Daily Papers

Fluent guidance is not the same as useful intervention. LLM tutors are typically trained to generate the next teacher utterance, implicitly assuming that every student turn warrants a response. However, our experiments indicate that this conflates tutoring capability (what to say) with intervention necessity (whether to say it). We introduce DICE, a framework that decouples intervention decisions from response generation by first selecting an explicit pedagogical action. To calibrate this action selection policy, we define Intervention Value (IV), a rollout-grounded counterfactual metric that compares each action against non-intervention. IV shows that many prescribed interventions provide little or no marginal benefit. We further introduce DICE-Bench, a multi-variant math tutoring benchmark with skill-preserving problem variants for session-level evaluation. Using IV-weighted and KL-regularized policy optimization, DICE learns to intervene selectively while preserving tutoring effectiveness. In simulated tutoring sessions, DICE reduces the over-intervention rate to near zero while guiding students to correct solutions in approximately 3-4 fewer turns on average than existing Socratic tutoring baselines.

Large language models (LLMs) are increasingly deployed as tutors, but it is unclear whether they support all students equally well. We introduce EduFair-Bench, a benchmark for auditing the pedagogical fairness of LLM tutors---whether tutoring quality varies systematically with student demographics. EduFair-Bench pairs a multi-domain question bank (mathematics, physics, chemistry) with a controlled simulation in which a fixed LLM student interacts with each tutor across nine demographic levels spanning four dimensions: gender, immigration background, first language, and socioeconomic status (SES). Tutoring quality is scored on five turn-level pedagogical metrics and four conversation-level dimensions, using an LLM judge validated against three-annotator consensus on 180 tutor turns. Bias is measured via paired Wilcoxon signed-rank tests and bootstrap effect-size confidence intervals. Two ablations (demographic cues conveyed through names; conflicting demographic information between tutor and student) disentangle tutor-driven from student-driven bias. Across five tutors, we find that model capability and demographic fairness are largely orthogonal: the smallest model is the most consistent while the four more capable tutors all exhibit wide demographic gaps with no clear capability-to-fairness ordering, pedagogy-specific RL training redistributes rather than removes bias, and language- and immigration-related cues produce larger gaps than gender- and SES-related cues.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

Generative AI systems (GenAI) are increasingly used by students as learning companions, yet little is known about how they regulate these tools in open-ended learning settings, where the goal is to improve understanding for later independent performance. This study examined Grade-9 students' use of a general-purpose GenAI during mathematical-modeling practice through the lens of epistemic proactivity (EP)---the extent to which learners retain responsibility for regulating and advancing their own knowledge-building. We operationalized EP through two complementary behavioral dimensions: self-regulated learning (SRL) functions and help-seeking (HS) content. We asked whether static summaries of these behaviors or their within-session development were more informative about subsequent unaided performance. A total of 112 students interacted with a web-based LLM tutor, producing 880 substantive student turns; 95 completed both the unaided pre- and post-tests. Interactions were strongly request-dominated, with comparatively little explicit planning, monitoring, or evaluation, and students' stated HS intentions were only weakly reflected in their enacted behavior. Static summaries of AI use did not account for additional post-test variance beyond pre-test performance. In contrast, among the 89 students with HS computable trajectories, within-session HS development was informative: students whose requests became relatively more understanding-oriented---toward conceptual and procedural assistance rather than answer-seeking or verification---showed higher subsequent unaided performance. These findings suggest that AI-supported learning cannot be understood from aggregate interaction characteristics alone; the change in the depth with which students formulate their requests as an interaction develops may provide additional insight into their subsequent performance without AI.

Large language models (LLMs) trained to answer questions are natively poor at teaching. Reinforcement Learning (RL) against a simulated student is a promising approach to improve their pedagogy, but existing RL-trained tutors reward the student's success on the tutored problem with the tutor's words still in context. The reward is then easiest to raise by telling the student the answer, and a tuned penalty is needed to reduce telling. Drawing on learning sciences, we introduce a masked near-transfer post-test: the student is tested on an unseen variant of the tutored problem with the tutor's utterances masked, so the reward can rise only through what the student wrote in its own turns. This discourages cognitive offloading by the student and allows the continuous penalty to be replaced by two binary reward gates (factual correctness of tutor response, no solution handover). A leave-one-out ablation shows that the learning-gain reward on its own does not separate teaching from telling: the gates reduce solution handover while the near-transfer post-test improves out-of-domain transfer. Using these reward designs we develop Eduardo, a multi-turn RL recipe for training LLM tutors, and use it to train 4B, 9B, 14B and 27B models from two distinct LLM architectures. Our post-trained Eduardo-27B model matches Gemini-3.1-Pro on MathTutorBench and Claude Opus 4.8 on TutorMoments at 2.4-6.2x fewer thinking tokens than frontier models, which matters for interactive tutoring. Without being named in the reward, the model more than doubles its use of the push-for-justification teacher move while support fading (e.g., assigning independent work), whose payoff lies beyond a single-problem dialog episode, is trained out. We open-source our training environment, an 8,671-problem near-transfer dataset, and trained models for further development.

Simulated students generated by computational models provide a practical way to evaluate tutoring strategies and pedagogical approaches used by human and AI tutors. However, such simulations should account for disengaged behaviors, including gaming the system, wheel-spinning, and off-task behavior, because tutors may need different responses for different learner states. We present Disengagement-Aware Student Simulators (DAS2), a reproducible pre-deployment protocol that models five learner-engagement states: engaged, gaming, wheel-spinning, off-task, and mixed, and evaluates AI tutor performance across these states. Using ASSISTments09, two coders independently labeled 100 sampled tutoring sessions based on anonymized interaction-log summaries. They achieved 84% agreement (Cohen's kappa = 0.78), and among agreed cases, human consensus labels matched DAS2 rule-based labels in 81% of cases (kappa = 0.75). Conditioning simulations on intended learner states reduced the correctness-rate gap between simulated and authentic sessions from 0.54 to 0.20 for gaming and from 0.51 to 0.18 for wheel-spinning. Fine-tuned Qwen2.5-7B better matched authentic response-time distributions, while prompt-only GPT-4o generated more distinguishable learner states. Evaluation of five AI tutors from the Claude, Llama, Gemini, Qwen, and GPT families showed that relative rankings remained stable across learner states and interaction lengths, while absolute performance varied, revealing state-specific differences in tutor support. Human validation further showed that automated tutor evaluation does not fully align with human judgment. DAS2 provides a pre-deployment framework for evaluating how AI tutors respond to diverse learner-engagement states before deployment.

Social skills such as negotiation and leadership are crucial for personal and professional success in today's interconnected world. However, scalable and effective training remains a significant challenge due to the scarcity of expert coaching. In this work, we introduce SocialCoach, an LLM-powered agentic tutoring system for personalized social skill learning. SocialCoach constructs a theory-to-practice corpus of traceable strategies, cases, and practice scenarios, and uses this corpus for both scheduling and reflective tutoring. We formulate social practice personalization as cold-start, retrieval-constrained sequential practice scheduling. Given a learner profile, simulated proficiency state, and observed practice history, a policy produces structured prescriptions that are realized through corpus retrieval. To enhance scheduling effectiveness, we optimize complete pathways with trajectory-level GRPO using rubric-judge based pairwise preferences. Additionally, we instantiate the scheduling approach in a deployed platform with goal-driven practice and knowledge-grounded reflective tutoring. Finally, in the synthetic cold-start setting, experiment results show that SocialCoach achieves higher pathway-quality ratings than baselines in scheduling and tutoring quality. We also conduct human studies to demonstrate its usefulness for real-world social skill learning.

The widespread availability of large language models (LLMs), such as ChatGPT, has significantly impacted education, raising both opportunities and challenges. Students can frequently interact with LLM-powered, interactive learning tools, but their usage patterns need to be analyzed to ensure ethical usage of these tools. To better understand how students interact with LLMs in an academic setting, we introduce StudyChat, a publicly available dataset capturing real-world student interactions with an LLM-powered tutoring chatbot in a semester-long, university-level artificial intelligence (AI) course. We deploy a web application that replicates ChatGPT's core functionalities, and use it to log student interactions with the LLM while working on programming assignments. We collect 1,197 conversations, which we annotate using a dialogue act labeling schema inspired by observed interaction patterns and prior research. Additionally, we analyze these interactions, highlight behavioral trends, and analyze how specific usage patterns relate to course outcomes. StudyChat provides a rich resource for the learning sciences and AI in education communities, enabling further research into the evolving role of LLMs in education.

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

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

Artificial intelligence offers an unprecedented opportunity to augment human capabilities, yet progress at the frontier has focused primarily on advancing model capabilities. We introduce StudentBench, a suite of AI teaching evaluations and a public platform that enables large-scale data collection with over 175,000 student-AI messages to study whether large language models (LLMs) produce learning gains equivalent to human tutoring. Using StudentBench, we measured learning gains on Quantitative and Verbal GRE questions across 2,383 human participants receiving AI tutoring, human tutoring, or no tutoring. We establish that AI tutoring is statistically equivalent to expert human tutoring for GRE learning gains (p = .015), and in five of the seven GRE domains, the best performing AI tutor surpassed the human tutor, on average. In a second study, expert human tutors compared LLM-generated lesson plans and practice problems through 2,028 pairwise rubric evaluations. Together, the two studies clearly separate AI tutors across: (1) lesson planning, (2) practice-problem creation, (3) conversational pedagogy, (4) cost, and (5) engagement. Surprisingly, one AI tutor achieved learning gains equivalent to human tutoring (p = .044) at 918 times lower cost (USD 0.0052 for AI versus USD 4.81 for human, per percentage point gained). For Quantitative GRE sessions, faster AI replies correlated with more student messages, more messages with more correct practice, and more correct practice with larger learning gains (all p < .002). The StudentBench platform is freely available at https://studentbench.org.

