Daily Papers

Visual-language models (VLMs) excel at data mappings, but real-world document heterogeneity and unstructuredness disrupt the consistency of cross-modal embeddings. Recent late-interaction methods enhance image-text alignment through multi-vector representations, yet traditional training with limited samples and static strategies cannot adapt to the model's dynamic evolution, causing cross-modal retrieval confusion. To overcome this, we introduce Evo-Retriever, a retrieval framework featuring an LLM-guided curriculum evolution built upon a novel Viewpoint-Pathway collaboration. First, we employ multi-view image alignment to enhance fine-grained matching via multi-scale and multi-directional perspectives. Then, a bidirectional contrastive learning strategy generates "hard queries" and establishes complementary learning paths for visual and textual disambiguation to rebalance supervision. Finally, the model-state summary from the above collaboration is fed into an LLM meta-controller, which adaptively adjusts the training curriculum using expert knowledge to promote the model's evolution. On ViDoRe V2 and MMEB (VisDoc), Evo-Retriever achieves state-of-the-art performance, with nDCG@5 scores of 65.2% and 77.1%.

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

Self-play with large language models has emerged as a promising paradigm for achieving self-improving artificial intelligence. However, existing self-play frameworks often suffer from optimization instability, due to (i) non-stationary objectives induced by solver-dependent reward feedback for the Questioner, and (ii) bootstrapping errors from self-generated pseudo-labels used to supervise the Solver. To mitigate these challenges, we introduce DARC (Decoupled Asymmetric Reasoning Curriculum), a two-stage framework that stabilizes the self-evolution process. First, we train the Questioner to synthesize difficulty-calibrated questions, conditioned on explicit difficulty levels and external corpora. Second, we train the Solver with an asymmetric self-distillation mechanism, where a document-augmented teacher generates high-quality pseudo-labels to supervise the student Solver that lacks document access. Empirical results demonstrate that DARC is model-agnostic, yielding an average improvement of 10.9 points across nine reasoning benchmarks and three backbone models. Moreover, DARC consistently outperforms all baselines and approaches the performance of fully supervised models without relying on human annotations.The code is available at https://github.com/RUCBM/DARC.

Co-evolutionary self-play, where one language model generates problems and another solves them, promises autonomous curriculum learning without human supervision. In practice, the proposer quickly converges to a narrow distribution of problems that satisfy the reward function. This diversity collapse renders the curriculum uninformative for the solver, stalling the co-evolutionary loop. We introduce vocabulary dropout, a random mask applied to the proposer's output logits during both policy training and curriculum generation, as a lightweight mechanism to sustain diversity. The mask is hard and non-stationary, preventing the proposer from locking into fixed token sequences. Training Qwen3-4B and Qwen3-8B on mathematical reasoning via R-Zero, we find that vocabulary dropout sustains proposer diversity across lexical, semantic, and functional metrics throughout training, and yields solver improvements averaging +4.4 points at 8B, with the largest gains on competition-level benchmarks. Our findings suggest that explicit action-space constraints, analogous to the structural role that game rules play in classical self-play, can help sustain productive co-evolution in language. Vocabulary dropout is one simple instantiation of this principle.

Training capable Large Language Model (LLM) agents is critically bottlenecked by the high cost and static nature of real-world interaction data. We address this by introducing GenEnv, a framework that establishes a difficulty-aligned co-evolutionary game between an agent and a scalable, generative environment simulator. Unlike traditional methods that evolve models on static datasets, GenEnv instantiates a dataevolving: the simulator acts as a dynamic curriculum policy, continuously generating tasks specifically tailored to the agent's ``zone of proximal development''. This process is guided by a simple but effective α-Curriculum Reward, which aligns task difficulty with the agent's current capabilities. We evaluate GenEnv on five benchmarks, including API-Bank, ALFWorld, BFCL, Bamboogle, and TravelPlanner. Across these tasks, GenEnv improves agent performance by up to +40.3\% over 7B baselines and matches or exceeds the average performance of larger models. Compared to Gemini 2.5 Pro-based offline data augmentation, GenEnv achieves better performance while using 3.3times less data. By shifting from static supervision to adaptive simulation, GenEnv provides a data-efficient pathway for scaling agent capabilities.

Reinforcement learning with verifiable rewards improves reasoning in large language models (LLMs), but many methods still rely on large human-labeled datasets. While self-play reduces this dependency, it often lacks explicit planning and strong quality control, limiting stability in long-horizon multi-step reasoning. We present SAGE (Self-evolving Agents for Generalized reasoning Evolution), a closed-loop framework where four agents: Challenger, Planner, Solver, and Critic, co-evolve from a shared LLM backbone using only a small seed set. The Challenger continuously generates increasingly difficult tasks; the Planner converts each task into a structured multi-step plan; and the Solver follows the plan to produce an answer, whose correctness is determined by external verifiers. The Critic scores and filters both generated questions and plans to prevent curriculum drift and maintain training signal quality, enabling stable self-training. Across mathematics and code-generation benchmarks, SAGE delivers consistent gains across model scales, improving the Qwen-2.5-7B model by 8.9% on LiveCodeBench and 10.7% on OlympiadBench.

Large Language Models (LLMs) have achieved significant success in complex reasoning but remain bottlenecked by reliance on expert-annotated data and external verifiers. While existing self-evolution paradigms aim to bypass these constraints, they often fail to identify the optimal learning zone and risk reinforcing collective hallucinations and incorrect priors through flawed internal feedback. To address these challenges, we propose Autonomous Evolutionary Reasoning Optimization (AERO), an unsupervised framework that achieves autonomous reasoning evolution by internalizing self-questioning, answering, and criticism within a synergistic dual-loop system. Inspired by the Zone of Proximal Development (ZPD) theory, AERO utilizes entropy-based positioning to target the ``solvability gap'' and employs Independent Counterfactual Correction for robust verification. Furthermore, we introduce a Staggered Training Strategy to synchronize capability growth across functional roles and prevent curriculum collapse. Extensive evaluations across nine benchmarks spanning three domains demonstrate that AERO achieves average performance improvements of 4.57\% on Qwen3-4B-Base and 5.10\% on Qwen3-8B-Base, outperforming competitive baselines. Code is available at https://github.com/mira-ai-lab/AERO.

Recent breakthroughs in large language models (LLMs) on reasoning tasks rely heavily on massive, high-quality datasets-typically human-annotated and thus difficult to scale. While data synthesis or distillation offers a promising alternative, existing methods struggle with inconsistent data quality and an inability to dynamically adapt to the evolving capabilities of the model, leading to suboptimal training signals. To address these limitations, we introduce Socratic-Zero, a fully autonomous framework that generates high-quality training data from minimal seed examples through the co-evolution of three agents: the Teacher, the Solver, and the Generator. The Solver continuously refines its reasoning by learning from preference feedback on both successful and failed trajectories; the Teacher adaptively crafts increasingly challenging questions based on the Solver's weaknesses; and the Generator distills the Teacher's question-design strategy to enable scalable, high-fidelity curriculum generation. This closed-loop system produces a self-improving curriculum-requiring no pre-existing tasks or labels. Remarkably, starting from only 100 seed questions, our Socratic-Solver-8B achieves an average gain of +20.2 percentage points over prior data synthesis methods across seven mathematical reasoning benchmarks (AMC23, AIME24-25, Olympiad, MATH-500, Minerva, and GSM8K), with consistent gains on both Qwen3 and GLM4 series models. Even more surprisingly, synthetic data from Socratic-Generator-32B enables student LLMs to achieve superior performance compared to other state-of-the-art (SOTA) commercial LLMs on these benchmarks, including Qwen3-235B-A22B, DeepSeek-V3.1-671B, GPT-5, Gemini-2.5-Pro, Grok-4, and Claude-4.1-Opus.

Self-evolution offers a scalable path to stronger reasoning: a pretrained language model improves itself with only minimal external supervision. Yet existing methods either depend on extensively curated or teacher-generated training data, or, when the generator runs unsupervised, reward it by a difficulty heuristic that need not improve the solver. We introduce INFUSER, an iterative co-training framework with two co-evolving roles: a Generator that drafts questions and reference golden answers from a pool of unstructured, automatically collected documents, and a Solver that improves by training on them. The solver is trained with standard correctness rewards against the generator-provided answers, while the generator is rewarded by an optimizer-aware influence score that measures whether each proposed question would actually improve the solver on the target distribution. Because this continuous, noisy influence score is poorly served by standard GRPO, we propose DuGRPO, a dual-normalized variant of GRPO, for generator training. Together, these turn the document pool into an adaptive curriculum that favors questions useful to the current solver, not just hard ones. On Qwen3-8B-Base, INFUSER outperforms strong self-evolution baselines with over 20% relative improvement on Olympiad and SuperGPQA benchmarks, and an 8B INFUSER co-evolving generator outperforms a frozen 32B thinking generator on math and coding. Ablations confirm each design choice is necessary, and two extensions, applying INFUSER to an instruction-finetuned anchor and augmenting it with rule-verifiable RLVR data, further demonstrate the flexibility and generalizability of the framework. Code is available at https://github.com/FFishy-git/INFUSER.

Large language models (LLMs) are becoming the foundation for autonomous agents that can use tools to solve complex tasks. Reinforcement learning (RL) has emerged as a common approach for injecting such agentic capabilities, but typically under tightly controlled training setups. It often depends on carefully constructed task-solution pairs and substantial human supervision, which creates a fundamental obstacle to open-ended self-evolution toward superintelligent systems. In this paper, we propose Tool-R0 framework for training general purpose tool-calling agents from scratch with self-play RL, under a zero-data assumption. Initialized from the same base LLM, Tool-R0 co-evolves a Generator and a Solver with complementary rewards: one proposes targeted challenging tasks at the other's competence frontier and the other learns to solve them with real-world tool calls. This creates a self-evolving cycle that requires no pre-existing tasks or datasets. Evaluation on different tool-use benchmarks show that Tool-R0 yields 92.5 relative improvement over the base model and surpasses fully supervised tool-calling baselines under the same setting. Our work further provides empirical insights into self-play LLM agents by analyzing co-evolution, curriculum dynamics, and scaling behavior.

Empowering Large Multimodal Models (LMMs) to deeply integrate image interaction with long-horizon reasoning capabilities remains a long-standing challenge in this field. Recent advances in vision-centric reasoning explore a promising "Thinking with Images" paradigm for LMMs, marking a shift from image-assisted reasoning to image-interactive thinking. While this milestone enables models to focus on fine-grained image regions, progress remains constrained by limited visual tool spaces and task-specific workflow designs. To bridge this gap, we present V-Thinker, a general-purpose multimodal reasoning assistant that enables interactive, vision-centric thinking through end-to-end reinforcement learning. V-Thinker comprises two key components: (1) a Data Evolution Flywheel that automatically synthesizes, evolves, and verifies interactive reasoning datasets across three dimensions-diversity, quality, and difficulty; and (2) a Visual Progressive Training Curriculum that first aligns perception via point-level supervision, then integrates interactive reasoning through a two-stage reinforcement learning framework. Furthermore, we introduce VTBench, an expert-verified benchmark targeting vision-centric interactive reasoning tasks. Extensive experiments demonstrate that V-Thinker consistently outperforms strong LMM-based baselines in both general and interactive reasoning scenarios, providing valuable insights for advancing image-interactive reasoning applications.

Recent large reasoning models (LRMs) have demonstrated strong reasoning capabilities through reinforcement learning (RL). These improvements have primarily been observed within the short-context reasoning tasks. In contrast, extending LRMs to effectively process and reason on long-context inputs via RL remains a critical unsolved challenge. To bridge this gap, we first formalize the paradigm of long-context reasoning RL, and identify key challenges in suboptimal training efficiency and unstable optimization process. To address these issues, we propose QwenLong-L1, a framework that adapts short-context LRMs to long-context scenarios via progressive context scaling. Specifically, we utilize a warm-up supervised fine-tuning (SFT) stage to establish a robust initial policy, followed by a curriculum-guided phased RL technique to stabilize the policy evolution, and enhanced with a difficulty-aware retrospective sampling strategy to incentivize the policy exploration. Experiments on seven long-context document question-answering benchmarks demonstrate that QwenLong-L1-32B outperforms flagship LRMs like OpenAI-o3-mini and Qwen3-235B-A22B, achieving performance on par with Claude-3.7-Sonnet-Thinking, demonstrating leading performance among state-of-the-art LRMs. This work advances the development of practical long-context LRMs capable of robust reasoning across information-intensive environments.

Large Language Model (LLM) based agents are powerful yet fundamentally static after deployment, lacking the ability to autonomously expand capabilities, generate new tools, or evolve their reasoning. This work introduces a hierarchical self-evolving multi-agent framework that integrates a Base LLM, an operational SLM agent, a Code-Generation LLM, and a Teacher-LLM to enable continuous adaptation. The workflow begins with the agent attempting a task using reasoning and existing tools; if unsuccessful, it escalates to tool synthesis through the Code-Gen LLM, and when failures persist, it triggers an evolution phase using Curriculum Learning (CL), Reward-Based Learning (RL), or Genetic Algorithm (GA) evolution. Using the TaskCraft dataset rich in hierarchical tasks, tool-use traces, and difficulty scaling we evaluate these paradigms. CL delivers fast recovery and strong generalization, RL excels on high-difficulty tasks, and GA offers high behavioral diversity. Across all settings, evolved agents outperform their originals, demonstrating robust, autonomous, self-improving agentic evolution.

Reinforcement learning (RL) has proven effective for fine-tuning large language models (LLMs), significantly enhancing their reasoning abilities in domains such as mathematics and code generation. A crucial factor influencing RL fine-tuning success is the training curriculum: the order in which training problems are presented. While random curricula serve as common baselines, they remain suboptimal; manually designed curricula often rely heavily on heuristics, and online filtering methods can be computationally prohibitive. To address these limitations, we propose Self-Evolving Curriculum (SEC), an automatic curriculum learning method that learns a curriculum policy concurrently with the RL fine-tuning process. Our approach formulates curriculum selection as a non-stationary Multi-Armed Bandit problem, treating each problem category (e.g., difficulty level or problem type) as an individual arm. We leverage the absolute advantage from policy gradient methods as a proxy measure for immediate learning gain. At each training step, the curriculum policy selects categories to maximize this reward signal and is updated using the TD(0) method. Across three distinct reasoning domains: planning, inductive reasoning, and mathematics, our experiments demonstrate that SEC significantly improves models' reasoning capabilities, enabling better generalization to harder, out-of-distribution test problems. Additionally, our approach achieves better skill balance when fine-tuning simultaneously on multiple reasoning domains. These findings highlight SEC as a promising strategy for RL fine-tuning of LLMs.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

Artificial neural networks (ANN) are inspired by human learning. However, unlike human education, classical ANN does not use a curriculum. Curriculum Learning (CL) refers to the process of ANN training in which examples are used in a meaningful order. When using CL, training begins with a subset of the dataset and new samples are added throughout the training, or training begins with the entire dataset and the number of samples used is reduced. With these changes in training dataset size, better results can be obtained with curriculum, anti-curriculum, or random-curriculum methods than the vanilla method. However, a generally efficient CL method for various architectures and data sets is not found. In this paper, we propose cyclical curriculum learning (CCL), in which the data size used during training changes cyclically rather than simply increasing or decreasing. Instead of using only the vanilla method or only the curriculum method, using both methods cyclically like in CCL provides more successful results. We tested the method on 18 different data sets and 15 architectures in image and text classification tasks and obtained more successful results than no-CL and existing CL methods. We also have shown theoretically that it is less erroneous to apply CL and vanilla cyclically instead of using only CL or only vanilla method. The code of Cyclical Curriculum is available at https://github.com/CyclicalCurriculum/Cyclical-Curriculum.

