of our knowledge, for the first time enables control over a teacher's distillability via reinforcement fine-tuning (RFT). Our objective combines task utility, KL anchor, and across-tokenizer calibration reward. This makes distillability a practical safety lever for foundation models, connecting robust teacher-student transfer with deployment-aware model protection. Experiments across math, knowledge QA, and instruction-following tasks show that students distilled from distillable calibrated teachers outperform SFT and KD baselines, while undistillable calibrated teachers retain their task performance but cause distilled students to collapse, offering a practical knob for both better KD and model IP protection.

Fine-grained medical image classification is challenged by subtle inter-class variations and visually ambiguous cases, where confidence estimates often exhibit uncertainty rather than being overconfident. In such scenarios, purely discriminative classifiers may achieve high overall accuracy yet still fail to distinguish between highly similar categories, leading to miscalibrated predictions. We propose T-DuMpRa, a teacher-guided dual-path multi-prototype retrieval-augmented framework, where discriminative classification and multi-prototype retrieval jointly drive both training and prediction. During training, we jointly optimize cross-entropy and supervised contrastive objectives to learn a cosine-compatible embedding geometry for reliable prototype matching. We further employ an exponential moving average (EMA) teacher to obtain smoother representations and build a multi-prototype memory bank by clustering teacher embeddings in the teacher embedding space. Our framework is plug-and-play: it can be easily integrated into existing classification models by constructing a compact prototype bank, thereby improving performance on visually ambiguous cases. At inference, we combine the classifier's predicted distribution with a similarity-based distribution computed via cosine matching to prototypes, and apply a conservative confidence-gated fusion that activates retrieval only when the classifier's prediction is uncertain and the retrieval evidence is decisive and conflicting, otherwise keeping confident predictions unchanged. On HAM10000 and ISIC2019, our method yields 0.68%-0.21% and 0.44%-2.69% improvements on 5 different backbones. And visualization analysis proves our model can enhance the model's ability to handle visually ambiguous cases.

WeatherSeg, an advanced semi-supervised segmentation framework, addresses autonomous driving's environmental perception challenges in adverse weather while reducing annotation costs. This framework integrates a Dual Teacher-Student Weight-Sharing Model (DTSWSM) that enables knowledge distillation from weather-affected images, and a Classifier Weight Updating Attention Mechanism (CWUAM) that dynamically adjusts classifier weights based on environmental attributes. Comprehensive evaluations demonstrate that WeatherSeg significantly outperforms baseline models in both accuracy and robustness across various weather conditions, including clear, rainy, cloudy, and foggy scenarios, establishing it as an effective solution for all-weather semantic segmentation in autonomous driving and related applications.

Recent advances in reasoning models have shown remarkable progress in text-based domains, but transferring those capabilities to multimodal settings, e.g., to allow reasoning over audio-visual data, still remains a challenge, in part because of the limited availability of high-quality reasoning data in targeted multimodal combinations. To address this problem, we introduce AVRT, a novel framework that generates high-quality audio-visual reasoning traces from single-modality teacher models. We generate independent vision- and audio-reasoning traces via models specialized to reason over their respective modalities and merge the resulting traces with an LLM merger model. The resulting multimodal traces are used in a supervised fine-tuning (SFT) cold start to adapt the target model to audio-visual reasoning traces first, before training it in a second reinforcement learning stage on larger-scale data. Evaluated on seven audio-visual and audio benchmarks, our 3B and 7B parameter models achieve state-of-the-art results among models of comparable size including OmniBench and DailyOmni for audio-visual and MMAR for audio-only reasoning, showing that cross-modal training also transfers to single-modality tasks and establishing a new training pipeline for multimodal reasoning models.