We study multi-domain LLM training in which two models, each stronger in a different domain, co-evolve by tutoring each other through on-policy feedback. Unlike one-way distillation or single-model fine-tuning, our goal is mutual Pareto improvement: each model improves across domains without losing its original strength. To this end, we propose On-Policy Co-Distillation (OPCoD), where each student's self-distillation is conditioned on its own correct rollout and feedback from its peer. To make feedback exchange effective, OPCoD uses cognizance-based gating to decide when to give feedback and feedback anchoring to ground feedback in the problem. On Science Q\&A tasks, OPCoD consistently outperforms baselines and achieves Pareto improvement across all evaluated domain pairs and students.

Program repair techniques offer cost-saving benefits for debugging within software development and programming education scenarios. With the proven effectiveness of Large Language Models (LLMs) in code-related tasks, researchers have explored their potential for program repair. However, it is crucial to recognize that existing repair benchmarks may have influenced LLM training data, potentially causing data leakage. To evaluate LLMs' realistic repair capabilities, (1) we introduce an extensive, non-crawled benchmark, referred to as TutorCode, comprising 1,239 C++ defect codes and associated information such as tutor guidance, solution description, failing test cases, and the corrected code. Our work assesses the repair performance of 12 LLMs on TutorCode, measuring repair correctness (TOP-5 and AVG-5) and patch precision (RPSR). (2) We then provide a comprehensive investigation into which types of extra information can help LLMs improve their performance in repairing defects. Among these types, tutor guidance was found to be the most effective information in enhancing LLM repair capabilities. To fully harness LLMs' conversational capabilities and the benefits of augmented information, (3) we introduce a novel conversational semi-automatic repair framework CREF assisting human tutor. It demonstrates a remarkable AVG-5 improvement of 17.2%-24.6% compared to the baseline, achieving an impressive AVG-5 of 76.6% when utilizing GPT-4. These results highlight the potential for enhancing LLMs' repair capabilities through interactions with tutors and historical conversations involving incorrect responses. The successful application of CREF in a real-world educational setting demonstrates its effectiveness in reducing tutors' workload and improving students' learning experience, while also showcasing its promise for facilitating other software engineering tasks, such as code review.

Integrating robotics into everyday scenarios like tutoring or physical training requires robots capable of adaptive, socially engaging, and goal-oriented interactions. While Large Language Models show promise in human-like communication, their standalone use is hindered by memory constraints and contextual incoherence. This work presents a multimodal, cognitively inspired framework that enhances LLM-based autonomous decision-making in social and task-oriented Human-Robot Interaction. Specifically, we develop an LLM-based agent for a robot trainer, balancing social conversation with task guidance and goal-driven motivation. To further enhance autonomy and personalization, we introduce a memory system for selecting, storing and retrieving experiences, facilitating generalized reasoning based on knowledge built across different interactions. A preliminary HRI user study and offline experiments with a synthetic dataset validate our approach, demonstrating the system's ability to manage complex interactions, autonomously drive training tasks, and build and retrieve contextual memories, advancing socially intelligent robotics.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.

Online education platforms, leveraging the internet to distribute education resources, seek to provide convenient education but often fall short in real-time communication with students. They often struggle to offer personalized education resources due to the challenge of addressing the diverse obstacles students encounter throughout their learning journey. Recently, the emergence of large language models (LLMs), such as ChatGPT, offers the possibility for resolving this issue by comprehending individual requests. Although LLMs have been successful in various fields, creating an LLM-based education system is still challenging for the wide range of educational skills required. This paper reviews the recently emerged LLM researches related to educational capabilities, including mathematics, writing, programming, reasoning, and knowledge-based question answering, with the aim to explore their potential in constructing the next-generation intelligent education system. Based on the current development status, we further outline two approaches for an LLM-based education system: a unified approach and a mixture-of-expert (MoE) approach. Finally, we explore the challenges and future directions, providing new research opportunities and perspectives on adapting LLMs for education.

AI tutors are most useful when they adapt to each student's strengths, weaknesses, and preferred guidance, but evidence about which guidance works for which student is sparse, slow, and costly to collect from real learners. Student simulators can provide this signal as a proxy, yet existing approaches are limited: state-tracking models fit student behavior but struggle to process explanations or corrections, while LLM role-play follows guidance fluently but does not reliably match the competence of the student being imitated. We present StudentSim, a training framework that turns sparse per-student data into individualized simulators through pooled training followed by per-student specialization. The resulting simulators both mirror a student's own responses and update them under tutor guidance. We also introduce StudentSimEval, a standardized protocol covering 60 students across chess, second-language English writing, and mathematics, using public learner datasets with de-identified records shared for research. StudentSimEval measures behavioral fidelity (F), or how well a simulator matches a student's responses, and guidance responsiveness (R), or how readily it updates under tutor guidance, with all methods fit and evaluated on the same records. Across all three domains, StudentSim outperforms GPT-5.4 on both metrics. In chess, StudentSim reaches F=0.51 and R=0.91, compared with 0.23 and 0.72 for GPT-5.4 and 0.45 and 0.27 for Maia2. As a proof of concept, using StudentSim as a reward model for tutor reinforcement learning produces a chess tutor that expert humans rate as more accurate, better-guided, and more personalized than a no-RL baseline and a tutor trained against a GPT-5.4 simulator reward. Code is available at https://github.com/microsoft/StudentSim.

Information retrieval systems have traditionally optimized for topical relevance-the degree to which retrieved documents match a query. However, relevance only approximates a deeper goal: utility, namely, whether retrieved information helps accomplish a user's underlying task. The emergence of retrieval-augmented generation (RAG) fundamentally changes this paradigm. Retrieved documents are no longer consumed directly by users but instead serve as evidence for large language models (LLMs) that produce answers. As a result, retrieval effectiveness must be evaluated by its contribution to generation quality rather than by relevance-based ranking metrics alone. This tutorial argues that retrieval objectives are evolving from relevance-centric optimization toward LLM-centric utility. We present a unified framework covering LLM-agnostic versus LLM-specific utility, context-independent versus context-dependent utility, and the connection with LLM information needs and agentic RAG. By synthesizing recent advances, the tutorial provides conceptual foundations and practical guidance for designing retrieval systems aligned with the requirements of LLM-based information access.

Large Language Models (LLMs) have significantly advanced the development of Legal Artificial Intelligence (Legal AI) in recent years, enhancing the efficiency and accuracy of legal tasks. To advance research and applications of LLM-based approaches in legal domain, this paper provides a comprehensive review of 16 legal LLMs series and 47 LLM-based frameworks for legal tasks, and also gather 15 benchmarks and 29 datasets to evaluate different legal capabilities. Additionally, we analyse the challenges and discuss future directions for LLM-based approaches in the legal domain. We hope this paper provides a systematic introduction for beginners and encourages future research in this field. Resources are available at https://github.com/ZhitianHou/LLMs4LegalAI.

Spaced repetition systems are fundamental to efficient learning and memory retention, but existing algorithms often struggle with semantic interference and personalized adaptation. We present LECTOR (LLM-Enhanced Concept-based Test-Oriented Repetition), a novel adaptive scheduling algorithm specifically designed for test-oriented learning scenarios, particularly language examinations where success rate is paramount. LECTOR leverages large language models for semantic analysis while incorporating personalized learning profiles, addressing the critical challenge of semantic confusion in vocabulary learning by utilizing LLM-powered semantic similarity assessment and integrating it with established spaced repetition principles. Our comprehensive evaluation against six baseline algorithms (SSP-MMC, SM2, HLR, FSRS, ANKI, THRESHOLD) across 100 simulated learners over 100 days demonstrates significant improvements: LECTOR achieves a 90.2\% success rate compared to 88.4\% for the best baseline (SSP-MMC), representing a 2.0\% relative improvement. The algorithm shows particular strength in handling semantically similar concepts, reducing confusion-induced errors while maintaining computational efficiency. Our results establish LECTOR as a promising direction for intelligent tutoring systems and adaptive learning platforms.

In this paper, we introduce CodingTeachLLM, a large language model (LLM) designed for coding teaching. Specially, we aim to enhance the coding ability of LLM and lead it to better teaching mode in education context. Thus, we propose an end-to-end prior-based three-phases supervised fine-tuned model, which is proved more competitive than traditional fine-tuning method. More specifically, our model realizes the structural disassembly and incremental guided output of educational knowledge. To this end, we robustify data classification of three types via a sampler and overlap estimation neural network, and inject the preprocessing datasets into pre-trained model in three batches for LORA fine-tuning. Then, we design a prior module couples system prompt, vector databases, and abstract syntax tree task segmentation. Finally, the compression method and regularization constraint are applied to the prior-based fine-tuned model, followed by text filter at the output end to obtain incremental guided results. Our model represents the first research effort to truly embody the tutor role with the features of abundant educational knowledge, step-by-step incremental guided outputs and non-disclosure of answers. Extensive experiments report that our model also achieves state-of-the-art in code abilities compared to open-source models, reaching an impressive 75.10% on the HumanEval (@pass 1) benchmark. Additionally, our model maintains strong conversational capabilities, with the 13B quantized version achieving scores of 56.34, 50.60, and 45.27 respectively on the MMLU, C-Eval, and AGIEval (5 shot) dialogue evaluation benchmarks.

Large language models (LLMs) are increasingly considered as tutoring aids in science education. Yet their readiness for unsupervised use in undergraduate instruction remains uncertain, as reliable teaching requires more than fluent recall: it demands consistent, principle-grounded reasoning. Thermodynamics, with its compact laws and subtle distinctions between state and path functions, reversibility, and entropy, provides an ideal testbed for evaluating such capabilities. Here we present UTQA, a 50-item undergraduate thermodynamics question answering benchmark, covering ideal-gas processes, reversibility, and diagram interpretation. No leading 2025-era model exceeded our 95\% competence threshold: the best LLMs achieved 82\% accuracy, with text-only items performing better than image reasoning tasks, which often fell to chance levels. Prompt phrasing and syntactic complexity showed modest to little correlation with performance. The gap concentrates in finite-rate/irreversible scenarios and in binding visual features to thermodynamic meaning, indicating that current LLMs are not yet suitable for unsupervised tutoring in this domain.

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than 56%, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a 60% pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.