Automatic Curriculum Learning (ACL) has become a cornerstone of recent successes in Deep Reinforcement Learning (DRL).These methods shape the learning trajectories of agents by challenging them with tasks adapted to their capacities. In recent years, they have been used to improve sample efficiency and asymptotic performance, to organize exploration, to encourage generalization or to solve sparse reward problems, among others. The ambition of this work is dual: 1) to present a compact and accessible introduction to the Automatic Curriculum Learning literature and 2) to draw a bigger picture of the current state of the art in ACL to encourage the cross-breeding of existing concepts and the emergence of new ideas.

Curriculum learning has shown promise in improving training efficiency and generalization in various machine learning domains, yet its potential in pretraining language models remains underexplored, prompting our work as the first systematic investigation in this area. We experimented with different settings, including vanilla curriculum learning, pacing-based sampling, and interleaved curricula-guided by six difficulty metrics spanning linguistic and information-theoretic perspectives. We train models under these settings and evaluate their performance on eight diverse benchmarks. Our experiments reveal that curriculum learning consistently improves convergence in early and mid-training phases, and can yield lasting gains when used as a warmup strategy with up to 3.5% improvement. Notably, we identify compression ratio, lexical diversity, and readability as effective difficulty signals across settings. Our findings highlight the importance of data ordering in large-scale pretraining and provide actionable insights for scalable, data-efficient model development under realistic training scenarios.

Large Language Model (LLM) Agents, often trained with Reinforcement Learning (RL), are constrained by a dependency on human-curated data, limiting scalability and tethering AI to human knowledge. Existing self-evolution frameworks offer an alternative but are typically restricted by the model's inherent capabilities and single-round interactions, hindering the development of complex curricula involving tool use or dynamic reasoning. We introduce Agent0, a fully autonomous framework that evolves high-performing agents without external data through multi-step co-evolution and seamless tool integration. Agent0 establishes a symbiotic competition between two agents initialized from the same base LLM: a curriculum agent that proposes increasingly challenging frontier tasks, and an executor agent that learns to solve them. We integrate external tools to enhance the executor's problem-solving capacity; this improvement, in turn, pressures the curriculum agent to construct more complex, tool-aware tasks. Through this iterative process, Agent0 establishes a self-reinforcing cycle that continuously produces high-quality curricula. Empirically, Agent0 substantially boosts reasoning capabilities, improving the Qwen3-8B-Base model by 18% on mathematical reasoning and 24% on general reasoning benchmarks. Code is available at https://github.com/aiming-lab/Agent0.

Curriculum learning (CL) posits that machine learning models -- similar to humans -- may learn more efficiently from data that match their current learning progress. However, CL methods are still poorly understood and, in particular for natural language processing (NLP), have achieved only limited success. In this paper, we explore why. Starting from an attempt to replicate and extend a number of recent curriculum methods, we find that their results are surprisingly brittle when applied to NLP. A deep dive into the (in)effectiveness of the curricula in some scenarios shows us why: when curricula are employed in combination with the popular Adam optimisation algorithm, they oftentimes learn to adapt to suboptimally chosen optimisation parameters for this algorithm. We present a number of different case studies with different common hand-crafted and automated CL approaches to illustrate this phenomenon, and we find that none of them outperforms optimisation with only Adam with well-chosen hyperparameters. As such, our results contribute to understanding why CL methods work, but at the same time urge caution when claiming positive results.

Curriculum Learning has been a popular strategy to improve the cognitive plausibility of Small-Scale Language Models (SSLMs) in the BabyLM Challenge. However, it has not led to considerable improvements over non-curriculum models. We assess whether theoretical linguistic acquisition theories can be used to specify more fine-grained curriculum learning strategies, creating age-ordered corpora of Child-Directed Speech for four typologically distant language families to implement SSLMs and acquisition-inspired curricula cross-lingually. Comparing the success of three objective curricula (Growing, Inwards and MMM) that precisely replicate the predictions of acquisition theories on a standard SSLM architecture, we find fine-grained acquisition-inspired curricula can outperform non-curriculum baselines and performance benefits of curricula strategies in SSLMs can be derived by specifying fine-grained language-specific curricula that precisely replicate language acquisition theories.

Despite impressive progress in areas like mathematical reasoning, large language models still face significant challenges in consistently solving complex problems. Drawing inspiration from key human learning strategies, we propose two novel strategies to enhance the capability of large language models to solve these complex problems. First, Adaptive Difficulty Curriculum Learning (ADCL) is a novel curriculum learning strategy that tackles the Difficulty Shift phenomenon (i.e., a model's perception of problem difficulty dynamically changes during training) by periodically re-estimating difficulty within upcoming data batches to maintain alignment with the model's evolving capabilities. Second, Expert-Guided Self-Reformulation (EGSR) is a novel reinforcement learning strategy that bridges the gap between imitation learning and pure exploration by guiding models to reformulate expert solutions within their own conceptual framework, rather than relying on direct imitation, fostering deeper understanding and knowledge assimilation. Extensive experiments on challenging mathematical reasoning benchmarks, using Qwen2.5-7B as the base model, demonstrate that these human-inspired strategies synergistically and significantly enhance performance. Notably, their combined application improves performance over the standard Zero-RL baseline by 10% on the AIME24 benchmark and 16.6% on AIME25.

Reinforcement learning with verifiable reward (RLVR) has become a promising paradigm for post-training large language models (LLMs) to improve their reasoning capability. However, when the rollout accuracy is low on hard problems, the reward becomes sparse, limiting learning efficiency and causing exploration bottlenecks. Existing approaches either rely on teacher models for distillation or filter out difficult problems, which limits scalability or restricts reasoning improvement through exploration. We propose EvoCoT, a self-evolving curriculum learning framework based on two-stage chain-of-thought (CoT) reasoning optimization. EvoCoT constrains the exploration space by self-generating and verifying CoT trajectories, then gradually shortens CoT steps to expand the space in a controlled way. The framework enables LLMs to stably learn from initially unsolved hard problems under sparse rewards. We apply EvoCoT to multiple LLM families, including Qwen, DeepSeek, and Llama. Experiments show that EvoCoT enables LLMs to solve previously unsolved problems, improves reasoning capability without external CoT supervision, and is compatible with various RL fine-tuning methods. We release the source code to support future research.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

Real-world digital environments are highly diverse and dynamic. These characteristics cause agents to frequently encounter unseen scenarios and distribution shifts, making continual learning in specific environments essential for computer-use agents (CUAs). However, a key challenge lies in obtaining high-quality and environment-grounded agent data without relying on costly human annotation. In this work, we introduce ACuRL, an Autonomous Curriculum Reinforcement Learning framework that continually adapts agents to specific environments with zero human data. The agent first explores target environments to acquire initial experiences. During subsequent iterative training, a curriculum task generator leverages these experiences together with feedback from the previous iteration to synthesize new tasks tailored for the agent's current capabilities. To provide reliable reward signals, we introduce CUAJudge, a robust automatic evaluator for CUAs that achieves 93% agreement with human judgments. Empirically, our method effectively enables both intra-environment and cross-environment continual learning, yielding 4-22% performance gains without catastrophic forgetting on existing environments. Further analyses show highly sparse updates (e.g., 20% parameters), which helps explain the effective and robust adaptation. Our data and code are available at https://github.com/OSU-NLP-Group/ACuRL.

Test-Time Training offers a promising way to improve the reasoning ability of large language models (LLMs) by adapting the model using only the test questions. However, existing methods struggle with difficult reasoning problems for two reasons: raw test questions are often too difficult to yield high-quality pseudo-labels, and the limited size of test sets makes continuous online updates prone to instability. To address these limitations, we propose TTCS, a co-evolving test-time training framework. Specifically, TTCS initializes two policies from the same pretrained model: a question synthesizer and a reasoning solver. These policies evolve through iterative optimization: the synthesizer generates progressively challenging question variants conditioned on the test questions, creating a structured curriculum tailored to the solver's current capability, while the solver updates itself using self-consistency rewards computed from multiple sampled responses on both original test and synthetic questions. Crucially, the solver's feedback guides the synthesizer to generate questions aligned with the model's current capability, and the generated question variants in turn stabilize the solver's test-time training. Experiments show that TTCS consistently strengthens the reasoning ability on challenging mathematical benchmarks and transfers to general-domain tasks across different LLM backbones, highlighting a scalable path towards dynamically constructing test-time curricula for self-evolving. Our code and implementation details are available at https://github.com/XMUDeepLIT/TTCS.

Direct Preference Optimization (DPO) has been proposed as an effective and efficient alternative to reinforcement learning from human feedback (RLHF). In this paper, we propose a novel and enhanced version of DPO based on curriculum learning for text-to-image generation. Our method is divided into two training stages. First, a ranking of the examples generated for each prompt is obtained by employing a reward model. Then, increasingly difficult pairs of examples are sampled and provided to a text-to-image generative (diffusion or consistency) model. Generated samples that are far apart in the ranking are considered to form easy pairs, while those that are close in the ranking form hard pairs. In other words, we use the rank difference between samples as a measure of difficulty. The sampled pairs are split into batches according to their difficulty levels, which are gradually used to train the generative model. Our approach, Curriculum DPO, is compared against state-of-the-art fine-tuning approaches on nine benchmarks, outperforming the competing methods in terms of text alignment, aesthetics and human preference. Our code is available at https://github.com/CroitoruAlin/Curriculum-DPO.

The superior performance of modern deep networks usually comes with a costly training procedure. This paper presents a new curriculum learning approach for the efficient training of visual backbones (e.g., vision Transformers). Our work is inspired by the inherent learning dynamics of deep networks: we experimentally show that at an earlier training stage, the model mainly learns to recognize some 'easier-to-learn' discriminative patterns within each example, e.g., the lower-frequency components of images and the original information before data augmentation. Driven by this phenomenon, we propose a curriculum where the model always leverages all the training data at each epoch, while the curriculum starts with only exposing the 'easier-to-learn' patterns of each example, and introduces gradually more difficult patterns. To implement this idea, we 1) introduce a cropping operation in the Fourier spectrum of the inputs, which enables the model to learn from only the lower-frequency components efficiently, 2) demonstrate that exposing the features of original images amounts to adopting weaker data augmentation, and 3) integrate 1) and 2) and design a curriculum learning schedule with a greedy-search algorithm. The resulting approach, EfficientTrain, is simple, general, yet surprisingly effective. As an off-the-shelf method, it reduces the wall-time training cost of a wide variety of popular models (e.g., ResNet, ConvNeXt, DeiT, PVT, Swin, and CSWin) by >1.5x on ImageNet-1K/22K without sacrificing accuracy. It is also effective for self-supervised learning (e.g., MAE). Code is available at https://github.com/LeapLabTHU/EfficientTrain.

Domain-specific large language models (LLMs), typically developed by fine-tuning a pre-trained general-purpose LLM on specialized datasets, represent a significant advancement in applied AI. A common strategy in LLM fine-tuning is curriculum learning, which pre-orders training samples based on metrics like difficulty to improve learning efficiency compared to a random sampling strategy. However, most existing methods for LLM fine-tuning rely on a static curriculum, designed prior to training, which lacks adaptability to the model's evolving needs during fine-tuning. To address this, we propose EDCO, a novel framework based on two key concepts: inference entropy and dynamic curriculum orchestration. Inspired by recent findings that maintaining high answer entropy benefits long-term reasoning gains, EDCO prioritizes samples with high inference entropy in a continuously adapted curriculum. EDCO integrates three core components: an efficient entropy estimator that uses prefix tokens to approximate full-sequence entropy, an entropy-based curriculum generator that selects data points with the highest inference entropy, and an LLM trainer that optimizes the model on the selected curriculum. Comprehensive experiments in communication, medicine and law domains, EDCO outperforms traditional curriculum strategies for fine-tuning Qwen3-4B and Llama3.2-3B models under supervised and reinforcement learning settings. Furthermore, the proposed efficient entropy estimation reduces computational time by 83.5% while maintaining high accuracy.

Uniform-state discrete diffusion models hold the promise of fast text generation due to their inherent ability to self-correct. However, they are typically outperformed by autoregressive models and masked diffusion models. In this work, we narrow this performance gap by leveraging a key insight: Uniform-state diffusion processes naturally emerge from an underlying Gaussian diffusion. Our method, Duo, transfers powerful techniques from Gaussian diffusion to improve both training and sampling. First, we introduce a curriculum learning strategy guided by the Gaussian process, doubling training speed by reducing variance. Models trained with curriculum learning surpass autoregressive models in zero-shot perplexity on 3 of 7 benchmarks. Second, we present Discrete Consistency Distillation, which adapts consistency distillation from the continuous to the discrete setting. This algorithm unlocks few-step generation in diffusion language models by accelerating sampling by two orders of magnitude. We provide the code and model checkpoints on the project page: http://s-sahoo.github.io/duo

Curriculum learning (CL), motivated by the intuition that learning in increasing order of difficulty should ease generalization, is commonly adopted both in pre-training and post-training of large language models (LLMs). The intuition of CL is particularly compelling for compositional reasoning, where complex problems are built from elementary inference rules; however, the actual impact of CL on such tasks remains largely underexplored. We present a systematic empirical study of CL for post-training of LLMs, using synthetic arithmetic and logical benchmarks where difficulty is characterized by reasoning complexity rather than surface-level proxies. Surprisingly, across multiple model families and curriculum schedules, we find no robust advantage in difficulty-based sequencing over standard random sampling in either accuracy or response length. These findings persist across both supervised fine-tuning (SFT) and reinforcement learning (RL) methods. Our study suggests that, in the context of deductive reasoning, the specific ordering of training examples plays a negligible role in achieving compositional generalization, challenging the practical utility of curriculum-based post-training.