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We measure intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score; evaluating 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Among the models tested, Gemma 3 27B and Aya Expanse 32B emerge as consistently effective teachers across different student base model families. Further analyses reveal that model scale alone does not significantly predict teacher effectiveness; instead, data qualities such as prompt diversity, length, and response fluency capture over 93.3% of variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and translating from or responding to existing prompts, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

Chain-of-thought (CoT) distillation transfers reasoning behaviors from a strong teacher to a smaller student, but prior work reports a capacity gap: distillation may fail when the teacher-student capability mismatch is large. We revisit the capacity gap from a practical perspective by re-examining commonly used experimental settings. Notably, we find that CoT distillation often degrades performance compared to the student's pre-distillation baseline, and that some settings used in prior work, while suitable for establishing the capacity gap as a phenomenon, do not reflect realistic deployment scenarios. Complementing prior work that establishes the capacity gap, we evaluate its practical impact under more realistic settings and find that it does not consistently dominate; stronger teachers tend to be preferable when candidate teachers differ substantially in performance. Our results offer practical guidance for selecting teacher-student pairs in CoT distillation.

Generative artificial intelligence (GenAI) is increasingly used in education, posing significant challenges for teachers adapting to these changes. GenAI offers unprecedented opportunities for accessibility, scalability and productivity in educational tasks. However, the automation of teaching tasks through GenAI raises concerns about reduced teacher agency, potential cognitive atrophy, and the broader deprofessionalisation of teaching. Drawing findings from prior literature on AI in Education, and refining through a recent systematic literature review, this chapter presents a conceptualisation of five levels of teacher-AI teaming: transactional, situational, operational, praxical and synergistic teaming. The framework aims to capture the nuanced dynamics of teacher-AI interactions, particularly with GenAI, that may lead to the replacement, complementarity, or augmentation of teachers' competences and professional practice. GenAI technological affordances required in supporting teaming, along with empirical studies, are discussed. Drawing on empirical observations, we outline a future vision that moves beyond individual teacher agency toward collaborative decision-making between teachers and AI, in which both agents engage in negotiation, constructive challenge, and co-reasoning that enhance each other's capabilities and enable outcomes neither could realise independently. Further discussion of socio-technical factors beyond teacher-AI teaming is also included to streamline the synergy of teachers and AI in education ethically and practically.

The facts a language model stores are tied to its parameter count, so small models that fit on edge devices fail on expert problems, which need specialized knowledge and follow multi-step procedures. Fine-tuning for a specific domain or task writes the knowledge into the parameters but must be repeated for every model and domain, and a retrieved passage leaves the model to find the relevant fact and apply it on its own. We introduce instruction retrieval, which distills a teacher model's expertise into a corpus of instructions tailored so that a small model can follow. For each cluster of a domain's problems, the teacher writes one instruction with the background knowledge the cluster depends on, a procedure for that kind of problem, and the common mistakes made on it. This reusable corpus needs only to be built once per domain and requires no run-time teacher access. At inference, a frozen small model retrieves the instructions nearest its question and follows them, with no fine-tuning. Across medicine, law, and mathematics benchmarks, we demonstrate the corpus improves over zero-shot on every task and over few-shot prompting, self-consistency, and other retrieved text on medicine and law. On MedQA the corpus raises mean accuracy by 10.6 points, where retrieved textbook passages raise it by 3.9 and few-shot examples from the same teacher lower it. An error analysis shows that only the background knowledge fixes the questions a small model always gets wrong, and that the procedure and common mistakes fix only the questions where it wavers between options. Our results show that automatically retrieved inference-time procedural guidance and domain knowledge can yield substantial gains for small models.

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.

Distilling reasoning traces from strong teacher models has become the standard recipe for building capable small language models. Yet reasoning traces are 5-20$\times$ longer than standard instruction fine-tuning (IFT) outputs, meaning every practitioner who chooses reasoning distillation implicitly forgoes training a larger IFT model on the same compute budget. Whether this trade-off is worthwhile remains unaddressed. We study it with a controlled experiment: a single teacher generates paired IFT and reasoning outputs for identical prompts by toggling only its reasoning mode, isolating supervision format as the sole variable. Training students at five scales (0.5B to 14B) and evaluating on 18 benchmarks, we find that at matched FLOPs, IFT lies on or near the Pareto frontier across the majority of configurations. Reasoning reaches the Pareto frontier only on open-ended tasks at 7B and above. Even there, a sequential curriculum mixing just 25-50% reasoning data with IFT captures most of the accuracy benefit at far lower compute cost.