Large language models are rapidly being deployed as AI tutors, yet current evaluation paradigms assess problem-solving accuracy and generic safety in isolation, failing to capture whether a model is simultaneously pedagogically effective and safe across student-tutor interaction. We argue that tutoring safety is fundamentally different from conventional LLM safety: the primary risk is not toxic content but the quiet erosion of learning through answer over-disclosure, misconception reinforcement, and the abdication of scaffolding. To systematically study this failure mode, we introduce SafeTutors, a benchmark that jointly evaluates safety and pedagogy across mathematics, physics, and chemistry. SafeTutors is organized around a theoretically grounded risk taxonomy comprising 11 harm dimensions and 48 sub-risks drawn from learning-science literature. We uncover that all models show broad harm; scale doesn't reliably help; and multi-turn dialogue worsens behavior, with pedagogical failures rising from 17.7% to 77.8%. Harms also vary by subject, so mitigations must be discipline-aware, and single-turn "safe/helpful" results can mask systematic tutor failure over extended interaction.

Safety alignment is usually posed as a topic-level question: is this subject harmful? Deployments ask a narrower one. A civics tutor and a public-sector assistant may share a base model yet need different boundaries inside the same topic, refusing targeted political manipulation while still answering factual questions about the same election. We formulate this as narrow-boundary safety and introduce an offline self-generated framework combining controlled topic generation, coverage repair, in-distribution compensation data, and harmful-benign pairs for training and evaluation. Single-shot generation leaves 19.88% of prompts without accepted refusal traces, whereas escalating retries leave 0.20%. On political persuasion with Qwen3-8B, training on refusal data completed through Escalate increases target-domain refusal from 9.47% to 84.75% and reduces the mean unsafe-response rate across three broader harmfulness benchmarks from 26.26% to 0.14%, but increases XSTest over-refusal from 2.00% to 74.00%. In a separate matched comparison, replacing external responses with verified target-model responses reduces over-refusal from 15.20% to 5.20%. Boundary-pair data reduces comply-side over-refusal on held-out pairs from 32.94% to 4.16%, while harmful-side refusal decreases only from 91.88% to 87.72%. These results show that data composition controls the safety and usability trade-off, and that safety alignment should be evaluated on both sides of the intended refusal boundary.

Generative AI (GenAI) tools are now common learning companions for adolescents, yet how they regulate their use during authentic learning tasks remains poorly understood. Self-regulated learning (SRL) and high-level help-seeking (HS) are commonly proposed as safeguards against passive or shortcut-oriented use, but most empirical studies focus on aggregate learning outcomes rather than these moment-to-moment processes during AI-supported learning. This work-in-progress examines open-ended conversational data from 98 Grade-9 students across three German Gymnasium schools, who used a web-based Mistral-Large tutor to prepare a curriculum-aligned mathematics skill before an exam. Alongside chat logs (1,616 turns; 808 student turns), we collected pre-post domain knowledge, pre-chat learning needs, and self-reported cognitive load. We propose a turn-level codebook combining theory-driven SRL and HS constructs with two LLM-specific inductive codes (agency over the AI; epistemic vigilance), and report preliminary AI-coded results. Although students overwhelmingly selected scaffolded support before the chat, their interactions were dominated by instrumental requests with almost no explicit monitoring or evaluation. Post-test performance was significantly lower than pre-test, and higher extraneous cognitive load predicted lower post-test scores after controlling for prior knowledge. We discuss how these patterns can support hybrid human-AI analysis of interaction patterns and inform scaffolds for more agentic and epistemically proactive GenAI use.

As large language models (LLMs) become increasingly persuasive, there is concern that people's opinions and decisions may be influenced across various contexts at scale. Prior mitigation (e.g., AI detectors and disclaimers) largely treats people as passive recipients of AI-generated information. To provide a more proactive intervention against persuasive AI, we introduce LLMimic, a role-play-based, interactive, gamified AI literacy tutorial, where participants assume the role of an LLM and progress through three key stages of the training pipeline (pretraining, SFT, and RLHF). We conducted a 2 times 3 between-subjects study (N = 274) where participants either (1) watched an AI history video (control) or (2) interacted with LLMimic (treatment), and then engaged in one of three realistic AI persuasion scenarios: (a) charity donation persuasion, (b) malicious money solicitation, or (c) hotel recommendation. Our results show that LLMimic significantly improved participants' AI literacy (p < .001), reduced persuasion success across scenarios (p < .05), and enhanced truthfulness and social responsibility levels (p<0.01) in the hotel scenario. These findings suggest that LLMimic offers a scalable, human-centered approach to improving AI literacy and supporting more informed interactions with persuasive AI.

Large-scale sharing of dialogue-based data is instrumental for advancing the science of teaching and learning, yet rigorous de-identification remains a major barrier. In mathematics tutoring transcripts, numeric expressions frequently resemble structured identifiers (e.g., dates or IDs), leading generic Personally Identifiable Information (PII) detection systems to over-redact core instructional content and reduce dataset utility. This work asks how PII can be detected in math tutoring transcripts while preserving their educational utility. To address this challenge, we investigate the "numeric ambiguity" problem and introduce MathEd-PII, the first benchmark dataset for PII detection in math tutoring dialogues, created through a human-in-the-loop LLM workflow that audits upstream redactions and generates privacy-preserving surrogates. The dataset contains 1,000 tutoring sessions (115,620 messages; 769,628 tokens) with validated PII annotations. Using a density-based segmentation method, we show that false PII redactions are disproportionately concentrated in math-dense regions, confirming numeric ambiguity as a key failure mode. We then compare four detection strategies: a Presidio baseline and LLM-based approaches with basic, math-aware, and segment-aware prompting. Math-aware prompting substantially improves performance over the baseline (F1: 0.821 vs. 0.379) while reducing numeric false positives, demonstrating that de-identification must incorporate domain context to preserve analytic utility. This work provides both a new benchmark and evidence that utility-preserving de-identification for tutoring data requires domain-aware modeling.

We present a technical tutorial for building enterprise-grade realtime voice agents from first principles. While end-to-end speech-to-speech models may ultimately provide the best latency for voice agents, fully self-hosted end-to-end solutions are not yet available. We evaluate the closest candidate, Qwen3-Omni, across three configurations: its cloud-only DashScope Realtime API achieves sim702ms audio-to-audio latency with streaming, but is not self-hostable; its local vLLM deployment supports only the Thinker (text generation from audio, 516ms), not the Talker (audio synthesis); and its local Transformers deployment runs the full pipeline but at sim146s -- far too slow for realtime. The cascaded streaming pipeline (STT rightarrow LLM rightarrow TTS) therefore remains the practical architecture for self-hosted realtime voice agents, and the focus of this tutorial. We build a complete voice agent using Deepgram (streaming STT), vLLM-served LLMs with function calling (streaming text generation), and ElevenLabs (streaming TTS), achieving a measured time-to-first-audio of 755ms (best case 729ms) with full function calling support. We release the full codebase as a 9-chapter progressive tutorial with working, tested code for every component.

Intelligent tutoring systems combined with large language models offer a promising approach to address students' diverse needs and promote self-efficacious learning. While large language models possess good foundational knowledge of electrical engineering basics, they remain insufficiently capable of addressing specific questions about electrical circuits. In this paper, we present AITEE, an agent-based tutoring system for electrical engineering designed to accompany students throughout their learning process, offer individualized support, and promote self-directed learning. AITEE supports both hand-drawn and digital circuits through an adapted circuit reconstruction process, enabling natural interaction with students. Our novel graph-based similarity measure identifies relevant context from lecture materials through a retrieval augmented generation approach, while parallel Spice simulation further enhances accuracy in applying solution methodologies. The system implements a Socratic dialogue to foster learner autonomy through guided questioning. Experimental evaluations demonstrate that AITEE significantly outperforms baseline approaches in domain-specific knowledge application, with even medium-sized LLM models showing acceptable performance. Our results highlight the potential of agentic tutors to deliver scalable, personalized, and effective learning environments for electrical engineering education.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

Conversational tutoring systems (CTSs) offer learning experiences driven by natural language interaction. They are known to promote high levels of cognitive engagement and benefit learning outcomes, particularly in reasoning tasks. Nonetheless, the time and cost required to author CTS content is a major obstacle to widespread adoption. In this paper, we introduce a novel type of CTS that leverages the recent advances in large language models (LLMs) in two ways: First, the system induces a tutoring script automatically from a lesson text. Second, the system automates the script orchestration via two LLM-based agents (Ruffle&Riley) with the roles of a student and a professor in a learning-by-teaching format. The system allows a free-form conversation that follows the ITS-typical inner and outer loop structure. In an initial between-subject online user study (N = 100) comparing Ruffle&Riley to simpler QA chatbots and reading activity, we found no significant differences in post-test scores. Nonetheless, in the learning experience survey, Ruffle&Riley users expressed higher ratings of understanding and remembering and further perceived the offered support as more helpful and the conversation as coherent. Our study provides insights for a new generation of scalable CTS technologies.

How can language learning systems be developed for languages that lack sufficient training resources? This challenge is increasingly faced by developers across the African continent who aim to build AI systems capable of understanding and responding in local languages. To address this gap, we introduce AFRILANGDICT, a collection of 194.7K African language-English dictionary entries designed as seed resources for generating language-learning materials, enabling us to automatically construct large-scale, diverse, and verifiable student-tutor question-answer interactions suitable for training AI-assisted language tutors. Using AFRILANGDICT, we build AFRILANGEDU, a dataset of 78.9K multi-turn training examples for Supervised Fine-Tuning (SFT) and Direct Preference Optimization (DPO). Using AFRILANGEDU, we train language tutoring models collectively referred to as AFRILANGTUTOR. We fine-tune two multilingual LLMs: Llama-3-8B-IT and Gemma-3-12B-IT on AFRILANGEDU across 10 African languages and evaluate their performance. Our results show that models trained on AFRILANGEDU consistently outperform their base counterparts, and combining SFT and DPO yields substantial improvements, with gains ranging from 1.8% to 15.5% under LLM-as-a-judge evaluations across four criteria. To facilitate further research on low-resource languages -- all resources are available at https://huggingface.co/afrilang-edu.