Recently, online Reinforcement Learning with Verifiable Rewards (RLVR) has become a key paradigm for enhancing the reasoning capabilities of Large Language Models (LLMs). However, existing methods typically treat all training samples uniformly, overlooking the vast differences in problem difficulty relative to the model's current capabilities. This uniform training strategy leads to inefficient exploration of problems the model has already mastered, while concurrently lacking effective guidance on problems that are challenging its abilities the most, limiting both learning efficiency and upper-bound performance. To address this, we propose CLPO (Curriculum-guided Learning for Policy Optimization), a novel algorithm that creates a dynamic pedagogical feedback loop within the policy optimization process. The core of CLPO leverages the model's own rollout performance to conduct real-time difficulty assessment, thereby constructing an Online Curriculum. This curriculum then guides an Adaptive Problem Restructuring mechanism, where the model acts as its own teacher: it diversifies medium-difficulty problems to promote generalization and simplifies challenging problems to make them more attainable. Our approach transforms the static training procedure into a dynamic process that co-evolves with the model's capabilities. Experiments show that CLPO achieves state-of-the-art performance across eight challenging mathematical and general reasoning benchmarks, with an average pass@1 improvement of 6.96% over other methods, demonstrating its potential for more efficiently training more capable reasoning models.

While Generative AI has demonstrated strong potential and versatility in content generation, its application to educational contexts presents several challenges. Models often fail to align with curriculum standards and maintain grade-appropriate reading levels consistently. Furthermore, STEM education poses additional challenges in balancing scientific explanations with everyday language when introducing complex and abstract ideas and phenomena to younger students. In this work, we propose COGENT, a curriculum-oriented framework for generating grade-appropriate educational content. We incorporate three curriculum components (science concepts, core ideas, and learning objectives), control readability through length, vocabulary, and sentence complexity, and adopt a ``wonder-based'' approach to increase student engagement and interest. We conduct a multi-dimensional evaluation via both LLM-as-a-judge and human expert analysis. Experimental results show that COGENT consistently produces grade-appropriate passages that are comparable or superior to human references. Our work establishes a viable approach for scaling adaptive and high-quality learning resources.

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

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

An oft-cited open problem of federated learning is the existence of data heterogeneity at the clients. One pathway to understanding the drastic accuracy drop in federated learning is by scrutinizing the behavior of the clients' deep models on data with different levels of "difficulty", which has been left unaddressed. In this paper, we investigate a different and rarely studied dimension of FL: ordered learning. Specifically, we aim to investigate how ordered learning principles can contribute to alleviating the heterogeneity effects in FL. We present theoretical analysis and conduct extensive empirical studies on the efficacy of orderings spanning three kinds of learning: curriculum, anti-curriculum, and random curriculum. We find that curriculum learning largely alleviates non-IIDness. Interestingly, the more disparate the data distributions across clients the more they benefit from ordered learning. We provide analysis explaining this phenomenon, specifically indicating how curriculum training appears to make the objective landscape progressively less convex, suggesting fast converging iterations at the beginning of the training procedure. We derive quantitative results of convergence for both convex and nonconvex objectives by modeling the curriculum training on federated devices as local SGD with locally biased stochastic gradients. Also, inspired by ordered learning, we propose a novel client selection technique that benefits from the real-world disparity in the clients. Our proposed approach to client selection has a synergic effect when applied together with ordered learning in FL.

Vision language models are serving as general-purpose interfaces for complex multimodal tasks. However, deployment still faces three gaps: VLMs typically incur high latency and cost when processing dense video frames and long prompts, the agent scaffold remains static after deployment, and standard video-QA benchmarks do not test whether agents can use visual evidence inside tool-using workspaces. We present VisualClaw, a self-evolving multimodal agent built around two principles. First, hybrid encoding reduces deployment cost by filtering less informative streaming frames with a cascaded gate and compressing the text skill bank through hot/cold top-k injection. Second, skill evolution lets the agent learn from failures: retrieved memories condition an evolver as direct concatenated context or as guided evidence, producing skill-bank updates that help future questions. Across 4 video-QA benchmarks with 2 VLMs, VisualClaw cuts per-question API cost by an average -98% versus full-frame upload and by -25.9% over the offline uniform 8 frame baseline, while boosting accuracy in most settings, e.g., an average +3.85% and a peak +15.80% on EgoSchema with Gemini 3 Flash. To address the gap, we curate VisualClawArena, a 200-scenario multimodal agentic benchmark built through a strict five-stage pipeline; models must use video evidence, documents, dynamic updates, and executable checks inside a workspace. On VisualClawArena, the same framework with computer-use agent backends improves macro accuracy by +2.9% for Codex (GPT-5.5) and +3.2% for Claude Code (Sonnet 4.6) over no-evolution baselines, with a -9.5% cost reduction compared to the uniform-sampled baseline. These properties make VisualClaw a natural fit for edge applications, where the cascade reduces a 1-hour streaming session from ~3,600 API uploads down to only 5-20 calls and the self-evolution makes it a perfect personalized assistant.

Existing dialog state tracking (DST) models are trained with dialog data in a random order, neglecting rich structural information in a dataset. In this paper, we propose to use curriculum learning (CL) to better leverage both the curriculum structure and schema structure for task-oriented dialogs. Specifically, we propose a model-agnostic framework called Schema-aware Curriculum Learning for Dialog State Tracking (SaCLog), which consists of a preview module that pre-trains a DST model with schema information, a curriculum module that optimizes the model with CL, and a review module that augments mispredicted data to reinforce the CL training. We show that our proposed approach improves DST performance over both a transformer-based and RNN-based DST model (TripPy and TRADE) and achieves new state-of-the-art results on WOZ2.0 and MultiWOZ2.1.

Fine-tuning large pre-trained language models with Evol-Instruct has achieved encouraging results across a wide range of tasks. However, designing effective evolving methods for instruction evolution requires substantial human expertise. This paper proposes Auto Evol-Instruct, an end-to-end framework that evolves instruction datasets using large language models without any human effort. The framework automatically analyzes and summarizes suitable evolutionary strategies for the given instruction data and iteratively improves the evolving method based on issues exposed during the instruction evolution process. Our extensive experiments demonstrate that the best method optimized by Auto Evol-Instruct outperforms human-designed methods on various benchmarks, including MT-Bench, AlpacaEval, GSM8K, and HumanEval.

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

A major challenge in the Deep RL (DRL) community is to train agents able to generalize their control policy over situations never seen in training. Training on diverse tasks has been identified as a key ingredient for good generalization, which pushed researchers towards using rich procedural task generation systems controlled through complex continuous parameter spaces. In such complex task spaces, it is essential to rely on some form of Automatic Curriculum Learning (ACL) to adapt the task sampling distribution to a given learning agent, instead of randomly sampling tasks, as many could end up being either trivial or unfeasible. Since it is hard to get prior knowledge on such task spaces, many ACL algorithms explore the task space to detect progress niches over time, a costly tabula-rasa process that needs to be performed for each new learning agents, although they might have similarities in their capabilities profiles. To address this limitation, we introduce the concept of Meta-ACL, and formalize it in the context of black-box RL learners, i.e. algorithms seeking to generalize curriculum generation to an (unknown) distribution of learners. In this work, we present AGAIN, a first instantiation of Meta-ACL, and showcase its benefits for curriculum generation over classical ACL in multiple simulated environments including procedurally generated parkour environments with learners of varying morphologies. Videos and code are available at https://sites.google.com/view/meta-acl .

Understanding knowledge mechanisms in Large Language Models (LLMs) is crucial for advancing towards trustworthy AGI. This paper reviews knowledge mechanism analysis from a novel taxonomy including knowledge utilization and evolution. Knowledge utilization delves into the mechanism of memorization, comprehension and application, and creation. Knowledge evolution focuses on the dynamic progression of knowledge within individual and group LLMs. Moreover, we discuss what knowledge LLMs have learned, the reasons for the fragility of parametric knowledge, and the potential dark knowledge (hypothesis) that will be challenging to address. We hope this work can help understand knowledge in LLMs and provide insights for future research.

The development of Multimodal Large Language Models (MLLMs) has seen significant advancements. However, the quantity and quality of multimodal instruction data have emerged as significant bottlenecks in their progress. Manually creating multimodal instruction data is both time-consuming and inefficient, posing challenges in producing instructions of high complexity. Moreover, distilling instruction data from black-box commercial models (e.g., GPT-4o, GPT-4V) often results in simplistic instruction data, which constrains performance to that of these models. The challenge of curating diverse and complex instruction data remains substantial. We propose MMEvol, a novel multimodal instruction data evolution framework that combines fine-grained perception evolution, cognitive reasoning evolution, and interaction evolution. This iterative approach breaks through data quality bottlenecks to generate a complex and diverse image-text instruction dataset, thereby empowering MLLMs with enhanced capabilities. Beginning with an initial set of instructions, SEED-163K, we utilize MMEvol to systematically broadens the diversity of instruction types, integrates reasoning steps to enhance cognitive capabilities, and extracts detailed information from images to improve visual understanding and robustness. To comprehensively evaluate the effectiveness of our data, we train LLaVA-NeXT using the evolved data and conduct experiments across 13 vision-language tasks. Compared to the baseline trained with seed data, our approach achieves an average accuracy improvement of 3.1 points and reaches state-of-the-art (SOTA) performance on 9 of these tasks.

Modern language models rely on static vocabularies, fixed before pretraining, in contrast to the adaptive vocabulary acquisition observed in human language learning. To bridge this gap, we introduce vocabulary curriculum learning, an approach that improves pretraining efficiency with log-linear scaling gains relative to vocabulary size. Our method alternates between entropy-guided vocabulary expansion and model optimization, enabling models to learn transferable representations across diverse tokenization granularities. This approach naturally gives rise to an optimal computation allocation pattern: longer tokens capture predictable content, while shorter tokens focus on more complex, harder-to-predict contexts. Experiments on small-scale GPT models demonstrate improved scaling efficiency, reinforcing the effectiveness of dynamic tokenization. We release our code to support further research and plan to extend our experiments to larger models and diverse domains.

Curriculum learning plays a crucial role in enhancing the training efficiency of large language models (LLMs) on reasoning tasks. However, existing methods often fail to adequately account for variations in prompt difficulty or rely on simplistic filtering mechanisms to select prompt datasets within a narrow criterion range, resulting in significant computational waste. In this work, we approach the problem from the perspective of reinforcement learning gradient optimization, offering a systematic and theoretical investigation into how to improve the training efficiency of LLMs. We identify two key factors influencing training efficiency: the selection of training prompts and the allocation of rollout quantities across different prompts. Our theoretical analysis reveals that the sampling distribution of prompts dictates the convergence rate of gradient descent, while the allocation of the rollout quantity influences the consistency and stability of overall gradient updates. Based on these insights, we propose CurES, an efficient training method that accelerates convergence and employs Bayesian posterior estimation to minimize computational overhead. Experiments demonstrate that our CurES outperforms Group Relative Policy Optimization (GRPO) by +3.30 points and +4.82 points with 1.5B and 7B models, respectively. Additionally, CurES exhibits faster convergence compared to baselines, including GRPO.

Reinforcement learning has emerged as a paradigm for post-training large language models, boosting their reasoning capabilities. Such approaches compute an advantage value for each sample, reflecting better or worse performance than expected, thereby yielding both positive and negative signals for training. However, the indiscriminate mixing of the two signals in existing methods, especially from the early stages, may lead to ambiguous guidance and limited gains. To address this issue, we propose **CAPO** (**C**urriculum **A**dvantage **P**olicy **O**ptimization), an adaptive curriculum mechanism based on advantage signals. The proposed mechanism bootstraps imitation learning with positive-only advantage samples to establish robust foundations, and subsequently introduces negative signals to cultivate discriminative capabilities, thereby improving generalization across complex scenarios. Compatible with diverse optimization methods including GRPO, PPO, RLOO, and Reinforce++, our method consistently achieves stable and significant improvements in mathematical reasoning tasks, and further generalizes effectively to multimodal Graphical User Interface (GUI) reasoning scenarios, establishing itself as a versatile and robust optimization framework.

Completing Long-Horizon (LH) tasks in open-ended worlds is an important yet difficult problem for embodied agents. Existing approaches suffer from two key challenges: (1) they heavily rely on experiences obtained from human-created data or curricula, failing to autonomously update and select multimodal experiences, and (2) they may encounter catastrophic forgetting issues when faced with new tasks, failing to autonomously update world knowledge. To solve these challenges, this paper presents {\bf EvolvingAgent}, a curriculum self-evolving agent with a continual World Model (WM), which can autonomously complete various LH tasks across environments through self-planning, self-control, and self-reflection, without human intervention. Specifically, EvolvingAgent contains three modules, i.e., i) the experience-driven task planner, which uses an LLM along with multimodal experiences to convert LH tasks into executable sub-tasks; ii) the WM-guided action controller, which leverages WM to generate low-level actions and incorporates a self-verification mechanism to update multimodal experiences; iii) the Curriculum Learning (CL) -based reflector, which implements a two-stage CL algorithm to select multimodal experiences for task-adaptive WM updates. By building a planner-controller-reflector closed-loop dynamic, the continual WM for EvolvingAgent can autonomously update multimodal experiences and world knowledge. We conducted extensive experiments on Minecraft, compared with existing methods, EvolvingAgent can improve 111.74{\%} average success rate, reduce more than 6x ineffective actions, and generalize to the Atari environment with human-level performance.

Timestep sampling p(t) is a central design choice in Flow Matching models, yet common practice increasingly favors static middle-biased distributions (e.g., Logit-Normal). We show that this choice induces a speed--quality trade-off: middle-biased sampling accelerates early convergence but yields worse asymptotic fidelity than Uniform sampling. By analyzing per-timestep training losses, we identify a U-shaped difficulty profile with persistent errors near the boundary regimes, implying that under-sampling the endpoints leaves fine details unresolved. Guided by this insight, we propose Curriculum Sampling, a two-phase schedule that begins with middle-biased sampling for rapid structure learning and then switches to Uniform sampling for boundary refinement. On CIFAR-10, Curriculum Sampling improves the best FID from 3.85 (Uniform) to 3.22 while reaching peak performance at 100k rather than 150k training steps. Our results highlight that timestep sampling should be treated as an evolving curriculum rather than a fixed hyperparameter.

Inspired by Curriculum Learning, we propose a consecutive (i.e., image-to-text-to-text) generation framework where we divide the problem of radiology report generation into two steps. Contrary to generating the full radiology report from the image at once, the model generates global concepts from the image in the first step and then reforms them into finer and coherent texts using a transformer architecture. We follow the transformer-based sequence-to-sequence paradigm at each step. We improve upon the state-of-the-art on two benchmark datasets.