Large language models (LLMs) demonstrate remarkable reasoning capabilities in tasks such as algorithmic coding and mathematical problem-solving. Recent methods have improved reasoning through expanded corpus and multistage training combining reinforcement learning and supervised fine-tuning. Although some methods suggest that small but targeted dataset can incentivize reasoning via only distillation, a reasoning scaling laws is still taking shape, increasing computational costs. To address this, we propose a data-efficient distillation framework (DED) that optimizes the Pareto frontier of reasoning distillation. Inspired by the on-policy learning and diverse roll-out strategies of reinforcement learning, the key idea of our approach is threefold: (1) We identify that benchmark scores alone do not determine an effective teacher model. Through comprehensive comparisons of leading reasoning LLMs, we develop a method to select an optimal teacher model. (2) While scaling distillation can enhance reasoning, it often degrades out-of-domain performance. A carefully curated, smaller corpus achieves a balanced trade-off between in-domain and out-of-domain capabilities. (3) Diverse reasoning trajectories encourage the student model to develop robust reasoning skills. We validate our method through evaluations on mathematical reasoning (AIME 2024/2025, MATH-500) and code generation (LiveCodeBench), achieving state-of-the-art results with only 0.8k carefully curated examples, bypassing the need for extensive scaling. Our systematic analysis demonstrates that DED outperforms existing methods by considering factors beyond superficial hardness, token length, or teacher model capability. This work offers a practical and efficient pathway to advanced reasoning while preserving general capabilities.

Training high-performing Small Language Models (SLMs) remains costly, even with knowledge distillation and pruning from larger teacher models. Existing work often faces three key challenges: (1) information loss from hard pruning, (2) inefficient alignment of representations, and (3) underutilization of informative activations, particularly from Feed-Forward Networks (FFNs). To address these challenges, we introduce Low-Rank Clone (LRC), an efficient pre-training method that constructs SLMs aspiring to behavioral equivalence with strong teacher models. LRC trains a set of low-rank projection matrices that jointly enable soft pruning by compressing teacher weights, and activation clone by aligning student activations, including FFN signals, with those of the teacher. This unified design maximizes knowledge transfer while removing the need for explicit alignment modules. Extensive experiments with open-source teachers (e.g., Llama-3.2-3B-Instruct, Qwen2.5-3B/7B-Instruct) show that LRC matches or surpasses state-of-the-art models trained on trillions of tokens--while using only 20B tokens, achieving over 1,000x training efficiency. Our codes and model checkpoints are available at https://github.com/CURRENTF/LowRankClone and https://huggingface.co/collections/JitaiHao/low-rank-clone-lrc-6828389e96a93f1d4219dfaf.

Knowledge distillation is widely used to transfer behavior from a large teacher model to a smaller student. It is often assumed to be safe when the teacher is clean, because classic backdoor attacks rely on poisoned labels and triggers in supervised training, whereas distillation trains the student to match a teacher's outputs. We show that this assumption can fail when the distillation dataset itself is poisoned. Our attack injects triggered and manipulated images that a clean teacher already predicts as an attacker chosen target label, which causes the student to learn a backdoor even though the teacher remains unaffected. We evaluate this threat across multiple manipulation strategies, including targeted adversarial perturbations and targeted GAN based class transitions, and study how distillation settings influence both accuracy and attack success. We show that the attack remains effective even at a 10% poisoning rates. The results demonstrate that a clean teacher alone is not a sufficient safeguard: poisoned distillation data can produce a strongly backdoored student while maintaining competitive performance on clean images. These findings show that the integrity and provenance of distillation data are part of the security boundary of data intensive KD pipelines, even when the teacher itself is trusted.

Knowledge distillation (KD) has been widely studied in unsupervised image Anomaly Detection (AD), but its application to unsupervised multimodal AD remains underexplored. Existing KD-based methods for multimodal AD that use fused multimodal features to obtain teacher representations face challenges. Anomalies that only exist in one modality may not be effectively captured in the fused teacher features, leading to detection failures. Besides, these methods do not fully leverage the rich intra- and inter-modality information that are critical for effective anomaly detection. In this paper, we propose Tuned Reverse Distillation (TRD) based on Multi-branch design to realize Multimodal Industrial AD. By assigning independent branches to each modality, our method enables finer detection of anomalies within each modality. Furthermore, we enhance the interaction between modalities during the distillation process by designing two Crossmodal Tuners including Crossmodal Filter and Amplifier. With the idea of crossmodal mapping, the student network is allowed to better learn normal features while anomalies in all modalities are ensured to be effectively detected. Experimental verifications on multimodal AD datasets demonstrate that our method achieves state-of-the-art performance in multimodal anomaly detection and localization. Code is available at https://github.com/hito2448/TRD.