This tutorial paper provides a step-by-step, reproducible walkthrough of NeuraDock Agent, an open-source EEG agent focused on Alpha dynamics and visual cognitive-load analysis. The goal is practical: a reader should be able to install the agent, run EEG preprocessing and quality control, generate Alpha dynamics figures, perform within-subject Rest/Task visual cognitive-load comparison, run the public mini-dataset analyses and compare them with the reference validation summary, start an online dashboard, call the real-time API from an external application, and use the LLM interpretation layer to explain quality risks. Existing EEG toolkits provide excellent offline analysis, but assembling a real-time, quality-gated cognitive-load pipeline often requires manually bridging acquisition, custom QC, Alpha feature extraction, and a web API; this tutorial closes that offline-to-online gap. The tutorial uses a quality-gated workflow: downstream Alpha and workload metrics are computed only after preprocessing and QC gating rather than directly from raw EEG. In the included mini-dataset validation, the agent processed 18 recordings, generated 10 within-subject comparisons, observed task-related posterior Alpha suppression in 7 of 10 contrasts, estimated initial evidence of within-subject repeatability, and benchmarked local online API latency. The tutorial is intended for researchers, developers, and applied teams who want a transparent path from EEG files to real-time visual cognitive-load prototypes.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

Large-language-model (LLM) agents excel at reactive dialogue but struggle with proactive, goal-driven interactions due to myopic decoding and costly planning. We introduce DialogXpert, which leverages a frozen LLM to propose a small, high-quality set of candidate actions per turn and employs a compact Q-network over fixed BERT embeddings trained via temporal-difference learning to select optimal moves within this reduced space. By tracking the user's emotions, DialogXpert tailors each decision to advance the task while nurturing a genuine, empathetic connection. Across negotiation, emotional support, and tutoring benchmarks, DialogXpert drives conversations to under 3 turns with success rates exceeding 94\% and, with a larger LLM prior, pushes success above 97\% while markedly improving negotiation outcomes. This framework delivers real-time, strategic, and emotionally intelligent dialogue planning at scale. Code available at https://github.com/declare-lab/dialogxpert/

Effective math tutoring requires not only solving problems but also diagnosing students' difficulties and guiding them step by step. While multimodal large language models (MLLMs) show promise, existing benchmarks largely overlook these tutoring skills. We introduce MMTutorBench, the first benchmark for AI math tutoring, consisting of 685 problems built around pedagogically significant key-steps. Each problem is paired with problem-specific rubrics that enable fine-grained evaluation across six dimensions, and structured into three tasks-Insight Discovery, Operation Formulation, and Operation Execution. We evaluate 12 leading MLLMs and find clear performance gaps between proprietary and open-source systems, substantial room compared to human tutors, and consistent trends across input variants: OCR pipelines degrade tutoring quality, few-shot prompting yields limited gains, and our rubric-based LLM-as-a-Judge proves highly reliable. These results highlight both the difficulty and diagnostic value of MMTutorBench for advancing AI tutoring.

This paper presents our system for Track 1: Mistake Identification in the BEA 2025 Shared Task on Pedagogical Ability Assessment of AI-powered Tutors. The task involves evaluating whether a tutor's response correctly identifies a mistake in a student's mathematical reasoning. We explore four approaches: (1) an ensemble of machine learning models over pooled token embeddings from multiple pretrained language models (LMs); (2) a frozen sentence-transformer using [CLS] embeddings with an MLP classifier; (3) a history-aware model with multi-head attention between token-level history and response embeddings; and (4) a retrieval-augmented few-shot prompting system with a large language model (LLM) i.e. GPT 4o. Our final system retrieves semantically similar examples, constructs structured prompts, and uses schema-guided output parsing to produce interpretable predictions. It outperforms all baselines, demonstrating the effectiveness of combining example-driven prompting with LLM reasoning for pedagogical feedback assessment. Our code is available at https://github.com/NaumanNaeem/BEA_2025.

The integration of large language models (LLMs) into education presents unprecedented opportunities for scalable personalized learning. However, standard LLMs often function as generic information providers, lacking alignment with fundamental pedagogical principles such as helpfulness, student-centered personalization, and creativity cultivation. To bridge this gap, we propose EduAlign, a novel framework designed to guide LLMs toward becoming more effective and responsible educational assistants. EduAlign consists of two main stages. In the first stage, we curate a dataset of 8k educational interactions and annotate them-both manually and automatically-along three key educational dimensions: Helpfulness, Personalization, and Creativity (HPC). These annotations are used to train HPC-RM, a multi-dimensional reward model capable of accurately scoring LLM outputs according to these educational principles. We further evaluate the consistency and reliability of this reward model. In the second stage, we leverage HPC-RM as a reward signal to fine-tune a pre-trained LLM using Group Relative Policy Optimization (GRPO) on a set of 2k diverse prompts. We then assess the pre- and post-finetuning models on both educational and general-domain benchmarks across the three HPC dimensions. Experimental results demonstrate that the fine-tuned model exhibits significantly improved alignment with pedagogical helpfulness, personalization, and creativity stimulation. This study presents a scalable and effective approach to aligning LLMs with nuanced and desirable educational traits, paving the way for the development of more engaging, pedagogically aligned AI tutors.

Artificial intelligence (AI) has a profound impact on traditional education. In recent years, large language models (LLMs) have been increasingly used in various applications such as natural language processing, computer vision, speech recognition, and autonomous driving. LLMs have also been applied in many fields, including recommendation, finance, government, education, legal affairs, and finance. As powerful auxiliary tools, LLMs incorporate various technologies such as deep learning, pre-training, fine-tuning, and reinforcement learning. The use of LLMs for smart education (LLMEdu) has been a significant strategic direction for countries worldwide. While LLMs have shown great promise in improving teaching quality, changing education models, and modifying teacher roles, the technologies are still facing several challenges. In this paper, we conduct a systematic review of LLMEdu, focusing on current technologies, challenges, and future developments. We first summarize the current state of LLMEdu and then introduce the characteristics of LLMs and education, as well as the benefits of integrating LLMs into education. We also review the process of integrating LLMs into the education industry, as well as the introduction of related technologies. Finally, we discuss the challenges and problems faced by LLMEdu, as well as prospects for future optimization of LLMEdu.

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

Large language models (LLMs) such as ChatGPT have received immense interest for their general-purpose language understanding and, in particular, their ability to generate high-quality text or computer code. For many professions, LLMs represent an invaluable tool that can speed up and improve the quality of work. In this note, we discuss to what extent they can aid professional mathematicians. We first provide a mathematical description of the transformer model used in all modern language models. Based on recent studies, we then outline best practices and potential issues and report on the mathematical abilities of language models. Finally, we shed light on the potential of LMMs to change how mathematicians work.

Large Language Models(LLMs)have become effective tools for natural language processing and have been used in many different fields. This essay offers a succinct summary of various LLM subcategories. The survey emphasizes recent developments and efforts made for various LLM kinds, including task-based financial LLMs, multilingual language LLMs, biomedical and clinical LLMs, vision language LLMs, and code language models. The survey gives a general summary of the methods, attributes, datasets, transformer models, and comparison metrics applied in each category of LLMs. Furthermore, it highlights unresolved problems in the field of developing chatbots and virtual assistants, such as boosting natural language processing, enhancing chatbot intelligence, and resolving moral and legal dilemmas. The purpose of this study is to provide readers, developers, academics, and users interested in LLM-based chatbots and virtual intelligent assistant technologies with useful information and future directions.

This study evaluates the effectiveness of various large language models (LLMs) in performing tasks common among undergraduate computer science students. Although a number of research studies in the computing education community have explored the possibility of using LLMs for a variety of tasks, there is a lack of comprehensive research comparing different LLMs and evaluating which LLMs are most effective for different tasks. Our research systematically assesses some of the publicly available LLMs such as Google Bard, ChatGPT(3.5), GitHub Copilot Chat, and Microsoft Copilot across diverse tasks commonly encountered by undergraduate computer science students in India. These tasks include code explanation and documentation, solving class assignments, technical interview preparation, learning new concepts and frameworks, and email writing. Evaluation for these tasks was carried out by pre-final year and final year undergraduate computer science students and provides insights into the models' strengths and limitations. This study aims to guide students as well as instructors in selecting suitable LLMs for any specific task and offers valuable insights on how LLMs can be used constructively by students and instructors.

This article reports the results of a study examining the ability of legal and non-legal Large Language Models to perform legal analysis using the Issue-Rule-Application-Conclusion framework. LLMs were tested on legal reasoning tasks involving rule analysis and analogical reasoning. The results show that LLMs can conduct basic IRAC analysis, but are limited by brief responses lacking detail, an inability to commit to answers, false confidence, and hallucinations. The study compares legal and nonlegal LLMs, identifies shortcomings, and explores traits that may hinder their ability to think like a lawyer. It also discusses the implications for legal education and practice, highlighting the need for critical thinking skills in future lawyers and the potential pitfalls of overreliance on artificial intelligence AI resulting in a loss of logic, reasoning, and critical thinking skills.

In this paper, we introduce SaulLM-7B, a large language model (LLM) tailored for the legal domain. With 7 billion parameters, SaulLM-7B is the first LLM designed explicitly for legal text comprehension and generation. Leveraging the Mistral 7B architecture as its foundation, SaulLM-7B is trained on an English legal corpus of over 30 billion tokens. SaulLM-7B exhibits state-of-the-art proficiency in understanding and processing legal documents. Additionally, we present a novel instructional fine-tuning method that leverages legal datasets to further enhance SaulLM-7B's performance in legal tasks. SaulLM-7B is released under the CC-BY-SA-4.0 License.