Medical language models (MLMs) have become pivotal in advancing medical natural language processing. However, prior models that rely on pre-training or supervised fine-tuning often exhibit low data efficiency and limited practicality in real-world clinical applications. While OpenAIs O1 highlights test-time scaling in mathematics, attempts to replicate this approach in medicine typically distill responses from GPT-series models to open-source models, focusing primarily on multiple-choice tasks. This strategy, though straightforward, neglects critical concerns like data privacy and realistic deployment in clinical settings. In this work, we present a deployable, small-scale medical language model, \mone, designed for long-chain reasoning in clinical tasks using a self-evolution paradigm. Starting with a seed dataset of around 8,000 instances spanning five domains and 16 datasets, we prompt a base policy model to perform Monte Carlo Tree Search (MCTS) to construct verifiable reasoning chains. Each reasoning step is assigned an evolution rollout value, allowing verified trajectories to train the policy model and the reward model. During inference, the policy model generates multiple responses, and the reward model selects the one with the highest reward score. Experiments on eleven evaluation datasets demonstrate that \mone outperforms prior open-source models by 2 points, with the addition of the reward model further boosting performance (sim13 points), surpassing GPT-4o-mini. Code and data are available at https://github.com/pixas/MedSSS.

Long-horizon LLM agents leave traces that could become reusable experience, but raw trajectories are noisy and hard to govern. We treat Agent Skills as an experience schema that couples executable scripts, with non-executable guidance on procedures. Yet open skill ecosystems contain redundant, uneven, environment-sensitive artifacts, and indiscriminate updates can pollute future context. We present SkillsVote, a lifecycle-governance framework for Agent Skills from collection and recommendation to evolution. SkillsVote profiles a million-scale open-source corpus for environment requirements, quality, and verifiability, then synthesizes tasks for verifiable skills. Before execution, SkillsVote performs agentic library search over structured skill library to expose instructional skill context. After execution, it decomposes trajectories into skill-linked subtasks, attributes outcomes to skill use, agent exploration, environment, and result signals, and admits only successful reusable discoveries to evidence-gated updates. In our evaluation, offline evolution improves GPT-5.2 on Terminal-Bench 2.0 by up to 7.9 pp, while online evolution improves SWE-Bench Pro by up to 2.6 pp. Overall, governed external skill libraries can improve frozen agents without model updates when systems control exposure, credit, and preservation.

Due to the scarcity of high-quality data, large language models (LLMs) are often trained on mixtures of data with varying quality levels, even after sophisticated data curation. A natural approach to better leverage high-quality data is curriculum-based pretraining, where the model is trained on data sorted in ascending order of quality as determined by a quality metric. However, prior studies have reported limited improvements from such curriculum-based pretraining strategies. This work identifies a critical factor constraining these methods: the incompatibility between the ascending data quality order and the decaying learning rate (LR) schedule. We find that while curriculum-based training substantially outperforms random shuffling when using a constant LR, its advantage diminishes under standard LR decay schedules. Our experiments show this incompatibility can be mitigated by two simple strategies: (1) employing a more moderate LR decay schedule, where the final LR is only moderately smaller than the peak LR, and (2) replacing LR decay with model averaging, i.e., computing a weighted average of the final few checkpoints. By combining these strategies, we improve the average score on a suite of standard benchmarks by 1.64% over random shuffling, without additional data refinement. Validated on 1.5B-parameter models trained over 30B tokens with various data-quality metrics, our findings call for a re-evaluation of curriculum-based LLM pretraining and underscore the potential of co-designing data curricula with optimization methods.

In the realm of machine learning, traditional model development and automated approaches like AutoML typically rely on layers of abstraction, such as tree-based or Cartesian genetic programming. Our study introduces "Guided Evolution" (GE), a novel framework that diverges from these methods by utilizing Large Language Models (LLMs) to directly modify code. GE leverages LLMs for a more intelligent, supervised evolutionary process, guiding mutations and crossovers. Our unique "Evolution of Thought" (EoT) technique further enhances GE by enabling LLMs to reflect on and learn from the outcomes of previous mutations. This results in a self-sustaining feedback loop that augments decision-making in model evolution. GE maintains genetic diversity, crucial for evolutionary algorithms, by leveraging LLMs' capability to generate diverse responses from expertly crafted prompts and modulate model temperature. This not only accelerates the evolution process but also injects expert like creativity and insight into the process. Our application of GE in evolving the ExquisiteNetV2 model demonstrates its efficacy: the LLM-driven GE autonomously produced variants with improved accuracy, increasing from 92.52% to 93.34%, without compromising model compactness. This underscores the potential of LLMs to accelerate the traditional model design pipeline, enabling models to autonomously evolve and enhance their own designs.

Reinforcement Learning (RL) algorithms are often known for sample inefficiency and difficult generalization. Recently, Unsupervised Environment Design (UED) emerged as a new paradigm for zero-shot generalization by simultaneously learning a task distribution and agent policies on the generated tasks. This is a non-stationary process where the task distribution evolves along with agent policies; creating an instability over time. While past works demonstrated the potential of such approaches, sampling effectively from the task space remains an open challenge, bottlenecking these approaches. To this end, we introduce CLUTR: a novel unsupervised curriculum learning algorithm that decouples task representation and curriculum learning into a two-stage optimization. It first trains a recurrent variational autoencoder on randomly generated tasks to learn a latent task manifold. Next, a teacher agent creates a curriculum by maximizing a minimax REGRET-based objective on a set of latent tasks sampled from this manifold. Using the fixed-pretrained task manifold, we show that CLUTR successfully overcomes the non-stationarity problem and improves stability. Our experimental results show CLUTR outperforms PAIRED, a principled and popular UED method, in the challenging CarRacing and navigation environments: achieving 10.6X and 45\% improvement in zero-shot generalization, respectively. CLUTR also performs comparably to the non-UED state-of-the-art for CarRacing, while requiring 500X fewer environment interactions.

Recent advances in reinforcement learning (RL)-based post-training have led to notable improvements in large language models (LLMs), particularly in enhancing their reasoning capabilities to handle complex tasks. However, most existing methods treat the training data as a unified whole, overlooking the fact that modern LLM training often involves a mixture of data from diverse distributions-varying in both source and difficulty. This heterogeneity introduces a key challenge: how to adaptively schedule training across distributions to optimize learning efficiency. In this paper, we present a principled curriculum learning framework grounded in the notion of distribution-level learnability. Our core insight is that the magnitude of policy advantages reflects how much a model can still benefit from further training on a given distribution. Based on this, we propose a distribution-level curriculum learning framework for RL-based LLM post-training, which leverages the Upper Confidence Bound (UCB) principle to dynamically adjust sampling probabilities for different distrubutions. This approach prioritizes distributions with either high average advantage (exploitation) or low sample count (exploration), yielding an adaptive and theoretically grounded training schedule. We instantiate our curriculum learning framework with GRPO as the underlying RL algorithm and demonstrate its effectiveness on logic reasoning datasets with multiple difficulties and sources. Our experiments show that our framework significantly improves convergence speed and final performance, highlighting the value of distribution-aware curriculum strategies in LLM post-training. Code: https://github.com/ZhentingWang/DUMP.

To build a high-quality open-domain chatbot, we introduce the effective training process of PLATO-2 via curriculum learning. There are two stages involved in the learning process. In the first stage, a coarse-grained generation model is trained to learn response generation under the simplified framework of one-to-one mapping. In the second stage, a fine-grained generative model augmented with latent variables and an evaluation model are further trained to generate diverse responses and to select the best response, respectively. PLATO-2 was trained on both Chinese and English data, whose effectiveness and superiority are verified through comprehensive evaluations, achieving new state-of-the-art results.

Existing research infrastructure is fundamentally document-centric, providing citation links between papers but lacking explicit representations of methodological evolution. In particular, it does not capture the structured relationships that explain how and why research methods emerge, adapt, and build upon one another. With the rise of AI-driven research agents as a new class of consumers of scientific knowledge, this limitation becomes increasingly consequential, as such agents cannot reliably reconstruct method evolution topologies from unstructured text. We introduce Intern-Atlas, a methodological evolution graph that automatically identifies method-level entities, infers lineage relationships among methodologies, and captures the bottlenecks that drive transitions between successive innovations. Built from 1,030,314 papers spanning AI conferences, journals, and arXiv preprints, the resulting graph comprises 9,410,201 semantically typed edges, each grounded in verbatim source evidence, forming a queryable causal network of methodological development. To operationalize this structure, we further propose a self-guided temporal tree search algorithm for constructing evolution chains that trace the progression of methods over time. We evaluate the quality of the resulting graph against expert-curated ground-truth evolution chains and observe strong alignment. In addition, we demonstrate that Intern-Atlas enables downstream applications in idea evaluation and automated idea generation. We position methodological evolution graphs as a foundational data layer for the emerging automated scientific discovery.

Multimodal large language models (MLLMs) still perform poorly on scientific tasks, particularly those requiring multi-step and interpretable reasoning. Their limitations include insufficient scientific reasoning patterns, lack of global coherence in multi-step inference, and the absence of reflective self-correction, making them unreliable in structured scientific contexts. We introduce EduFlow, the first end-to-end framework that covers the full pipeline of educational scientific reasoning, including data selection, MCTS-based trajectory construction, model training, and output optimization. At its core is EduPRM, a process-aware reward model that critiques reasoning steps with tags and justifications. EduPRM is trained via curriculum learning on three complementary supervision sources: MCTS-guided trajectories, error-injected critiques, and teacher-student dialogues, enabling dynamic adaptation to multi-stage problem solving and iterative refinement during inference. We further propose EduMCTS, a domain-adapted search framework that introduces bootstrapping actions specifically designed for educational reasoning, such as a self-reflection mechanism that promotes reflective error correction. It further leverages EduPRM's fine-grained feedback to guide the search toward higher-quality reasoning trajectories. By applying self-consistency and rejection sampling, we constructed EduMCTS-160K, a large-scale dataset of educational reasoning trajectories. Extensive experiments demonstrate that EduFlow enhances reasoning consistency and coherence. Code, data, and models will be released.

Directly learning from examples of random difficulty levels is often challenging for both humans and machine learning models. A more effective strategy involves exposing learners to examples in a progressive order, from easy to difficult. Curriculum Learning (CL) has been proposed to implement this strategy in machine learning model training. However, two key challenges persist in CL framework design: defining the difficulty of training data and determining the appropriate amount of data to input at each training step. This paper presents a Psychology-based Unified Dynamic Framework for Curriculum Learning (PUDF), drawing inspiration from psychometrics. We quantify the difficulty of training data by applying Item Response Theory (IRT) to responses from Artificial Crowds (AC). This theory-driven IRT-AC approach leads to global (i.e., model-independent) and interpretable difficulty values. Leveraging IRT, we propose a Dynamic Data Selection via Model Ability Estimation (DDS-MAE) strategy to schedule the appropriate amount of data during model training. Since our difficulty labeling and model ability estimation are based on a consistent theory, namely IRT, their values are comparable within the same scope, potentially leading to a faster convergence compared to the other CL methods. Experimental results demonstrate that fine-tuning pre-trained language models with PUDF enhances their performance on the GLUE benchmark. Moreover, PUDF surpasses other state-of-the-art (SOTA) CL methods on the GLUE benchmark. We further explore the components of PUDF, namely the difficulty measurer (IRT-AC) and the training scheduler (DDS-MAE) qualitatively and quantitatively. Lastly, we conduct an ablation study to clarify which components of PUDF contribute to faster convergence and higher accuracy.

Large language models (LLMs) can perform remarkably complex tasks, yet the fine-grained details of how these capabilities emerge during pretraining remain poorly understood. Scaling laws on validation loss tell us how much a model improves with additional compute, but not what skills it acquires in which order. To remedy this, we propose the Implicit Curriculum Hypothesis: pretraining follows a compositional and predictable curriculum across models and data mixtures. We test this by designing a suite of simple, composable tasks spanning retrieval, morphological transformations, coreference, logical reasoning, and mathematics. Using these tasks, we track emergence points across four model families spanning sizes from 410M-13B parameters. We find that emergence orderings of when models reach fixed accuracy thresholds are strikingly consistent (ρ= .81 across 45 model pairs), and that composite tasks most often emerge after their component tasks. Furthermore, we find that this structure is encoded in model representations: tasks with similar function vector representations also tend to follow similar trajectories in training. By using the space of representations derived from our task set, we can effectively predict the training trajectories of simple held-out compositional tasks throughout the course of pretraining (R^2 = .68-.84 across models) without previously evaluating them. Together, these results suggest that pretraining is more structured than loss curves reveal: skills emerge in a compositional order that is consistent across models and readable from their internals.

Recent vision-language models (VLMs) achieve remarkable reasoning through reinforcement learning (RL), which provides a feasible solution for realizing continuous self-evolving large vision-language models (LVLMs) in the era of experience. However, RL for VLMs requires abundant high-quality multimodal data, especially challenging in specialized domains like chemistry, earth sciences, and multimodal mathematics. Existing strategies such as synthetic data and self-rewarding mechanisms suffer from limited distributions and alignment difficulties, ultimately causing reward hacking: models exploit high-reward patterns, collapsing policy entropy and destabilizing training. We propose DoGe (Decouple to Generalize), a dual-decoupling framework that guides models to first learn from context rather than problem solving by refocusing on the problem context scenarios overlooked by synthetic data methods. By decoupling learning process into dual components (Thinker and Solver), we reasonably quantify the reward signals of this process and propose a two-stage RL post-training approach from freely exploring context to practically solving tasks. Second, to increase the diversity of training data, DoGe constructs an evolving curriculum learning pipeline: an expanded native domain knowledge corpus and an iteratively evolving seed problems pool. Experiments show that our method consistently outperforms the baseline across various benchmarks, providing a scalable pathway for realizing self-evolving LVLMs.