Existing approaches to post-train models for long-context tasks face complementary limitations: (i) supervised fine-tuning (SFT) provides stable supervision but suffers from exposure bias; (ii) reinforcement learning methods such as Group Relative Policy Optimization (GRPO) train on model-generated trajectories but struggle with long-horizon credit assignment and sparse rewards; and (iii) on-policy distillation (OPD) provides dense token-level guidance but does not directly optimize task rewards. We study these complementary strategies for long-context alignment and derive a recipe that combines GRPO with OPD-style teacher guidance: the student learns from its own rollouts using outcome-level rewards, while a stronger teacher provides dense token-level regularization in place of the standard reference policy. This is especially useful when process-level supervision is difficult to obtain. To support this study, we introduce LongBlocks, a synthetic multilingual dataset spanning multi-hop reasoning, contextual grounding, and long-form generation. Through controlled ablations, we isolate the roles of cold-start initialization, teacher anchoring, and data mixing, showing that our recipe yields a more stable and effective path to long-context reasoning than GRPO or OPD while preserving short-context capabilities.

Novice math teachers often encounter students' mistakes that are difficult to diagnose and remediate. Misconceptions are especially challenging because teachers must explain what went wrong and how to solve them. Although many existing large language model (LLM) platforms can assist in generating instructional feedback, these LLMs loosely connect pedagogical knowledge and student mistakes, which might make the guidance less actionable for teachers. To address this gap, we propose MisEdu-RAG, a dual-hypergraph-based retrieval-augmented generation (RAG) framework that organizes pedagogical knowledge as a concept hypergraph and real student mistake cases as an instance hypergraph. Given a query, MisEdu-RAG performs a two-stage retrieval to gather connected evidence from both layers and generates a response grounded in the retrieved cases and pedagogical principles. We evaluate on \textit{MisstepMath}, a dataset of math mistakes paired with teacher solutions, as a benchmark for misconception-aware retrieval and response generation across topics and error types. Evaluation results on \textit{MisstepMath} show that, compared with baseline models, MisEdu-RAG improves token-F1 by 10.95% and yields up to 15.3% higher five-dimension response quality, with the largest gains on \textit{Diversity} and \textit{Empowerment}. To verify its applicability in practical use, we further conduct a pilot study through a questionnaire survey of 221 teachers and interviews with 6 novices. The findings suggest that MisEdu-RAG provides diagnosis results and concrete teaching moves for high-demand misconception scenarios. Overall, MisEdu-RAG demonstrates strong potential for scalable teacher training and AI-assisted instruction for misconception handling. Our code is available on GitHub: https://github.com/GEMLab-HKU/MisEdu-RAG.

Terminology-aware translation asks for more than a correct translation: the output must use the exact terms a glossary prescribes. The standard recipe, fine-tuning on glossary-annotated translation pairs, hides an inefficiency: for most examples the glossary prescribes exactly what the model would have produced anyway, so they teach nothing about following a glossary. We therefore keep only the examples where the model's own translation contradicts the glossary. In a controlled study at fixed data volume, this selection alone raises term accuracy from 78.7% to 89.9%. The filtered data, built by a two-way synthetic pipeline on open models, is part of the instruction-tuning mixture of our public release SalamandraTA-7b-instruct v3.0, which, used exactly as released and wrapped in a document-level inference pipeline, forms the BSC submission to the WMT26 Terminology Shared Task Track 1. At the official WMT26 evaluation, our system achieves 94.2% term success at 74.6 chrF++, with only two of the twenty-two submissions outperforming it on both metrics. On last year's benchmark, it also surpasses our GRPO-based system, despite being trained solely with ordinary supervised fine-tuning.