We introduce AI University (AI-U), a flexible framework for AI-driven course content delivery that adapts to instructors' teaching styles. At its core, AI-U fine-tunes a large language model (LLM) with retrieval-augmented generation (RAG) to generate instructor-aligned responses from lecture videos, notes, and textbooks. Using a graduate-level finite-element-method (FEM) course as a case study, we present a scalable pipeline to systematically construct training data, fine-tune an open-source LLM with Low-Rank Adaptation (LoRA), and optimize its responses through RAG-based synthesis. Our evaluation - combining cosine similarity, LLM-based assessment, and expert review - demonstrates strong alignment with course materials. We also have developed a prototype web application, available at https://my-ai-university.com, that enhances traceability by linking AI-generated responses to specific sections of the relevant course material and time-stamped instances of the open-access video lectures. Our expert model is found to have greater cosine similarity with a reference on 86% of test cases. An LLM judge also found our expert model to outperform the base Llama 3.2 model approximately four times out of five. AI-U offers a scalable approach to AI-assisted education, paving the way for broader adoption in higher education. Here, our framework has been presented in the setting of a class on FEM - a subject that is central to training PhD and Master students in engineering science. However, this setting is a particular instance of a broader context: fine-tuning LLMs to research content in science.

This paper provides a primer on Large Language Models (LLMs) and identifies their strengths, limitations, applications and research directions. It is intended to be useful to those in academia and industry who are interested in gaining an understanding of the key LLM concepts and technologies, and in utilising this knowledge in both day to day tasks and in more complex scenarios where this technology can enhance current practices and processes.

Large language models (LLMs) have demonstrated strong capabilities in various aspects. However, when applying them to the highly specialized, safe-critical legal domain, it is unclear how much legal knowledge they possess and whether they can reliably perform legal-related tasks. To address this gap, we propose a comprehensive evaluation benchmark LawBench. LawBench has been meticulously crafted to have precise assessment of the LLMs' legal capabilities from three cognitive levels: (1) Legal knowledge memorization: whether LLMs can memorize needed legal concepts, articles and facts; (2) Legal knowledge understanding: whether LLMs can comprehend entities, events and relationships within legal text; (3) Legal knowledge applying: whether LLMs can properly utilize their legal knowledge and make necessary reasoning steps to solve realistic legal tasks. LawBench contains 20 diverse tasks covering 5 task types: single-label classification (SLC), multi-label classification (MLC), regression, extraction and generation. We perform extensive evaluations of 51 LLMs on LawBench, including 20 multilingual LLMs, 22 Chinese-oriented LLMs and 9 legal specific LLMs. The results show that GPT-4 remains the best-performing LLM in the legal domain, surpassing the others by a significant margin. While fine-tuning LLMs on legal specific text brings certain improvements, we are still a long way from obtaining usable and reliable LLMs in legal tasks. All data, model predictions and evaluation code are released in https://github.com/open-compass/LawBench/. We hope this benchmark provides in-depth understanding of the LLMs' domain-specified capabilities and speed up the development of LLMs in the legal domain.

In recent years, large pre-trained language models (LLMs) have demonstrated the ability to follow instructions and perform novel tasks from a few examples. The possibility to parameterise an LLM through such in-context examples widens their capability at a much lower cost than finetuning. We extend this line of reasoning and present a method which further expands the capabilities of an LLM by embedding it within an algorithm or program. To demonstrate the benefits of this approach, we present an illustrative example of evidence-supported question-answering. We obtain a 6.4\% improvement over the chain of thought baseline through a more algorithmic approach without any finetuning. Furthermore, we highlight recent work from this perspective and discuss the advantages and disadvantages in comparison to the standard approaches.

We propose DISC-LawLLM, an intelligent legal system utilizing large language models (LLMs) to provide a wide range of legal services. We adopt legal syllogism prompting strategies to construct supervised fine-tuning datasets in the Chinese Judicial domain and fine-tune LLMs with legal reasoning capability. We augment LLMs with a retrieval module to enhance models' ability to access and utilize external legal knowledge. A comprehensive legal benchmark, DISC-Law-Eval, is presented to evaluate intelligent legal systems from both objective and subjective dimensions. Quantitative and qualitative results on DISC-Law-Eval demonstrate the effectiveness of our system in serving various users across diverse legal scenarios. The detailed resources are available at https://github.com/FudanDISC/DISC-LawLLM.

Legal Prompt Engineering (LPE) or Legal Prompting is a process to guide and assist a large language model (LLM) with performing a natural legal language processing (NLLP) skill. Our goal is to use LPE with LLMs over long legal documents for the Legal Judgement Prediction (LJP) task. We investigate the performance of zero-shot LPE for given facts in case-texts from the European Court of Human Rights (in English) and the Federal Supreme Court of Switzerland (in German, French and Italian). Our results show that zero-shot LPE is better compared to the baselines, but it still falls short compared to current state of the art supervised approaches. Nevertheless, the results are important, since there was 1) no explicit domain-specific data used - so we show that the transfer to the legal domain is possible for general-purpose LLMs, and 2) the LLMs where directly applied without any further training or fine-tuning - which in turn saves immensely in terms of additional computational costs.

In this paper we discuss the capability of large language models to base their answer and provide proper references when dealing with legal matters of non-english and non-chinese speaking country. We discuss the history of legal information retrieval, the difference between case law and statute law, its impact on the legal tasks and analyze the latest research in this field. Basing on that background we introduce gAIus, the architecture of the cognitive LLM-based agent, whose responses are based on the knowledge retrieved from certain legal act, which is Polish Civil Code. We propose a retrieval mechanism which is more explainable, human-friendly and achieves better results than embedding-based approaches. To evaluate our method we create special dataset based on single-choice questions from entrance exams for law apprenticeships conducted in Poland. The proposed architecture critically leveraged the abilities of used large language models, improving the gpt-3.5-turbo-0125 by 419%, allowing it to beat gpt-4o and lifting gpt-4o-mini score from 31% to 86%. At the end of our paper we show the possible future path of research and potential applications of our findings.

Recent research on large language models (LLMs) has primarily focused on their adaptation and application in specialized domains. The application of LLMs in the medical field is mainly concentrated on tasks such as the automation of medical report generation, summarization, diagnostic reasoning, and question-and-answer interactions between doctors and patients. The challenge of becoming a good teacher is more formidable than that of becoming a good student, and this study pioneers the application of LLMs in the field of medical education. In this work, we investigate the extent to which LLMs can generate medical qualification exam questions and corresponding answers based on few-shot prompts. Utilizing a real-world Chinese dataset of elderly chronic diseases, we tasked the LLMs with generating open-ended questions and answers based on a subset of sampled admission reports across eight widely used LLMs, including ERNIE 4, ChatGLM 4, Doubao, Hunyuan, Spark 4, Qwen, Llama 3, and Mistral. Furthermore, we engaged medical experts to manually evaluate these open-ended questions and answers across multiple dimensions. The study found that LLMs, after using few-shot prompts, can effectively mimic real-world medical qualification exam questions, whereas there is room for improvement in the correctness, evidence-based statements, and professionalism of the generated answers. Moreover, LLMs also demonstrate a decent level of ability to correct and rectify reference answers. Given the immense potential of artificial intelligence in the medical field, the task of generating questions and answers for medical qualification exams aimed at medical students, interns and residents can be a significant focus of future research.

Large Language Models (LLMs) have been profusely evaluated on their ability to answer questions on many topics and their performance on different natural language understanding tasks. Those tests are usually conducted in English, but most LLM users are not native English speakers. Therefore, it is of interest to analyze how LLMs understand other languages at different levels: from paragraphs to morphems. In this paper, we evaluate the performance of state-of-the-art LLMs in TELEIA, a recently released benchmark with similar questions to those of Spanish exams for foreign students, covering topics such as reading comprehension, word formation, meaning and compositional semantics, and grammar. The results show that LLMs perform well at understanding Spanish but are still far from achieving the level of a native speaker in terms of grammatical competence.

Language serves as a vehicle for conveying thought, enabling communication among individuals. The ability to distinguish between diverse concepts, identify fairness and injustice, and comprehend a range of legal notions fundamentally relies on logical reasoning. Large Language Models (LLMs) attempt to emulate human language understanding and generation, but their competency in logical reasoning remains limited. This paper seeks to address the philosophical question: How can we effectively teach logical reasoning to LLMs while maintaining a deep understanding of the intricate relationship between language and logic? By focusing on bolstering LLMs' capabilities in logical reasoning, we aim to expand their applicability in law and other logic-intensive disciplines. To this end, we propose a Reinforcement Learning from Logical Feedback (RLLF) approach, which serves as a potential framework for refining LLMs' reasoning capacities. Through RLLF and a revised evaluation methodology, we explore new avenues for research in this domain and contribute to the development of LLMs capable of handling complex legal reasoning tasks while acknowledging the fundamental connection between language and logic.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

The advent of large language models (LLMs) has led to significant achievements in various domains, including legal text processing. Leveraging LLMs for legal tasks is a natural evolution and an increasingly compelling choice. However, their capabilities are often portrayed as greater than they truly are. Despite the progress, we are still far from the ultimate goal of fully automating legal tasks using artificial intelligence (AI) and natural language processing (NLP). Moreover, legal systems are deeply domain-specific and exhibit substantial variation across different countries and languages. The need for building legal text processing applications for different natural languages is, therefore, large and urgent. However, there is a big challenge for legal NLP in low-resource languages such as Vietnamese due to the scarcity of resources and annotated data. The need for labeled legal corpora for supervised training, validation, and supervised fine-tuning is critical. In this paper, we introduce the VLQA dataset, a comprehensive and high-quality resource tailored for the Vietnamese legal domain. We also conduct a comprehensive statistical analysis of the dataset and evaluate its effectiveness through experiments with state-of-the-art models on legal information retrieval and question-answering tasks.