Reinforcement learning from verifiable rewards (RLVR) has improved the reasoning abilities of LLMs, yet a fundamental limitation remains: models cannot learn from problems that are too difficult to solve under their current policy, as these yield no meaningful reward signal. We propose a simple yet effective solution based on task reformulation. We transform challenging open-ended problems into cognitively simpler variants -- such as multiple-choice and cloze formats -- that preserve the original answer while reducing the effective search space and providing denser learning signals. These reformulations span a spectrum from discriminative to generative tasks, which we exploit to bootstrap learning: models first learn from structured, easier formats, and this knowledge transfers back to improve performance on the original open-ended problems. Building on this insight, we introduce Cog-DRIFT, a framework that constructs reformulated variants and organizes them into an adaptive curriculum based on difficulty. Training progresses from easier to harder formats, enabling the model to learn from problems that previously yielded zero signal under standard RL post-training. Cog-DRIFT not only improves on the originally unsolvable hard problems (absolute +10.11% for Qwen and +8.64% for Llama) but also generalizes well to other held-out datasets. Across 2 models and 6 reasoning benchmarks, our method consistently outperforms standard GRPO and strong guided-exploration baselines. On average, Cog-DRIFT shows +4.72% (Qwen) and +3.23% (Llama) improvements over the second-best baseline. We further show that Cog-DRIFT improves pass@k at test time, and the curriculum improves sample efficiency. Overall, our results highlight task reformulation and curriculum learning as an effective paradigm for overcoming the exploration barrier in LLM post-training.

Recent advances in multimodal large language models (MLLMs) have shown impressive reasoning capabilities. However, further enhancing existing MLLMs necessitates high-quality vision-language datasets with carefully curated task complexities, which are both costly and challenging to scale. Although recent self-improving models that iteratively refine themselves offer a feasible solution, they still suffer from two core challenges: (i) most existing methods augment visual or textual data separately, resulting in discrepancies in data complexity (e.g., over-simplified diagrams paired with redundant textual descriptions); and (ii) the evolution of data and models is also separated, leading to scenarios where models are exposed to tasks with mismatched difficulty levels. To address these issues, we propose C2-Evo, an automatic, closed-loop self-improving framework that jointly evolves both training data and model capabilities. Specifically, given a base dataset and a base model, C2-Evo enhances them by a cross-modal data evolution loop and a data-model evolution loop. The former loop expands the base dataset by generating complex multimodal problems that combine structured textual sub-problems with iteratively specified geometric diagrams, while the latter loop adaptively selects the generated problems based on the performance of the base model, to conduct supervised fine-tuning and reinforcement learning alternately. Consequently, our method continuously refines its model and training data, and consistently obtains considerable performance gains across multiple mathematical reasoning benchmarks. Our code, models, and datasets will be released.

We introduce Learning to Self-Evolve (LSE), a reinforcement learning framework that trains large language models (LLMs) to improve their own contexts at test time. We situate LSE in the setting of test-time self-evolution, where a model iteratively refines its context from feedback on seen problems to perform better on new ones. Existing approaches rely entirely on the inherent reasoning ability of the model and never explicitly train it for this task. LSE reduces the multi-step evolution problem to a single-step RL objective, where each context edit is rewarded by the improvement in downstream performance. We pair this objective with a tree-guided evolution loop. On Text-to-SQL generation (BIRD) and general question answering (MMLU-Redux), a 4B-parameter model trained with LSE outperforms self-evolving policies powered by GPT-5 and Claude Sonnet 4.5, as well as prompt optimization methods including GEPA and TextGrad, and transfers to guide other models without additional training. Our results highlight the effectiveness of treating self-evolution as a learnable skill.

As high-quality data becomes increasingly difficult to obtain, data-free self-evolution has emerged as a promising paradigm. This approach allows large language models (LLMs) to autonomously generate and solve complex problems, thereby improving their reasoning capabilities. However, multi-turn search agents struggle in data-free self-evolution due to the limited question diversity and the substantial compute required for multi-step reasoning and tool using. In this work, we introduce Dr. Zero, a framework enabling search agents to effectively self-evolve without any training data. In particular, we design a self-evolution feedback loop where a proposer generates diverse questions to train a solver initialized from the same base model. As the solver evolves, it incentivizes the proposer to produce increasingly difficult yet solvable tasks, thus establishing an automated curriculum to refine both agents. To enhance training efficiency, we also introduce hop-grouped relative policy optimization (HRPO). This method clusters structurally similar questions to construct group-level baselines, effectively minimizing the sampling overhead in evaluating each query's individual difficulty and solvability. Consequently, HRPO significantly reduces the compute requirements for solver training without compromising performance or stability. Extensive experiment results demonstrate that the data-free Dr. Zero matches or surpasses fully supervised search agents, proving that complex reasoning and search capabilities can emerge solely through self-evolution.

Large Language Models (LLMs) have demonstrated remarkable capabilities in understanding and generating human-like content. This has revolutionized various sectors such as healthcare, software development, and education. In education, LLMs offer potential for personalized and interactive learning experiences, especially in regions with limited teaching resources. However, adapting these models effectively to curriculum-specific content, such as the National Council of Educational Research and Training (NCERT) syllabus in India, presents unique challenges in terms of accuracy, alignment, and pedagogical relevance. In this paper, we present the framework "PustakAI"Pustak means `book' in many Indian languages. for the design and evaluation of a novel question-answering dataset "NCERT-QA" aligned with the NCERT curriculum for English and Science subjects of grades 6 to 8. We classify the curated QA pairs as Factoid, Inferential, and Others (evaluative and reasoning). We evaluate the dataset with various prompting techniques, such as meta-prompt, few-shot, and CoT-style prompting, using diverse evaluation metrics to understand which approach aligns more efficiently with the structure and demands of the curriculum. Along with the usability of the dataset, we analyze the strengths and limitations of current open-source LLMs (Gemma3:1b, Llama3.2:3b, and Nemotron-mini:4b) and high-end LLMs (Llama-4-Scout-17B and Deepseek-r1-70B) as AI-based learning tools in formal education systems.

Curriculum Learning is the presentation of samples to the machine learning model in a meaningful order instead of a random order. The main challenge of Curriculum Learning is determining how to rank these samples. The ranking of the samples is expressed by the scoring function. In this study, scoring functions were compared using data set features, using the model to be trained, and using another model and their ensemble versions. Experiments were performed for 4 images and 4 text datasets. No significant differences were found between scoring functions for text datasets, but significant improvements were obtained in scoring functions created using transfer learning compared to classical model training and other scoring functions for image datasets. It shows that different new scoring functions are waiting to be found for text classification tasks.

The advancement of general-purpose artificial intelligence relies on large language models (LLMs) that excel across a wide range of tasks, from structured reasoning to creative generation. However, post-training methods like Supervised Fine-Tuning (SFT) often struggle with generalization, favoring memorization over transferable learning. In this work, we introduce Omni-Thinker, a unified reinforcement learning (RL) framework that enhances LLM performance across diverse tasks by combining rule-based verifiable rewards with generative preference signals via LLM-as-a-Judge evaluations. Our approach enables consistent optimization across task types and scales RL-based training to subjective domains. We further investigate training strategies, demonstrating that a curriculum-based progression that orders tasks from structured to open-ended improves performance and reduces forgetting. Experimental results across four domains reveal that curriculum learning improves performance by 5.2% over joint training and 9.1% over model merging. These results highlight the importance of task-aware sampling and hybrid supervision in scaling RL-based post-training for general-purpose LLMs.

Retrieval-Augmented Language Models (RALMs) represent a classic paradigm where models enhance generative capabilities using external knowledge retrieved via a specialized module. Recent advancements in Agent techniques enable Large Language Models (LLMs) to autonomously utilize tools for retrieval, planning, and reasoning. While existing training-based methods show promise, their agentic abilities are limited by inherent characteristics of the task-specific data used during training. To further enhance the universal search capability of agents, we propose a novel pre-training framework, MaskSearch. In the pre-training stage, we introduce the Retrieval Augmented Mask Prediction (RAMP) task, where the model learns to leverage search tools to fill masked spans on a large number of pre-training data, thus acquiring universal retrieval and reasoning capabilities for LLMs. After that, the model is trained on downstream tasks to achieve further improvement. We apply both Supervised Fine-tuning (SFT) and Reinforcement Learning (RL) for training. For SFT, we combine agent-based and distillation-based methods to generate training data, starting with a multi-agent system consisting of a planner, rewriter, observer, and followed by a self-evolving teacher model. While for RL, we employ DAPO as the training framework and adopt a hybrid reward system consisting of answer rewards and format rewards. Additionally, we introduce a curriculum learning approach that allows the model to learn progressively from easier to more challenging instances based on the number of masked spans. We evaluate the effectiveness of our framework in the scenario of open-domain multi-hop question answering. Through extensive experiments, we demonstrate that MaskSearch significantly enhances the performance of LLM-based search agents on both in-domain and out-of-domain downstream tasks.

We describe our team's contribution to the STRICT-SMALL track of the BabyLM Challenge. The challenge requires training a language model from scratch using only a relatively small training dataset of ten million words. We experiment with three variants of cognitively-motivated curriculum learning and analyze their effect on the performance of the model on linguistic evaluation tasks. In the vocabulary curriculum, we analyze methods for constraining the vocabulary in the early stages of training to simulate cognitively more plausible learning curves. In the data curriculum experiments, we vary the order of the training instances based on i) infant-inspired expectations and ii) the learning behavior of the model. In the objective curriculum, we explore different variations of combining the conventional masked language modeling task with a more coarse-grained word class prediction task to reinforce linguistic generalization capabilities. Our results did not yield consistent improvements over our own non-curriculum learning baseline across a range of linguistic benchmarks; however, we do find marginal gains on select tasks. Our analysis highlights key takeaways for specific combinations of tasks and settings which benefit from our proposed curricula. We moreover determine that careful selection of model architecture, and training hyper-parameters yield substantial improvements over the default baselines provided by the BabyLM challenge.

Recent advancements in prompt engineering strategies, such as Chain-of-Thought (CoT) and Self-Discover, have demonstrated significant potential in improving the reasoning abilities of Large Language Models (LLMs). However, these state-of-the-art (SOTA) prompting strategies rely on single or fixed set of static seed reasoning modules like "think step by step" or "break down this problem" intended to simulate human approach to problem-solving. This constraint limits the flexibility of models in tackling diverse problems effectively. In this paper, we introduce Auto-Evolve, a novel framework that enables LLMs to self-create dynamic reasoning modules and downstream action plan, resulting in significant improvements over current SOTA methods. We evaluate Auto-Evolve on the challenging BigBench-Hard (BBH) dataset with Claude 2.0, Claude 3 Sonnet, Mistral Large, and GPT 4, where it consistently outperforms the SOTA prompt strategies. Auto-Evolve outperforms CoT by up to 10.4% and on an average by 7% across these four models. Our framework introduces two innovations: a) Auto-Evolve dynamically generates reasoning modules for each task while aligning with human reasoning paradigm, thus eliminating the need for predefined templates. b) We introduce an iterative refinement component, that incrementally refines instruction guidance for LLMs and helps boost performance by average 2.8% compared to doing it in a single step.

While large language models (LLMs) have demonstrated remarkable general performance, enabling smaller models to achieve capabilities comparable to their larger counterparts remains a critical challenge. For humans, iterative refinement of problem analysis and responses is a common strategy to enhance answer quality. However, we observe that existing LLMs exhibit limited ability to refine their outputs for quality improvement. In this paper, we first investigate mechanisms to unlock and progressively enhance self-refinement ability in smaller models within an iterative preference optimization framework, aiming to bridge the performance gap with larger models. To this end, we propose EVOLVE, a novel post-training and inference framework that iteratively integrates preference training with self-refinement-driven data collection. During training, EVOLVE strengthens the model's direct question-answering ability while simultaneously unlocking its self-refinement potential. At inference, the framework leverages this capability to generate progressively refined responses, which are filtered to construct datasets for subsequent rounds of preference training. Experiments demonstrate EVOLVE's exceptional performance: when applied to Llama-3.1-8B base model and under the self-refinement setting, it surpasses state-of-the-art models including Llama-3.1-405B-Instruct and GPT-4o, achieving a 62.3% length-controlled win rate and 63.3% raw win rate on AlpacaEval 2, along with a 50.3% win rate on Arena-Hard. Furthermore, EVOLVE consistently enhances performance on mathematical reasoning tasks like GSM8K and MATH.

We introduce Prompt Curriculum Learning (PCL), a lightweight reinforcement learning (RL) algorithm that selects intermediate-difficulty prompts using a learned value model to post-train language models. Since post-training LLMs via RL remains sensitive to batching and prompt selection strategies, we first conduct a series of systematic experiments where we (1) determine the optimal training batch size that balances generation efficiency and gradient quality and (2) establish the importance of focusing on prompts of intermediate difficulty for the policy. We build upon these results to design PCL, which identifies prompts of intermediate difficulty for the current policy in an on-policy manner by using a value model that is concurrently updated based on the current policy. By focusing on informative prompts that yield high effective ratios, PCL achieves either the highest performance or requires significantly less time to reach comparable performance to its counterparts. Compared to rollout-based filtering methods, PCL avoids costly rollouts and achieves 12.1times and 16.9times faster speed on identifying intermediate-difficulty prompts when training on MATH and DeepScaleR, respectively. We further demonstrate that our value model accurately predicts prompt difficulty and allows PCL to focus on progressively more challenging prompts during RL. Our results present a new methodology that delivers improved tradeoff between upper-bound performance and efficiency for reasoning-focused RL.

Multi-token prediction (MTP) is a recently proposed pre-training objective for language models. Rather than predicting only the next token (NTP), MTP predicts the next k tokens at each prediction step, using multiple prediction heads. MTP has shown promise in improving downstream performance, inference speed, and training efficiency, particularly for large models. However, prior work has shown that smaller language models (SLMs) struggle with the MTP objective. To address this, we propose a curriculum learning strategy for MTP training, exploring two variants: a forward curriculum, which gradually increases the complexity of the pre-training objective from NTP to MTP, and a reverse curriculum, which does the opposite. Our experiments show that the forward curriculum enables SLMs to better leverage the MTP objective during pre-training, improving downstream NTP performance and generative output quality, while retaining the benefits of self-speculative decoding. The reverse curriculum achieves stronger NTP performance and output quality, but fails to provide any self-speculative decoding benefits.

Large Language Models (LLMs) have demonstrated strong capabilities but remain fundamentally static, unable to adapt their internal parameters to novel tasks, evolving knowledge domains, or dynamic interaction contexts. As LLMs are increasingly deployed in open-ended, interactive environments, this static nature has become a critical bottleneck, necessitating agents that can adaptively reason, act, and evolve in real time. This paradigm shift -- from scaling static models to developing self-evolving agents -- has sparked growing interest in architectures and methods enabling continual learning and adaptation from data, interactions, and experiences. This survey provides the first systematic and comprehensive review of self-evolving agents, organized around three foundational dimensions -- what to evolve, when to evolve, and how to evolve. We examine evolutionary mechanisms across agent components (e.g., models, memory, tools, architecture), categorize adaptation methods by stages (e.g., intra-test-time, inter-test-time), and analyze the algorithmic and architectural designs that guide evolutionary adaptation (e.g., scalar rewards, textual feedback, single-agent and multi-agent systems). Additionally, we analyze evaluation metrics and benchmarks tailored for self-evolving agents, highlight applications in domains such as coding, education, and healthcare, and identify critical challenges and research directions in safety, scalability, and co-evolutionary dynamics. By providing a structured framework for understanding and designing self-evolving agents, this survey establishes a roadmap for advancing adaptive agentic systems in both research and real-world deployments, ultimately shedding lights to pave the way for the realization of Artificial Super Intelligence (ASI), where agents evolve autonomously, performing at or beyond human-level intelligence across a wide array of tasks.