This tutorial explores the advancements and challenges in the development of Large Language Models (LLMs) such as ChatGPT and Gemini. It addresses inherent limitations like temporal knowledge cutoffs, mathematical inaccuracies, and the generation of incorrect information, proposing solutions like Retrieval Augmented Generation (RAG), Program-Aided Language Models (PAL), and frameworks such as ReAct and LangChain. The integration of these techniques enhances LLM performance and reliability, especially in multi-step reasoning and complex task execution. The paper also covers fine-tuning strategies, including instruction fine-tuning, parameter-efficient methods like LoRA, and Reinforcement Learning from Human Feedback (RLHF) as well as Reinforced Self-Training (ReST). Additionally, it provides a comprehensive survey of transformer architectures and training techniques for LLMs. The toolbox for implementing these techniques is publicly available at https://github.com/giorgioroffo/large_language_models_open_suite

As LLMs gain more popularity as chatbots and general assistants, methods have been developed to enable LLMs to follow instructions and align with human preferences. These methods have found success in the field, but their effectiveness has not been demonstrated outside of high-resource languages. In this work, we discuss our experiences in post-training an LLM for instruction-following for English and Finnish. We use a multilingual LLM to translate instruction and preference datasets from English to Finnish. We perform instruction tuning and preference optimization in English and Finnish and evaluate the instruction-following capabilities of the model in both languages. Our results show that with a few hundred Finnish instruction samples we can obtain competitive performance in Finnish instruction-following. We also found that although preference optimization in English offers some cross-lingual benefits, we obtain our best results by using preference data from both languages. We release our model, datasets, and recipes under open licenses at https://huggingface.co/LumiOpen/Poro-34B-chat-OpenAssistant

Recent generative reasoning breakthroughs have transformed how large language models (LLMs) tackle complex problems by dynamically retrieving and refining information while generating coherent, multi-step thought processes. Techniques such as inference-time scaling, reinforcement learning, supervised fine-tuning, and distillation have been successfully applied to models like DeepSeek-R1, OpenAI's o1 & o3, GPT-4o, Qwen-32B, and various Llama variants, resulting in enhanced reasoning capabilities. In this paper, we provide a comprehensive analysis of the top 27 LLM models released between 2023 and 2025 (including models such as Mistral AI Small 3 24B, DeepSeek-R1, Search-o1, QwQ-32B, and phi-4). Then, we present an extensive overview of training methodologies that spans general training approaches, mixture-of-experts (MoE) and architectural innovations, retrieval-augmented generation (RAG), chain-of-thought and self-improvement techniques, as well as test-time compute scaling, distillation, and reinforcement learning (RL) methods. Finally, we discuss the key challenges in advancing LLM capabilities, including improving multi-step reasoning without human supervision, overcoming limitations in chained tasks, balancing structured prompts with flexibility, and enhancing long-context retrieval and external tool integration.

Large language models (LLMs) have shown excellent mastering of human language, but still struggle in real-world applications that require mathematical problem-solving. While many strategies and datasets to enhance LLMs' mathematics are developed, it remains a challenge to simultaneously maintain and improve both language and mathematical capabilities in deployed LLM systems.In this work, we tailor the Self-Critique pipeline, which addresses the challenge in the feedback learning stage of LLM alignment. We first train a general Math-Critique model from the LLM itself to provide feedback signals. Then, we sequentially employ rejective fine-tuning and direct preference optimization over the LLM's own generations for data collection. Based on ChatGLM3-32B, we conduct a series of experiments on both academic and our newly created challenging dataset, MathUserEval. Results show that our pipeline significantly enhances the LLM's mathematical problem-solving while still improving its language ability, outperforming LLMs that could be two times larger. Related techniques have been deployed to ChatGLM\url{https://chatglm.cn}, an online serving LLM. Related evaluation dataset and scripts are released at https://github.com/THUDM/ChatGLM-Math.

Better understanding of Large Language Models' (LLMs) legal analysis abilities can contribute to improving the efficiency of legal services, governing artificial intelligence, and leveraging LLMs to identify inconsistencies in law. This paper explores LLM capabilities in applying tax law. We choose this area of law because it has a structure that allows us to set up automated validation pipelines across thousands of examples, requires logical reasoning and maths skills, and enables us to test LLM capabilities in a manner relevant to real-world economic lives of citizens and companies. Our experiments demonstrate emerging legal understanding capabilities, with improved performance in each subsequent OpenAI model release. We experiment with retrieving and utilising the relevant legal authority to assess the impact of providing additional legal context to LLMs. Few-shot prompting, presenting examples of question-answer pairs, is also found to significantly enhance the performance of the most advanced model, GPT-4. The findings indicate that LLMs, particularly when combined with prompting enhancements and the correct legal texts, can perform at high levels of accuracy but not yet at expert tax lawyer levels. As LLMs continue to advance, their ability to reason about law autonomously could have significant implications for the legal profession and AI governance.

Mathematics is often perceived as a complex subject by students, leading to high failure rates in exams. To improve Mathematics skills, it is important to provide sample questions for students to practice problem-solving. Manually creating Math Word Problems (MWPs) is time consuming for tutors, because they have to type in natural language while adhering to grammar and spelling rules of the language. Existing Deep Learning techniques for MWP generation either require a tutor to provide the initial portion of the MWP, and/or additional information such as an equation. In this paper, we present an MWP generation system based on Large Language Models (LLMs) that overcome the need for additional input - the only input to our system is the number of MWPs needed, the grade and the type of question (e.g. addition, subtraction). Unlike the existing LLM-based solutions for MWP generation, we carried out an extensive set of experiments involving different LLMs, prompting strategies, techniques to improve the diversity of questions, as well as techniques that employ human feedback to improve LLM performance. Human and automated evaluations confirmed that the generated MWPs are high in quality, with minimal spelling and grammar issues. However, LLMs still struggle to generate questions that adhere to the specified grade and question type requirements.

Following the impressive development of LLMs, vision-language alignment in LLMs is actively being researched to enable multimodal reasoning and visual IO. This direction of research is particularly relevant to medical imaging because medical image analysis and generation consist of reasoning based on a combination of visual features and prior knowledge. Many recent works have focused on training adapter networks that serve as an information bridge between image processing networks and LLMs; but presumably, in order to achieve maximum reasoning potential of LLMs on visual information as well, visual and language features should be allowed to interact more freely. This is especially important in the medical domain because understanding and generating medical images such as chest X-rays (CXR) require not only accurate visual and language-based reasoning but also a more intimate mapping between the two modalities. Thus, taking inspiration from previous work on the transformer and VQ-GAN combination for bidirectional image and text generation, we build upon this approach and develop a method for instruction-tuning an LLM pre-trained only on text to gain vision-language capabilities for medical images. Specifically, we leverage a pretrained LLM's existing question-answering and instruction-following abilities to teach it to understand visual inputs by instructing it to answer questions about image inputs and, symmetrically, output both text and image responses appropriate to a given query by tuning the LLM with diverse tasks that encompass image-based text-generation and text-based image-generation. We show that our model, LLM-CXR, trained in this approach shows better image-text alignment in both CXR understanding and generation tasks while being smaller in size compared to previously developed models that perform a narrower range of tasks. The code is at https://github.com/hyn2028/llm-cxr.

In recent years, the integration of large language models (LLMs) has revolutionized the field of robotics, enabling robots to communicate, understand, and reason with human-like proficiency. This paper explores the multifaceted impact of LLMs on robotics, addressing key challenges and opportunities for leveraging these models across various domains. By categorizing and analyzing LLM applications within core robotics elements -- communication, perception, planning, and control -- we aim to provide actionable insights for researchers seeking to integrate LLMs into their robotic systems. Our investigation focuses on LLMs developed post-GPT-3.5, primarily in text-based modalities while also considering multimodal approaches for perception and control. We offer comprehensive guidelines and examples for prompt engineering, facilitating beginners' access to LLM-based robotics solutions. Through tutorial-level examples and structured prompt construction, we illustrate how LLM-guided enhancements can be seamlessly integrated into robotics applications. This survey serves as a roadmap for researchers navigating the evolving landscape of LLM-driven robotics, offering a comprehensive overview and practical guidance for harnessing the power of language models in robotics development.

The rapid advancement of Large Language Models (LLMs) has driven their expanding application across various fields. One of the most promising applications is their role as evaluators based on natural language responses, referred to as ''LLMs-as-judges''. This framework has attracted growing attention from both academia and industry due to their excellent effectiveness, ability to generalize across tasks, and interpretability in the form of natural language. This paper presents a comprehensive survey of the LLMs-as-judges paradigm from five key perspectives: Functionality, Methodology, Applications, Meta-evaluation, and Limitations. We begin by providing a systematic definition of LLMs-as-Judges and introduce their functionality (Why use LLM judges?). Then we address methodology to construct an evaluation system with LLMs (How to use LLM judges?). Additionally, we investigate the potential domains for their application (Where to use LLM judges?) and discuss methods for evaluating them in various contexts (How to evaluate LLM judges?). Finally, we provide a detailed analysis of the limitations of LLM judges and discuss potential future directions. Through a structured and comprehensive analysis, we aim aims to provide insights on the development and application of LLMs-as-judges in both research and practice. We will continue to maintain the relevant resource list at https://github.com/CSHaitao/Awesome-LLMs-as-Judges.

While the rise of large language models (LLMs) has created rich new opportunities to learn about digital technology, many on the margins of this technology struggle to gain and maintain competency due to lexical or conceptual barriers that prevent them from asking appropriate questions. Although there have been many efforts to understand factuality of LLM-created content and ability of LLMs to answer questions, it is not well understood how unclear or nonstandard language queries affect the model outputs. We propose the creation of a dataset that captures questions of digital newcomers and outsiders, utilizing data we have compiled from a decade's worth of one-on-one tutoring. In this paper we lay out our planned efforts and some potential uses of this dataset.

Large language models (LLMs) are becoming increasingly important for machine learning applications. However, it can be challenging to align LLMs with our intent, particularly when we want to generate content that is preferable over others or when we want the LLM to respond in a certain style or tone that is hard to describe. To address this challenge, we propose an approach that uses contrastive examples to better describe our intent. This involves providing positive examples that illustrate the true intent, along with negative examples that show what characteristics we want LLMs to avoid. The negative examples can be retrieved from labeled data, written by a human, or generated by the LLM itself. Before generating an answer, we ask the model to analyze the examples to teach itself what to avoid. This reasoning step provides the model with the appropriate articulation of the user's need and guides it towards generting a better answer. We tested our approach on both synthesized and real-world datasets, including StackExchange and Reddit, and found that it significantly improves performance compared to standard few-shot prompting

Large language models (LLMs) and LLM-based agents have been widely deployed in a wide range of applications in the real world, including healthcare diagnostics, financial analysis, customer support, robotics, and autonomous driving, expanding their powerful capability of understanding, reasoning, and generating natural languages. However, the wide deployment of LLM-based applications exposes critical security and reliability risks, such as the potential for malicious misuse, privacy leakage, and service disruption that weaken user trust and undermine societal safety. This paper provides a systematic overview of the details of adversarial attacks targeting both LLMs and LLM-based agents. These attacks are organized into three phases in LLMs: Training-Phase Attacks, Inference-Phase Attacks, and Availability & Integrity Attacks. For each phase, we analyze the details of representative and recently introduced attack methods along with their corresponding defenses. We hope our survey will provide a good tutorial and a comprehensive understanding of LLM security, especially for attacks on LLMs. We desire to raise attention to the risks inherent in widely deployed LLM-based applications and highlight the urgent need for robust mitigation strategies for evolving threats.

In the rapidly evolving field of legal analytics, finding relevant cases and accurately predicting judicial outcomes are challenging because of the complexity of legal language, which often includes specialized terminology, complex syntax, and historical context. Moreover, the subtle distinctions between similar and precedent cases require a deep understanding of legal knowledge. Researchers often conflate these concepts, making it difficult to develop specialized techniques to effectively address these nuanced tasks. In this paper, we introduce the Law Large Language Model (LawLLM), a multi-task model specifically designed for the US legal domain to address these challenges. LawLLM excels at Similar Case Retrieval (SCR), Precedent Case Recommendation (PCR), and Legal Judgment Prediction (LJP). By clearly distinguishing between precedent and similar cases, we provide essential clarity, guiding future research in developing specialized strategies for these tasks. We propose customized data preprocessing techniques for each task that transform raw legal data into a trainable format. Furthermore, we also use techniques such as in-context learning (ICL) and advanced information retrieval methods in LawLLM. The evaluation results demonstrate that LawLLM consistently outperforms existing baselines in both zero-shot and few-shot scenarios, offering unparalleled multi-task capabilities and filling critical gaps in the legal domain.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

Recent work has explored the use of large language models (LLMs) to generate tutoring responses in mathematics, yet it remains unclear how closely their instructional behavior aligns with expert human practice. We analyze a dataset of math remediation dialogues in which expert tutors, novice tutors, and seven LLMs of varying sizes, comprising both open-weight and commercial models, respond to the same student errors. We examine instructional strategies and linguistic characteristics of tutoring responses, including uptake (restating and revoicing), pressing for accuracy and reasoning, lexical diversity, readability, politeness, and agency. We find that expert tutors produce higher-quality responses than novices, and that larger LLMs generally receive higher pedagogical quality ratings than smaller models, approaching expert performance on average. However, LLMs exhibit systematic differences in their instructional profiles: they underuse discursive strategies characteristic of expert tutors while generating longer, more lexically diverse, and more polite responses. Regression analyses show that pressing for accuracy and reasoning, restating and revoicing, and lexical diversity, are positively associated with perceived pedagogical quality, whereas higher levels of agentic and polite language are negatively associated. These findings highlight the importance of analyzing instructional strategies and linguistic characteristics when evaluating tutoring responses across human tutors and intelligent tutoring systems.

To use Large Language Models (LLMs) in a targeted way for NLP problems in RE, we require both (1) basic knowledge about the inner workings of LLMs and (2) a guideline on how to select and systematically utilize or repurpose LLMs for NLP4RE tasks. This chapter establishes the required knowledge and introduces the fundamentals of LLMs in the first part. In the second part, we present a detailed guideline for students, researchers, and practitioners on using LLMs for their purposes.

The promise of generative AI to revolutionize education is constrained by the pedagogical limits of large language models (LLMs). A major issue is the lack of access to high-quality training data that reflect the learning of actual students. Prompt engineering has emerged as a stopgap, but the ability of prompts to encode complex pedagogical strategies in rule-based natural language is inherently limited. To address this gap we introduce TeachLM - an LLM optimized for teaching through parameter-efficient fine-tuning of state-of-the-art models. TeachLM is trained on a dataset comprised of 100,000 hours of one-on-one, longitudinal student-tutor interactions maintained by Polygence, which underwent a rigorous anonymization process to protect privacy. We use parameter-efficient fine-tuning to develop an authentic student model that enables the generation of high-fidelity synthetic student-tutor dialogues. Building on this capability, we propose a novel multi-turn evaluation protocol that leverages synthetic dialogue generation to provide fast, scalable, and reproducible assessments of the dialogical capabilities of LLMs. Our evaluations demonstrate that fine-tuning on authentic learning data significantly improves conversational and pedagogical performance - doubling student talk time, improving questioning style, increasing dialogue turns by 50%, and greater personalization of instruction.

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

Large Language Models (LLMs) have shown great potential in intelligent visualization systems, especially for domain-specific applications. Integrating LLMs into visualization systems presents challenges, and we categorize these challenges into three alignments: domain problems with LLMs, visualization with LLMs, and interaction with LLMs. To achieve these alignments, we propose a framework and outline a workflow to guide the application of fine-tuned LLMs to enhance visual interactions for domain-specific tasks. These alignment challenges are critical in education because of the need for an intelligent visualization system to support beginners' self-regulated learning. Therefore, we apply the framework to education and introduce Tailor-Mind, an interactive visualization system designed to facilitate self-regulated learning for artificial intelligence beginners. Drawing on insights from a preliminary study, we identify self-regulated learning tasks and fine-tuning objectives to guide visualization design and tuning data construction. Our focus on aligning visualization with fine-tuned LLM makes Tailor-Mind more like a personalized tutor. Tailor-Mind also supports interactive recommendations to help beginners better achieve their learning goals. Model performance evaluations and user studies confirm that Tailor-Mind improves the self-regulated learning experience, effectively validating the proposed framework.

Large language models (LLMs) have become increasingly capable problem solvers, but being able to solve a problem is not the same as being able to teach it. Existing approaches to training LLMs as teachers rely on demonstrations, preference data, or predefined pedagogical criteria that specify what good teaching looks like. However, these signals are often not grounded in individual student learning outcomes, where effective teaching strategies can vary substantially across learners. To address this, we introduce Sherpa, a multi-turn reinforcement learning framework that instantiates multiple student archetypes with LLMs conditioned on distinct learning preferences and trains a teacher model to adapt its instruction by directly maximizing their learning outcomes. Teacher LLMs trained with Sherpa improve instructed students' performance across all archetypes by an average of 20.5 percentage points. Under MathTutorBench's evaluation, Sherpa raises the overall pedagogy score from 52.5% to 79.2%, indicating better teaching responses. Our human studies show that the trained teacher is preferred over the base model in 79.6% of pairwise comparisons. Together, Sherpa trains LLM teachers to adapt to diverse simulated students and become better aligned with human teachers, paving the road towards AI tutors teaching real students.

Reasoning abilities of LLMs have been a key focus in recent years. One challenging reasoning domain with interesting nuances is legal reasoning, which requires careful application of rules, and precedents while balancing deductive and analogical reasoning, and conflicts between rules. Although there have been a few works on using LLMs for legal reasoning, their focus has been on overall accuracy. In this paper, we dig deeper to do a step-by-step analysis and figure out where they commit errors. We use the college-level Multiple Choice Question-Answering (MCQA) task from the Civil Procedure dataset and propose a new error taxonomy derived from initial manual analysis of reasoning chains with respect to several LLMs, including two objective measures: soundness and correctness scores. We then develop an LLM-based automated evaluation framework to identify reasoning errors and evaluate the performance of LLMs. The computation of soundness and correctness on the dataset using the auto-evaluator framework reveals several interesting insights. Furthermore, we show that incorporating the error taxonomy as feedback in popular prompting techniques marginally increases LLM performance. Our work will also serve as an evaluation framework that can be used in detailed error analysis of reasoning chains for logic-intensive complex tasks.

While large language models (LLMs) have demonstrated remarkable versatility across a wide range of general tasks, their effectiveness often diminishes in domain-specific applications due to inherent knowledge gaps. Moreover, their performance typically declines when addressing complex problems that require multi-step reasoning and analysis. In response to these challenges, we propose leveraging both LLMs and AI agents to develop education assistants aimed at enhancing undergraduate learning in biomechanics courses that focus on analyzing the force and moment in the musculoskeletal system of the human body. To achieve our goal, we construct a dual-module framework to enhance LLM performance in biomechanics educational tasks: 1) we apply Retrieval-Augmented Generation (RAG) to improve the specificity and logical consistency of LLM's responses to the conceptual true/false questions; 2) we build a Multi-Agent System (MAS) to solve calculation-oriented problems involving multi-step reasoning and code execution. Specifically, we evaluate the performance of several LLMs, i.e., Qwen-1.0-32B, Qwen-2.5-32B, and Llama-70B, on a biomechanics dataset comprising 100 true/false conceptual questions and problems requiring equation derivation and calculation. Our results demonstrate that RAG significantly enhances the performance and stability of LLMs in answering conceptual questions, surpassing those of vanilla models. On the other hand, the MAS constructed using multiple LLMs demonstrates its ability to perform multi-step reasoning, derive equations, execute code, and generate explainable solutions for tasks that require calculation. These findings demonstrate the potential of applying RAG and MAS to enhance LLM performance for specialized courses in engineering curricula, providing a promising direction for developing intelligent tutoring in engineering education.

Many students lack access to expert research mentorship. We ask whether an AI mentor can move undergraduates from an idea to a paper. We build METIS, a tool-augmented, stage-aware assistant with literature search, curated guidelines, methodology checks, and memory. We evaluate METIS against GPT-5 and Claude Sonnet 4.5 across six writing stages using LLM-as-a-judge pairwise preferences, student-persona rubrics, short multi-turn tutoring, and evidence/compliance checks. On 90 single-turn prompts, LLM judges preferred METIS to Claude Sonnet 4.5 in 71% and to GPT-5 in 54%. Student scores (clarity/actionability/constraint-fit; 90 prompts x 3 judges) are higher across stages. In multi-turn sessions (five scenarios/agent), METIS yields slightly higher final quality than GPT-5. Gains concentrate in document-grounded stages (D-F), consistent with stage-aware routing and groundings failure modes include premature tool routing, shallow grounding, and occasional stage misclassification.