Large Language Models (LLMs) are changing the coding paradigm, known as vibe coding, yet synthesizing algorithmically sophisticated and robust code still remains a critical challenge. Incentivizing the deep reasoning capabilities of LLMs is essential to overcoming this hurdle. Reinforcement Fine-Tuning (RFT) has emerged as a promising strategy to address this need. However, most existing approaches overlook the heterogeneous difficulty and granularity inherent in test cases, leading to an imbalanced distribution of reward signals and consequently biased gradient updates during training. To address this, we propose Test-driven and cApability-adaptive cuRriculum reinfOrcement fine-Tuning (TAROT). TAROT systematically constructs, for each problem, a four-tier test suite (basic, intermediate, complex, edge), providing a controlled difficulty landscape for curriculum design and evaluation. Crucially, TAROT decouples curriculum progression from raw reward scores, enabling capability-conditioned evaluation and principled selection from a portfolio of curriculum policies rather than incidental test-case difficulty composition. This design fosters stable optimization and more efficient competency acquisition. Extensive experimental results reveal that the optimal curriculum for RFT in code generation is closely tied to a model's inherent capability, with less capable models achieving greater gains with an easy-to-hard progression, whereas more competent models excel under a hard-first curriculum. TAROT provides a reproducible method that adaptively tailors curriculum design to a model's capability, thereby consistently improving the functional correctness and robustness of the generated code. All code and data are released to foster reproducibility and advance community research at https://github.com/deep-diver/TAROT.

Imitation learning uses data for training policies to solve complex tasks. However, when the training data is collected from human demonstrators, it often leads to multimodal distributions because of the variability in human actions. Most imitation learning methods rely on a maximum likelihood (ML) objective to learn a parameterized policy, but this can result in suboptimal or unsafe behavior due to the mode-averaging property of the ML objective. In this work, we propose Information Maximizing Curriculum, a curriculum-based approach that assigns a weight to each data point and encourages the model to specialize in the data it can represent, effectively mitigating the mode-averaging problem by allowing the model to ignore data from modes it cannot represent. To cover all modes and thus, enable diverse behavior, we extend our approach to a mixture of experts (MoE) policy, where each mixture component selects its own subset of the training data for learning. A novel, maximum entropy-based objective is proposed to achieve full coverage of the dataset, thereby enabling the policy to encompass all modes within the data distribution. We demonstrate the effectiveness of our approach on complex simulated control tasks using diverse human demonstrations, achieving superior performance compared to state-of-the-art methods.

Data Darwinism (Part I) established a ten-level hierarchy for data processing, showing that stronger processing can unlock greater data value. However, that work relied on manually designed strategies for a single category. Modern pretraining corpora comprise hundreds of heterogeneous categories spanning domains and content types, each demanding specialized treatment. At this scale, manual strategy design becomes prohibitive. This raises a key question: can strategies evolve in an automated way? We introduce DataEvolve, a framework that enables strategies to evolve through iterative optimization rather than manual design. For each data category, DataEvolve operates in a closed evolutionary loop: it identifies quality issues, generates candidate strategies, executes them on sampled data, evaluates results, and refines approaches across generations. The process accumulates knowledge through an experience pool of discovered issues and a strategy pool tracking performance across iterations. Applied to 8 categories spanning 672B tokens from Nemotron-CC, DataEvolve produces Darwin-CC, a 504B-token dataset with strategies evolved through 30 iterations per category. Training 3B models on 500B tokens, Darwin-CC outperforms raw data (+3.96 points) and achieves a 44.13 average score across 18 benchmarks, surpassing DCLM, Ultra-FineWeb, and FineWeb-Edu, with strong gains on knowledge-intensive tasks such as MMLU. Analysis shows evolved strategies converge on cleaning-focused approaches: targeted noise removal and format normalization with domain-aware preservation, echoing the L4 (Generative Refinement) principles from Part I. Ablation studies confirm iterative evolution is essential: optimized strategies outperform suboptimal ones by 2.93 points, establishing evolutionary strategy design as feasible and necessary for pretraining-scale data curation.

Self-awareness, i.e., the ability to assess and correct one's own generation, is a fundamental aspect of human intelligence, making its replication in large language models (LLMs) an important yet challenging task. Previous works tackle this by employing extensive reinforcement learning or rather relying on large external verifiers. In this work, we propose Refine via Intrinsic Self-Verification (ReVISE), an efficient and effective framework that enables LLMs to self-correct their outputs through self-verification. The core idea of ReVISE is to enable LLMs to verify their reasoning processes and continually rethink reasoning trajectories based on its verification. We introduce a structured curriculum based upon online preference learning to implement this efficiently. Specifically, as ReVISE involves two challenging tasks (i.e., self-verification and reasoning correction), we tackle each task sequentially using curriculum learning, collecting both failed and successful reasoning paths to construct preference pairs for efficient training. During inference, our approach enjoys natural test-time scaling by integrating self-verification and correction capabilities, further enhanced by our proposed confidence-aware decoding mechanism. Our experiments on various reasoning tasks demonstrate that ReVISE achieves efficient self-correction and significantly improves reasoning performance.

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

We present a new algorithm, Cross-Episodic Curriculum (CEC), to boost the learning efficiency and generalization of Transformer agents. Central to CEC is the placement of cross-episodic experiences into a Transformer's context, which forms the basis of a curriculum. By sequentially structuring online learning trials and mixed-quality demonstrations, CEC constructs curricula that encapsulate learning progression and proficiency increase across episodes. Such synergy combined with the potent pattern recognition capabilities of Transformer models delivers a powerful cross-episodic attention mechanism. The effectiveness of CEC is demonstrated under two representative scenarios: one involving multi-task reinforcement learning with discrete control, such as in DeepMind Lab, where the curriculum captures the learning progression in both individual and progressively complex settings; and the other involving imitation learning with mixed-quality data for continuous control, as seen in RoboMimic, where the curriculum captures the improvement in demonstrators' expertise. In all instances, policies resulting from CEC exhibit superior performance and strong generalization. Code is open-sourced at https://cec-agent.github.io/ to facilitate research on Transformer agent learning.

Recent advancements in multimodal large language models (MLLMs) and video agent systems have significantly improved general video understanding. However, when applied to scientific video understanding and educating, a domain that demands external professional knowledge integration and rigorous step-wise reasoning, existing approaches often struggle. To bridge this gap, we propose SciEducator, the first iterative self-evolving multi-agent system for scientific video comprehension and education. Rooted in the classical Deming Cycle from management science, our design reformulates its Plan-Do-Study-Act philosophy into a self-evolving reasoning and feedback mechanism, which facilitates the interpretation of intricate scientific activities in videos. Moreover, SciEducator can produce multimodal educational content tailored to specific scientific processes, including textual instructions, visual guides, audio narrations, and interactive references. To support evaluation, we construct SciVBench, a benchmark consisting of 500 expert-verified and literature-grounded science QA pairs across five categories, covering physical, chemical, and everyday phenomena. Extensive experiments demonstrate that SciEducator substantially outperforms leading closed-source MLLMs (e.g., Gemini, GPT-4o) and state-of-the-art video agents on the benchmark, establishing a new paradigm for the community.

Code language models have emerged as useful tools for various programming tasks, yet they often struggle when it comes to complex ones. In this paper, we explore the potential of curriculum learning in enhancing the performance of these models. While prior research has suggested that curriculum learning does not necessarily help in improving the performance of language models, our results surprisingly show that this may not be the case for code language models. We demonstrate that a well-designed curriculum learning approach significantly improves the accuracy of small decoder-only code language models on the task of code execution, while its effect on code completion is less significant. To explore the potential of curriculum learning, we train multiple GPT models with 1 million parameters each to predict the next token and evaluate them on code completion and execution tasks. Our contributions include proposing a novel code difficulty assessment metric by combining software code measures, investigating the effectiveness of Curriculum Learning for code language models, and introducing a Novel Curriculum Learning schedule that enhances the performance of small decoder-only language models in code execution tasks. The results of this paper open the door for more research on the use of curriculum learning for code language models.

Large language models (LLM) have recently shown the extraordinary ability to perform unseen tasks based on few-shot examples provided as text, also known as in-context learning (ICL). While recent works have attempted to understand the mechanisms driving ICL, few have explored training strategies that incentivize these models to generalize to multiple tasks. Multi-task learning (MTL) for generalist models is a promising direction that offers transfer learning potential, enabling large parameterized models to be trained from simpler, related tasks. In this work, we investigate the combination of MTL with ICL to build models that efficiently learn tasks while being robust to out-of-distribution examples. We propose several effective curriculum learning strategies that allow ICL models to achieve higher data efficiency and more stable convergence. Our experiments reveal that ICL models can effectively learn difficult tasks by training on progressively harder tasks while mixing in prior tasks, denoted as mixed curriculum in this work. Our code and models are available at https://github.com/harmonbhasin/curriculum_learning_icl .

Large language model (LLM) agents are increasingly equipped with memory, which are stored experience and reusable guidance that can improve task-solving performance. Recent self-evolving systems update memory based on interaction outcomes, but most existing evolution pipelines are developed for static train/test splits and only approximate online learning by folding static benchmarks, making them brittle under true distribution shift and continuous feedback. We introduce Live-Evo, an online self-evolving memory system that learns from a stream of incoming data over time. Live-Evo decouples what happened from how to use it via an Experience Bank and a Meta-Guideline Bank, compiling task-adaptive guidelines from retrieved experiences for each task. To manage memory online, Live-Evo maintains experience weights and updates them from feedback: experiences that consistently help are reinforced and retrieved more often, while misleading or stale experiences are down-weighted and gradually forgotten, analogous to reinforcement and decay in human memory. On the live Prophet Arena benchmark over a 10-week horizon, Live-Evo improves Brier score by 20.8\% and increases market returns by 12.9\%, while also transferring to deep-research benchmarks with consistent gains over strong baselines. Our code is available at https://github.com/ag2ai/Live-Evo.

Autonomous agents driven by Large Language Models (LLMs) have revolutionized reasoning and problem-solving but remain static after training, unable to grow with experience as intelligent beings do during deployment. We introduce Forward Learning with EXperience (FLEX), a gradient-free learning paradigm that enables LLM agents to continuously evolve through accumulated experience. Specifically, FLEX cultivates scalable and inheritable evolution by constructing a structured experience library through continual reflection on successes and failures during interaction with the environment. FLEX delivers substantial improvements on mathematical reasoning, chemical retrosynthesis, and protein fitness prediction (up to 23% on AIME25, 10% on USPTO50k, and 14% on ProteinGym). We further identify a clear scaling law of experiential growth and the phenomenon of experience inheritance across agents, marking a step toward scalable and inheritable continuous agent evolution. Project Page: https://flex-gensi-thuair.github.io.

Data augmentation is one of the regularization strategies for the training of deep learning models, which enhances generalizability and prevents overfitting, leading to performance improvement. Although researchers have proposed various data augmentation techniques, they often lack consideration for the difficulty of augmented data. Recently, another line of research suggests incorporating the concept of curriculum learning with data augmentation in the field of natural language processing. In this study, we adopt curriculum data augmentation for image data augmentation and propose colorful cutout, which gradually increases the noise and difficulty introduced in the augmented image. Our experimental results highlight the possibility of curriculum data augmentation for image data. We publicly released our source code to improve the reproducibility of our study.

User simulation is important for developing and evaluating human-centered AI, yet current student simulation in educational applications has significant limitations. Existing approaches focus on single learning experiences and do not account for students' gradual knowledge construction and evolving skill sets. Moreover, large language models are optimized to produce direct and accurate responses, making it challenging to represent the incomplete understanding and developmental constraints that characterize real learners. In this paper, we introduce a novel framework for memory-based student simulation that incorporates developmental trajectories through a hierarchical memory mechanism with structured knowledge representation. The framework also integrates metacognitive processes and personality traits to enrich the individual learner profiling, through dynamical consolidation of both cognitive development and personal learning characteristics. In practice, we implement a curriculum-aligned simulator grounded on the Next Generation Science Standards. Experimental results show that our approach can effectively reflect the gradual nature of knowledge development and the characteristic difficulties students face, providing a more accurate representation of learning processes.

Recent research highlights the challenges retrieval models face in retrieving useful contexts and the limitations of generation models in effectively utilizing those contexts in retrieval-augmented generation (RAG) settings. To address these challenges, we introduce RAG-RL, the first reasoning language model (RLM) specifically trained for RAG. RAG-RL demonstrates that stronger answer generation models can identify relevant contexts within larger sets of retrieved information -- thereby alleviating the burden on retrievers -- while also being able to utilize those contexts more effectively. Moreover, we show that curriculum design in the reinforcement learning (RL) post-training process is a powerful approach to enhancing model performance. We benchmark our method on two open-domain question-answering datasets and achieve state-of-the-art results, surpassing previous SOTA generative reader models. In addition, we offers empirical insights into various curriculum learning strategies, providing a deeper understanding of their impact on model performance.

We propose ADAPT, a meta-learning algorithm that learns task sampling proportions under an explicit token budget for multi-task instruction tuning. Instead of fixing task weights by hand, maintains a continuous distribution over tasks and updates it via meta-gradients of a smooth worst-case validation objective, inducing an adaptive curriculum that allocates more tokens to useful tasks while avoiding collapse. We instantiate ADAPT on three sim1B-parameter open-weight LLMs (Gemma-3-1B, LLaMA-3.2-1B, Qwen-0.6B), training on 20 Natural Instructions task types under budgets of 1%, 5%, and 10% of the available supervised tokens, and compare against strong supervised fine-tuning baselines with uniform and size-proportional mixing. We conduct evaluations on 11 out-of-domain benchmarks spanning reasoning, reading comprehension, code generation, and instruction following, we find that ADAPT matches or slightly improves average downstream performance relative to the best static mixture, while using fewer effective training tokens and reallocating budget toward harder, benchmark-aligned tasks.

Advances in Large Language Models (LLMs) have enabled a new class of self-evolving agents that autonomously improve through interaction with the environment, demonstrating strong capabilities. However, self-evolution also introduces novel risks overlooked by current safety research. In this work, we study the case where an agent's self-evolution deviates in unintended ways, leading to undesirable or even harmful outcomes. We refer to this as Misevolution. To provide a systematic investigation, we evaluate misevolution along four key evolutionary pathways: model, memory, tool, and workflow. Our empirical findings reveal that misevolution is a widespread risk, affecting agents built even on top-tier LLMs (e.g., Gemini-2.5-Pro). Different emergent risks are observed in the self-evolutionary process, such as the degradation of safety alignment after memory accumulation, or the unintended introduction of vulnerabilities in tool creation and reuse. To our knowledge, this is the first study to systematically conceptualize misevolution and provide empirical evidence of its occurrence, highlighting an urgent need for new safety paradigms for self-evolving agents. Finally, we discuss potential mitigation strategies to inspire further research on building safer and more trustworthy self-evolving agents. Our code and data are available at https://github.com/ShaoShuai0605/Misevolution . Warning: this paper includes examples that may be offensive or harmful in nature.

Humans excel at reusing prior knowledge to address new challenges and developing skills while solving problems. This paradigm becomes increasingly popular in the development of autonomous agents, as it develops systems that can self-evolve in response to new challenges like human beings. However, previous methods suffer from limited training efficiency when expanding new skills and fail to fully leverage prior knowledge to facilitate new task learning. In this paper, we propose Parametric Skill Expansion and Composition (PSEC), a new framework designed to iteratively evolve the agents' capabilities and efficiently address new challenges by maintaining a manageable skill library. This library can progressively integrate skill primitives as plug-and-play Low-Rank Adaptation (LoRA) modules in parameter-efficient finetuning, facilitating efficient and flexible skill expansion. This structure also enables the direct skill compositions in parameter space by merging LoRA modules that encode different skills, leveraging shared information across skills to effectively program new skills. Based on this, we propose a context-aware module to dynamically activate different skills to collaboratively handle new tasks. Empowering diverse applications including multi-objective composition, dynamics shift, and continual policy shift, the results on D4RL, DSRL benchmarks, and the DeepMind Control Suite show that PSEC exhibits superior capacity to leverage prior knowledge to efficiently tackle new challenges, as well as expand its skill libraries to evolve the capabilities. Project website: https://ltlhuuu.github.io/PSEC/.

Recent automatic curriculum learning algorithms, and in particular Teacher-Student algorithms, rely on the notion of learning progress, making the assumption that the good next tasks are the ones on which the learner is making the fastest progress or digress. In this work, we first propose a simpler and improved version of these algorithms. We then argue that the notion of learning progress itself has several shortcomings that lead to a low sample efficiency for the learner. We finally propose a new algorithm, based on the notion of mastering rate, that significantly outperforms learning progress-based algorithms.

Reinforcement Learning (RL) agents often struggle with efficiency and performance in complex environments. We propose a novel framework that uses a Large Language Model (LLM) to dynamically generate a curriculum over available actions, enabling the agent to incorporate each action individually. We apply this framework to the game of Blackjack, where the LLM creates a multi-stage training path that progressively introduces complex actions to a Tabular Q-Learning and a Deep Q-Network (DQN) agent. Our evaluation in a realistic 8-deck simulation over 10 independent runs demonstrates significant performance gains over standard training methods. The curriculum-based approach increases the DQN agent's average win rate from 43.97% to 47.41%, reduces the average bust rate from 32.9% to 28.0%, and accelerates the overall workflow by over 74%, with the agent's full training completing faster than the baseline's evaluation phase alone. These results validate that LLM-guided curricula can build more effective, robust, and efficient RL agents.

Humans are good at learning on the job: We learn how to solve the tasks we face as we go along. Can a model do the same? We propose an agent that assembles a task-specific curriculum, called test-time curriculum (TTC-RL), and applies reinforcement learning to continue training the model for its target task. The test-time curriculum avoids time-consuming human curation of datasets by automatically selecting the most task-relevant data from a large pool of available training data. Our experiments demonstrate that reinforcement learning on a test-time curriculum consistently improves the model on its target tasks, across a variety of evaluations and models. Notably, on challenging math and coding benchmarks, TTC-RL improves the pass@1 of Qwen3-8B by approximately 1.8x on AIME25 and 2.1x on CodeElo. Moreover, we find that TTC-RL significantly raises the performance ceiling compared to the initial model, increasing pass@8 on AIME25 from 40% to 62% and on CodeElo from 28% to 43%. Our findings show the potential of test-time curricula in extending the test-time scaling paradigm to continual training on thousands of task-relevant experiences during test-time.

As Large Language Models (LLMs) move from curated training sets into open-ended real-world environments, a fundamental limitation emerges: static training cannot keep pace with continual deployment environment change. Scaling training-time and inference-time compute improves static capability but does not close this train-deploy gap. We argue that addressing this limitation requires a new scaling axis-evolution. Existing deployment-time adaptation methods, whether parametric fine-tuning or heuristic memory accumulation, lack the strategic agency needed to diagnose failures and produce durable improvements. Our position is that agentic evolution represents the inevitable future of LLM adaptation, elevating evolution itself from a fixed pipeline to an autonomous evolver agent. We instantiate this vision in a general framework, A-Evolve, which treats deployment-time improvement as a deliberate, goal-directed optimization process over persistent system state. We further propose the evolution-scaling hypothesis: the capacity for adaptation scales with the compute allocated to evolution, positioning agentic evolution as a scalable path toward sustained, open-ended adaptation in the real world.

Large language models hold promise as scientific assistants, yet existing agents either rely solely on algorithm evolution or on deep research in isolation, both of which face critical limitations. Pure algorithm evolution, as in AlphaEvolve, depends only on the internal knowledge of LLMs and quickly plateaus in complex domains, while pure deep research proposes ideas without validation, resulting in unrealistic or unimplementable solutions. We present DeepEvolve, an agent that integrates deep research with algorithm evolution, uniting external knowledge retrieval, cross-file code editing, and systematic debugging under a feedback-driven iterative loop. Each iteration not only proposes new hypotheses but also refines, implements, and tests them, avoiding both shallow improvements and unproductive over-refinements. Across nine benchmarks in chemistry, mathematics, biology, materials, and patents, DeepEvolve consistently improves the initial algorithm, producing executable new algorithms with sustained gains. By bridging the gap between unguided evolution and research without grounding, DeepEvolve provides a reliable framework for advancing scientific algorithm discovery. Our code is available at https://github.com/liugangcode/deepevolve.

We explore an evolutionary search strategy for scaling inference time compute in Large Language Models. The proposed approach, Mind Evolution, uses a language model to generate, recombine and refine candidate responses. The proposed approach avoids the need to formalize the underlying inference problem whenever a solution evaluator is available. Controlling for inference cost, we find that Mind Evolution significantly outperforms other inference strategies such as Best-of-N and Sequential Revision in natural language planning tasks. In the TravelPlanner and Natural Plan benchmarks, Mind Evolution solves more than 98% of the problem instances using Gemini 1.5 Pro without the use of a formal solver.

Diffusion-based generative models have emerged as powerful tools in the realm of generative modeling. Despite extensive research on denoising across various timesteps and noise levels, a conflict persists regarding the relative difficulties of the denoising tasks. While various studies argue that lower timesteps present more challenging tasks, others contend that higher timesteps are more difficult. To address this conflict, our study undertakes a comprehensive examination of task difficulties, focusing on convergence behavior and changes in relative entropy between consecutive probability distributions across timesteps. Our observational study reveals that denoising at earlier timesteps poses challenges characterized by slower convergence and higher relative entropy, indicating increased task difficulty at these lower timesteps. Building on these observations, we introduce an easy-to-hard learning scheme, drawing from curriculum learning, to enhance the training process of diffusion models. By organizing timesteps or noise levels into clusters and training models with ascending orders of difficulty, we facilitate an order-aware training regime, progressing from easier to harder denoising tasks, thereby deviating from the conventional approach of training diffusion models simultaneously across all timesteps. Our approach leads to improved performance and faster convergence by leveraging benefits of curriculum learning, while maintaining orthogonality with existing improvements in diffusion training techniques. We validate these advantages through comprehensive experiments in image generation tasks, including unconditional, class-conditional, and text-to-image generation.

Recent advances in large multimodal models (LMMs) have enabled impressive reasoning and perception abilities, yet most existing training pipelines still depend on human-curated data or externally verified reward models, limiting their autonomy and scalability. In this work, we strive to improve LMM reasoning capabilities in a purely unsupervised fashion (without any annotated data or reward distillation). To this end, we propose a self-evolving framework, named EvoLMM, that instantiates two cooperative agents from a single backbone model: a Proposer, which generates diverse, image-grounded questions, and a Solver, which solves them through internal consistency, where learning proceeds through a continuous self-rewarding process. This dynamic feedback encourages both the generation of informative queries and the refinement of structured reasoning without relying on ground-truth or human judgments. When using the popular Qwen2.5-VL as the base model, our EvoLMM yields consistent gains upto sim3\% on multimodal math-reasoning benchmarks, including ChartQA, MathVista, and MathVision, using only raw training images. We hope our simple yet effective approach will serve as a solid baseline easing future research in self-improving LMMs in a fully-unsupervised fashion. Our code and models are available at https://github.com/mbzuai-oryx/EvoLMM.

Medical Large Vision-Language Models (Med-LVLMs) have shown strong potential in multimodal diagnostic tasks. However, existing single-agent models struggle to generalize across diverse medical specialties, limiting their performance. Recent efforts introduce multi-agent collaboration frameworks inspired by clinical workflows, where general practitioners (GPs) and specialists interact in a fixed sequence. Despite improvements, these static pipelines lack flexibility and adaptability in reasoning. To address this, we propose MMedAgent-RL, a reinforcement learning (RL)-based multi-agent framework that enables dynamic, optimized collaboration among medical agents. Specifically, we train two GP agents based on Qwen2.5-VL via RL: the triage doctor learns to assign patients to appropriate specialties, while the attending physician integrates the judgments from multi-specialists and its own knowledge to make final decisions. To address the inconsistency in specialist outputs, we introduce a curriculum learning (CL)-guided RL strategy that progressively teaches the attending physician to balance between imitating specialists and correcting their mistakes. Experiments on five medical VQA benchmarks demonstrate that MMedAgent-RL not only outperforms both open-source and proprietary Med-LVLMs, but also exhibits human-like reasoning patterns. Notably, it achieves an average performance gain of 20.7% over supervised fine-tuning baselines.

Generative AI creates new opportunities for programming education, but many existing systems remain overly directive, producing lengthy explanations and premature solutions that can overwhelm K-12 novices. In this paper, we present a participatory design study of how an adaptive tutorial system, SocratiCode, evolved toward a Socratic tutoring model for beginner programming instruction. Drawing on weekly learner feedback, we iteratively refined the system over a four-week study with two K-12 students learning Python. Across iterations, the system shifted from flexible tutorial generation toward a more dialogic form of support characterized by guided questioning, reflection prompts, misconception checks, incremental hints, and mandatory pauses for learner input. Our preliminary observations suggest that this Socratic shift improved explanation clarity, supported problem-solving engagement, and better aligned instruction with novice learners' needs, especially when combined with human guidance. We argue that generative AI in K-12 programming education may be most effective not as an answer engine, but as a Socratic, adaptive learning companion embedded within a human-guided instructional framework.

Continued pretraining (CPT) is a popular approach to adapt existing large language models (LLMs) to new languages. When doing so, it is common practice to include a portion of English data in the mixture, but its role has not been carefully studied to date. In this work, we show that including English does not impact validation perplexity, yet it is critical for the emergence of downstream capabilities in the target language. We introduce a language-agnostic benchmark for in-context learning (ICL), which reveals catastrophic forgetting early on CPT when English is not included. This in turn damages the ability of the model to generalize to downstream prompts in the target language as measured by perplexity, even if it does not manifest in terms of accuracy until later in training, and can be tied to a big shift in the model parameters. Based on these insights, we introduce curriculum learning and exponential moving average (EMA) of weights as effective alternatives to mitigate the need for English. All in all, our work sheds light into the dynamics by which emergent abilities arise when doing CPT for language adaptation, and can serve as a foundation to design more effective methods in the future.

As Large Multimodal Models (LMMs) scale up and reinforcement learning (RL) methods mature, LMMs have made notable progress in complex reasoning and decision making. Yet training still relies on static data and fixed recipes, making it difficult to diagnose capability blind spots or provide dynamic, targeted reinforcement. Motivated by findings that test driven error exposure and feedback based correction outperform repetitive practice, we propose Diagnostic-driven Progressive Evolution (DPE), a spiral loop where diagnosis steers data generation and reinforcement, and each iteration re-diagnoses the updated model to drive the next round of targeted improvement. DPE has two key components. First, multiple agents annotate and quality control massive unlabeled multimodal data, using tools such as web search and image editing to produce diverse, realistic samples. Second, DPE attributes failures to specific weaknesses, dynamically adjusts the data mixture, and guides agents to generate weakness focused data for targeted reinforcement. Experiments on Qwen3-VL-8B-Instruct and Qwen2.5-VL-7B-Instruct show stable, continual gains across eleven benchmarks, indicating DPE as a scalable paradigm for continual LMM training under open task distributions. Our code, models, and data are publicly available at https://github.com/hongruijia/DPE.

Reinforcement learning (RL) problems can be challenging without well-shaped rewards. Prior work on provably efficient RL methods generally proposes to address this issue with dedicated exploration strategies. However, another way to tackle this challenge is to reformulate it as a multi-task RL problem, where the task space contains not only the challenging task of interest but also easier tasks that implicitly function as a curriculum. Such a reformulation opens up the possibility of running existing multi-task RL methods as a more efficient alternative to solving a single challenging task from scratch. In this work, we provide a theoretical framework that reformulates a single-task RL problem as a multi-task RL problem defined by a curriculum. Under mild regularity conditions on the curriculum, we show that sequentially solving each task in the multi-task RL problem is more computationally efficient than solving the original single-task problem, without any explicit exploration bonuses or other exploration strategies. We also show that our theoretical insights can be translated into an effective practical learning algorithm that can accelerate curriculum learning on simulated robotic tasks.

We propose a paradigm shift toward open-ended curriculum self-play: rather than learning to answer on a fixed prompt set, a unified policy learns to question: generating verifiable problems, solving them, and turning verifier feedback into self-improvement without human-annotated solutions. We introduce ANCORA, in which the policy alternates between a Proposer that synthesizes novel specifications and a Solver that produces verified solutions, anchored by three load-bearing mechanisms: a two-level group-relative update coupling Proposer advantages across specifications with Solver advantages across solution attempts; iterative self-distilled SFT projecting the base model onto its valid-output manifold before RL; and a UCB-guided Curriculum DAG whose policy-induced problem set can provably expand under self-composition. Without these stabilizers, sparse verifier feedback drives Proposer collapse even under MLRL-aligned rewards; with them, ANCORA bootstraps a verifiable curriculum from zero human solutions. Instantiated in Verus, ANCORA lifts Dafny2Verus pass@1 from a 26.6% SFT baseline to 81.5% in test-time training (TTT, 0-shot), outperforming PSV self-play by 15.8 points despite PSV's 1-shot inference; in a transfer setting, training from Dafny2Verus seeds yields 36.2% and 17.2% pass@1 on held-out MBPP and HumanEval.

In the age of AI-powered educational (AIED) innovation, evaluating the developmental consequences of novel designs before they are exposed to students has become both essential and challenging. Since such interventions may carry irreversible effects, it is critical to anticipate not only potential benefits but also possible harms. This study proposes a student development agent framework based on large language models (LLMs), designed to simulate how students with diverse characteristics may evolve under different educational settings without administering them to real students. By validating the approach through a case study on a multi-agent learning environment (MAIC), we demonstrate that the agent's predictions align with real student outcomes in non-cognitive developments. The results suggest that LLM-based simulations hold promise for evaluating AIED innovations efficiently and ethically. Future directions include enhancing profile structures, incorporating fine-tuned or small task-specific models, validating effects of empirical findings, interpreting simulated data and optimizing evaluation methods.

Despite exceptional capabilities in knowledge-intensive tasks, Large Language Models (LLMs) face a critical gap in understanding how they internalize new knowledge, particularly how to structurally embed acquired knowledge in their neural computations. We address this issue through the lens of knowledge circuit evolution, identifying computational subgraphs that facilitate knowledge storage and processing. Our systematic analysis of circuit evolution throughout continual pre-training reveals several key findings: (1) the acquisition of new knowledge is influenced by its relevance to pre-existing knowledge; (2) the evolution of knowledge circuits exhibits a distinct phase shift from formation to optimization; (3) the evolution of knowledge circuits follows a deep-to-shallow pattern. These insights not only advance our theoretical understanding of the mechanisms of new knowledge acquisition in LLMs, but also provide potential implications for improving continual pre-training strategies to enhance model performance. Code and data will be available at https://github.com/zjunlp/DynamicKnowledgeCircuits.

Training Large Language Models (LLMs) incurs substantial data-related costs, motivating the development of data-efficient training methods through optimised data ordering and selection. Human-inspired learning strategies, such as curriculum learning, offer possibilities for efficient training by organising data according to common human learning practices. Despite evidence that fine-tuning with curriculum learning improves the performance of LLMs for natural language understanding tasks, its effectiveness is typically assessed using a single model. In this work, we extend previous research by evaluating both curriculum-based and non-curriculum-based learning strategies across multiple LLMs, using human-defined and automated data labels for medical question answering. Our results indicate a moderate impact of using human-inspired learning strategies for fine-tuning LLMs, with maximum accuracy gains of 1.77% per model and 1.81% per dataset. Crucially, we demonstrate that the effectiveness of these strategies varies significantly across different model-dataset combinations, emphasising that the benefits of a specific human-inspired strategy for fine-tuning LLMs do not generalise. Additionally, we find evidence that curriculum learning using LLM-defined question difficulty outperforms human-defined difficulty, highlighting the potential of using model-generated measures for optimal curriculum design.

Evolutionary program synthesis systems such as AlphaEvolve, OpenEvolve, and ShinkaEvolve offer a new approach to AI-assisted mathematical discovery. These systems utilize teams of large language models (LLMs) to generate candidate solutions to a problem as human readable code. These candidate solutions are then 'evolved' with the goal of improving them beyond what an LLM can produce in a single shot. While existing mathematical applications have mostly focused on problems of establishing bounds (e.g., sphere packing), the program synthesis approach is well suited to any problem where the solution takes the form of an explicit construction. With this in mind, in this paper we explore the use of OpenEvolve for combinatorial bijection discovery. We describe the results of applying OpenEvolve to three bijection construction problems involving Dyck paths, two of which are known and one of which is open. We find that while systems like OpenEvolve show promise as a valuable tool for combinatorialists, the problem of finding novel, research-level bijections remains a challenging task for current frontier systems, reinforcing the need for human mathematicians in the loop. We describe some lessons learned for others in the field interested in exploring the use of these systems.

Despite the impressive text-to-image (T2I) synthesis capabilities of diffusion models, they often struggle to understand compositional relationships between objects and attributes, especially in complex settings. Existing solutions have tackled these challenges by optimizing the cross-attention mechanism or learning from the caption pairs with minimal semantic changes. However, can we generate high-quality complex contrastive images that diffusion models can directly discriminate based on visual representations? In this work, we leverage large-language models (LLMs) to compose realistic, complex scenarios and harness Visual-Question Answering (VQA) systems alongside diffusion models to automatically curate a contrastive dataset, ConPair, consisting of 15k pairs of high-quality contrastive images. These pairs feature minimal visual discrepancies and cover a wide range of attribute categories, especially complex and natural scenarios. To learn effectively from these error cases, i.e., hard negative images, we propose EvoGen, a new multi-stage curriculum for contrastive learning of diffusion models. Through extensive experiments across a wide range of compositional scenarios, we showcase the effectiveness of our proposed framework on compositional T2I benchmarks.

Foundation models have shown impressive adaptation and scalability in supervised and self-supervised learning problems, but so far these successes have not fully translated to reinforcement learning (RL). In this work, we demonstrate that training an RL agent at scale leads to a general in-context learning algorithm that can adapt to open-ended novel embodied 3D problems as quickly as humans. In a vast space of held-out environment dynamics, our adaptive agent (AdA) displays on-the-fly hypothesis-driven exploration, efficient exploitation of acquired knowledge, and can successfully be prompted with first-person demonstrations. Adaptation emerges from three ingredients: (1) meta-reinforcement learning across a vast, smooth and diverse task distribution, (2) a policy parameterised as a large-scale attention-based memory architecture, and (3) an effective automated curriculum that prioritises tasks at the frontier of an agent's capabilities. We demonstrate characteristic scaling laws with respect to network size, memory length, and richness of the training task distribution. We believe our results lay the foundation for increasingly general and adaptive RL agents that perform well across ever-larger open-ended domains.

Recent work such as AlphaEvolve has shown that combining LLM-driven optimization with evolutionary search can effectively improve programs, prompts, and algorithms across domains. In this paradigm, previously evaluated solutions are reused to guide the model toward new candidate solutions. Crucially, the effectiveness of this evolution process depends on the search strategy: how prior solutions are selected and varied to generate new candidates. However, most existing methods rely on fixed search strategies with predefined knobs (e.g., explore-exploit ratios) that remain static throughout execution. While effective in some settings, these approaches often fail to adapt across tasks, or even within the same task as the search space changes over time. We introduce EvoX, an adaptive evolution method that optimizes its own evolution process. EvoX jointly evolves candidate solutions and the search strategies used to generate them, continuously updating how prior solutions are selected and varied based on progress. This enables the system to dynamically shift between different search strategies during the optimization process. Across nearly 200 real-world optimization tasks, EvoX outperforms existing AI-driven evolutionary methods including AlphaEvolve, OpenEvolve, GEPA, and ShinkaEvolve on the majority of tasks.

Large Language Models (LLMs) are converging towards a singular Artificial Hivemind, where shared Nature (pre-training priors) result in a profound collapse of distributional diversity, limiting the distinct perspectives necessary for creative exploration and scientific discovery. To address this, we propose to equip models with inference-time Nurture (individualized epistemic trajectories) using Epistemic Evolution paradigm, progressing through explore, internalize, and express. We instantiate this via PRISM (Pluralistic Reasoning via In-context Structure Modeling), a model-agnostic system that augments LLM with dynamic On-the-fly Epistemic Graphs. On three creativity benchmarks, PRISM achieves state-of-the-art novelty and significantly expands distributional diversity. Moreover, we evaluate the real-world utility via a challenging rare-disease diagnosis benchmark. Results demonstrate that PRISM successfully uncovers correct long-tail diagnoses that standard LLM miss, confirming that its divergence stems from meaningful exploration rather than incoherent noise. Overall, this work establishes a new paradigm for Pluralistic AI, moving beyond monolithic consensus toward a diverse ecosystem of unique cognitive individuals capable of collective, multi-perspective discovery.

True self-evolution requires agents to act as lifelong learners that internalize novel experiences to solve future problems. However, rigorously measuring this foundational capability is hindered by two obstacles: the entanglement of prior knowledge, where ``new'' knowledge may appear in pre-training data, and the entanglement of reasoning complexity, where failures may stem from problem difficulty rather than an inability to recall learned knowledge. We introduce SE-Bench, a diagnostic environment that obfuscates the NumPy library and its API doc into a pseudo-novel package with randomized identifiers. Agents are trained to internalize this package and evaluated on simple coding tasks without access to documentation, yielding a clean setting where tasks are trivial with the new API doc but impossible for base models without it. Our investigation reveals three insights: (1) the Open-Book Paradox, where training with reference documentation inhibits retention, requiring "Closed-Book Training" to force knowledge compression into weights; (2) the RL Gap, where standard RL fails to internalize new knowledge completely due to PPO clipping and negative gradients; and (3) the viability of Self-Play for internalization, proving models can learn from self-generated, noisy tasks when coupled with SFT, but not RL. Overall, SE-Bench establishes a rigorous diagnostic platform for self-evolution with knowledge internalization. Our code and dataset can be found at https://github.com/thunlp/SE-Bench.

Large language model (LLM) agent systems are increasingly expected to improve after deployment, but existing work often decouples two adaptation targets: skill evolution and multi-agent system (MAS) restructuring. This separation can create organization bottlenecks, context pressure, and mis-specialization. We present SkillMAS, a non-parametric framework for adaptive specialization in multi-agent systems that couples skill evolution with MAS restructuring. SkillMAS uses Utility Learning to assign credit from verified execution traces, bounded skill evolution to refine reusable procedures without unfiltered library growth, and evidence-gated MAS restructuring when retained failures and Executor Utility indicate a structural mismatch. Across embodied manipulation, command-line execution, and retail workflows, SkillMAS is competitive under the reported harnesses while clarifying how post-deployment specialization is attributed, updated, and applied.

Current Reinforcement Fine-tuning (RFT) paradigms for Large Language Models (LLMs) suffer from sample inefficiency due to the redundant exposure of identical queries under uniform data sampling. While previous work has explored curriculum learning via heuristic difficulty metrics, these strategies exhibit limitations by neglecting the intrinsic learning signals generated by the model itself, thus leading to suboptimal training regimes. In this paper, we identify a model-inherent signal termed angle concentration that effectively reflects an LLM's capacity to learn from specific data. We theoretically and empirically demonstrate a correlation between the angular distribution of token hidden state vectors and the resulting gradient, revealing a learning preference for data exhibiting higher angle concentration. Inspired by this finding, we propose GAIN-RL, a Gradient-driven Angle-Informed Navigated RL framework. By leveraging the model's intrinsic angle concentration signal, GAIN-RL dynamically selects training data in each epoch, ensuring consistently impactful gradient updates and thus significantly enhancing overall training efficiency. Empirical evaluations show that GAIN-RL (GRPO) achieves over a 2.5x acceleration in training efficiency across diverse mathematical and coding tasks and varying model scales. Furthermore, GAIN-RL (GRPO)'s efficient sampling yields data-efficient training, achieving better performance with half the original data compared to vanilla GRPO with full training data. Code is realsed at https://github.com/wangqinsi1/GAINRL/tree/main.

Large language models (LLMs) have significantly advanced in various fields and intelligent agent applications. However, current LLMs that learn from human or external model supervision are costly and may face performance ceilings as task complexity and diversity increase. To address this issue, self-evolution approaches that enable LLM to autonomously acquire, refine, and learn from experiences generated by the model itself are rapidly growing. This new training paradigm inspired by the human experiential learning process offers the potential to scale LLMs towards superintelligence. In this work, we present a comprehensive survey of self-evolution approaches in LLMs. We first propose a conceptual framework for self-evolution and outline the evolving process as iterative cycles composed of four phases: experience acquisition, experience refinement, updating, and evaluation. Second, we categorize the evolution objectives of LLMs and LLM-based agents; then, we summarize the literature and provide taxonomy and insights for each module. Lastly, we pinpoint existing challenges and propose future directions to improve self-evolution frameworks, equipping researchers with critical insights to fast-track the development of self-evolving LLMs.

The order of training samples plays a crucial role in large language models (LLMs), significantly impacting both their external performance and internal learning dynamics. Traditional methods for investigating this effect generally require retraining the model with various sample orders, which is computationally infeasible for LLMs. In this work, we improve traditional methods by designing a retraining-free framework. By approximating Adam optimizer updates with first- and second-order Taylor expansions and utilizing random projection methods to store intermediate checkpoints, our framework can efficiently estimate model parameters for arbitrary training sample orders. Next, we apply our framework to two downstream research problems: (1) Training curriculum design for LLMs -- we base our retraining-free framework to propose a novel curriculum learning strategy that augments curriculum proposals with estimated model performances, enabling more informed sample scheduling. (2) LLMs' memorization and generalization effect analysis -- we use our retraining-free framework to estimate how the positions of training samples influence LLMs' capacity for memorization and generalization. We conduct extensive experiments to validate the effectiveness of our retraining-free framework in reproducing the true model performances, and further demonstrate its potential in optimizing LLM training curricula and analyzing the memorization and generalization effects of LLMs.

Instruction following is a fundamental capability of large language models (LLMs), yet continuously improving this capability remains challenging. Existing methods typically rely either on costly external supervision from humans or strong teacher models, or on self-play training with static-difficulty instructions that cannot evolve as the model's capabilities improve. To address these limitations, we propose SEIF (Self-Evolving Reinforcement Learning for Instruction Following), a self-evolving framework for enhancing the instruction-following ability of LLMs. SEIF forms a closed self-evolution loop that improves the model's instruction-following ability, where instruction difficulty evolution and model capability evolution reinforce each other. SEIF consists of four roles: an Instructor that generates increasingly challenging instructions, a Filter that removes conflicting or invalid instructions to ensure data quality, a Follower that learns to follow evolved instructions, and a Judger that provides reward signals for reinforcement learning. The Instructor and Follower are alternately trained and co-evolve throughout the process. Experiments across multiple model scales and architectures show that SEIF consistently improves instruction-following performance, suggesting strong generality. Further analyses reveal the sources of improvement and identify an effective training strategy for self-evolution on open-ended tasks: sufficient early-stage training to build a solid foundation, followed by moderate late-stage training to mitigate overfitting and achieve better final performance. The code and data are publicly available at https://github.com/Rainier-rq1/SEIF.