A standard way to evaluate the abilities of LLM involves presenting a multiple-choice question and selecting the option with the highest logit as the model's predicted answer. However, such a format for evaluating LLMs has limitations, since even if the model knows the correct answer, it may struggle to select the corresponding letter simply due to difficulties in following this rigid format. To address this, we introduce new scores that better capture and reveal model's underlying knowledge: the Query-Key Score (QK-score), derived from the interaction between query and key representations in attention heads, and the Attention Score, based on attention weights. These scores are extracted from specific select-and-copy heads, which show consistent performance across popular Multi-Choice Question Answering (MCQA) datasets. Based on these scores, our method improves knowledge extraction, yielding up to 16\% gain for LLaMA2-7B and up to 10\% for larger models on popular MCQA benchmarks. At the same time, the accuracy on a simple synthetic dataset, where the model explicitly knows the right answer, increases by almost 60\%, achieving nearly perfect accuracy, therefore demonstrating the method's efficiency in mitigating MCQA format limitations. To support our claims, we conduct experiments on models ranging from 7 billion to 70 billion parameters in both zero- and few-shot setups.

In this thesis, I evaluate the performance of Large Language Models (LLMs) on the Law School Admissions Test (LSAT), specifically the Logic Games section of the test. I focus on this section because it presents a complex logical reasoning task and thus is a valuable source of data for evaluating how modern, increasingly capable LLMs can handle hard logical reasoning tasks. I construct a dataset of LSAT logic games and their associated metadata, and extensively evaluate LLMs' performance in a Chain-of-Thought prompting setting. Given the weak performance in this setting, I explore other prompting frameworks on a smaller subset of the dataset, adapting ideas from Reflexion to this task. This results in a substantially improved accuracy of 70 percent for GPT-4 and 46 percent for GPT-3.5 on this data subset, highlighting the capacity of LLMs to revise their logical errors, despite initially weak performance. Finally, I analyze the types of logic games that models perform better or worse on, as well as the types of logical errors I observe from human annotation, providing detailed insights on the logical reasoning capabilities of LLMs.

Large Language Models (LLMs) have demonstrated exceptional capabilities in various natural language tasks, often achieving performances that surpass those of humans. Despite these advancements, the domain of mathematics presents a distinctive challenge, primarily due to its specialized structure and the precision it demands. In this study, we adopted a two-step approach for investigating the proficiency of LLMs in answering mathematical questions. First, we employ the most effective LLMs, as identified by their performance on math question-answer benchmarks, to generate answers to 78 questions from the Math Stack Exchange (MSE). Second, a case analysis is conducted on the LLM that showed the highest performance, focusing on the quality and accuracy of its answers through manual evaluation. We found that GPT-4 performs best (nDCG of 0.48 and P@10 of 0.37) amongst existing LLMs fine-tuned for answering mathematics questions and outperforms the current best approach on ArqMATH3 Task1, considering P@10. Our Case analysis indicates that while the GPT-4 can generate relevant responses in certain instances, it does not consistently answer all questions accurately. This paper explores the current limitations of LLMs in navigating complex mathematical problem-solving. Through case analysis, we shed light on the gaps in LLM capabilities within mathematics, thereby setting the stage for future research and advancements in AI-driven mathematical reasoning. We make our code and findings publicly available for research: https://github.com/gipplab/LLM-Investig-MathStackExchange

The immense evolution in Large Language Models (LLMs) has underscored the importance of massive, diverse, and high-quality data. Despite this, existing open-source tools for LLM data processing remain limited and mostly tailored to specific datasets, with an emphasis on the reproducibility of released data over adaptability and usability, inhibiting potential applications. In response, we propose a one-stop, powerful yet flexible and user-friendly LLM data processing system named Data-Juicer. Our system offers over 50 built-in versatile operators and pluggable tools, which synergize modularity, composability, and extensibility dedicated to diverse LLM data processing needs. By incorporating visualized and automatic evaluation capabilities, Data-Juicer enables a timely feedback loop to accelerate data processing and gain data insights. To enhance usability, Data-Juicer provides out-of-the-box components for users with various backgrounds, and fruitful data recipes for LLM pre-training and post-tuning usages. Further, we employ multi-facet system optimization and seamlessly integrate Data-Juicer with both LLM and distributed computing ecosystems, to enable efficient and scalable data processing. Empirical validation of the generated data recipes reveals considerable improvements in LLaMA performance for various pre-training and post-tuning cases, demonstrating up to 7.45% relative improvement of averaged score across 16 LLM benchmarks and 16.25% higher win rate using pair-wise GPT-4 evaluation. The system's efficiency and scalability are also validated, supported by up to 88.7% reduction in single-machine processing time, 77.1% and 73.1% less memory and CPU usage respectively, and 7.91x processing acceleration when utilizing distributed computing ecosystems. Our system, data recipes, and multiple tutorial demos are released, calling for broader research centered on LLM data.

Cutting-edge Artificial Intelligence (AI) techniques keep reshaping our view of the world. For example, Large Language Models (LLMs) based applications such as ChatGPT have shown the capability of generating human-like conversation on extensive topics. Due to the impressive performance on a variety of language-related tasks (e.g., open-domain question answering, translation, and document summarization), one can envision the far-reaching impacts that can be brought by the LLMs with broader real-world applications (e.g., customer service, education and accessibility, and scientific discovery). Inspired by their success, this paper will offer an overview of state-of-the-art LLMs and their integration into a wide range of academic disciplines, including: (1) arts, letters, and law (e.g., history, philosophy, political science, arts and architecture, law), (2) economics and business (e.g., finance, economics, accounting, marketing), and (3) science and engineering (e.g., mathematics, physics and mechanical engineering, chemistry and chemical engineering, life sciences and bioengineering, earth sciences and civil engineering, computer science and electrical engineering). Integrating humanity and technology, in this paper, we will explore how LLMs are shaping research and practice in these fields, while also discussing key limitations, open challenges, and future directions in the era of generative AI. The review of how LLMs are engaged across disciplines-along with key observations and insights-can help researchers and practitioners interested in exploiting LLMs to advance their works in diverse real-world applications.

Many individuals are likely to face a legal dispute at some point in their lives, but their lack of understanding of how to navigate these complex issues often renders them vulnerable. The advancement of natural language processing opens new avenues for bridging this legal literacy gap through the development of automated legal aid systems. However, existing legal question answering (LQA) approaches often suffer from a narrow scope, being either confined to specific legal domains or limited to brief, uninformative responses. In this work, we propose an end-to-end methodology designed to generate long-form answers to any statutory law questions, utilizing a "retrieve-then-read" pipeline. To support this approach, we introduce and release the Long-form Legal Question Answering (LLeQA) dataset, comprising 1,868 expert-annotated legal questions in the French language, complete with detailed answers rooted in pertinent legal provisions. Our experimental results demonstrate promising performance on automatic evaluation metrics, but a qualitative analysis uncovers areas for refinement. As one of the only comprehensive, expert-annotated long-form LQA dataset, LLeQA has the potential to not only accelerate research towards resolving a significant real-world issue, but also act as a rigorous benchmark for evaluating NLP models in specialized domains. We publicly release our code, data, and models.

Decoder-only Large Language Models (LLMs) are currently the model of choice for many Natural Language Processing (NLP) applications. Through instruction fine-tuning and prompting approaches, such LLMs have been efficiently used to solve both general and domain-specific tasks. However, they are costly to train and, to a certain extent, costly to use as well, and one can wonder whether LLMs can be replaced by domain-specific Tiny Language Models (TLMs), which typically contain less than 100M parameters. We address this question in this study by comparing the performance of an 88M TLM pretrained from scratch for 185 A100 hours on a specific domain with a domain-specific tokenizer (here, the Indian legal domain) with LLMs of various sizes between 1B and 8B for solving domain-specific tasks. We show in particular that our legal TLM, Ayn, can indeed outperform LLMs up to 80 times larger on the legal case judgment prediction task, rival LLMs up to 30 times larger on the summarization task, and still be competitive with these larger LLMs on general tasks.

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

Large Language Models (LLMs) can serve as world models to enhance agent decision-making in digital environments by simulating future states and predicting action outcomes, potentially eliminating costly trial-and-error exploration. However, this capability is fundamentally limited by LLMs' tendency toward hallucination and their reliance on static training knowledge, which can lead to compounding errors that inhibit long-horizon simulations. To systematically investigate whether LLMs are appropriate for world modeling, we probe two core capabilities of world models--future state prediction and reward estimation--through three tasks: next-state identification, full-procedure planning alignment, and milestone transition recognition. Our analysis shows that while LLMs effectively capture immediate next states and identify meaningful state transitions, their performance rapidly degrades in full-procedure planning. This highlights LLMs' limitations in reliably modeling environment dynamics over long horizons. To address these limitations, we propose the Retrieval-augmented World Model (R-WoM), which grounds LLM simulations by incorporating factual, up-to-date knowledge retrieved from external tutorials. Experiments show that R-WoM achieves substantial improvements of up to 25.3% (OSWorld) and 18.1% (WebArena) compared to baselines, with particular advantages in longer-horizon simulations.

Large language models (LLMs) are increasingly used in interactive applications, and human evaluation remains the gold standard for assessing their performance in multi-turn conversations. Since human studies are costly, time-consuming, and hard to reproduce, recent work explores using LLMs to simulate users for automatic assistant evaluation. However, there is no benchmark or systematic study to evaluate whether these simulated users are reliable stand-ins for real users. To address this, we introduce SimulatorArena, a benchmark of 909 annotated human-LLM conversations on two interactive tasks -- math tutoring and document creation. SimulatorArena evaluates simulators based on how closely their messages match human behavior and how well their assistant ratings align with human judgments. Experiments on various simulator methods show that simulators conditioned on user profiles, capturing traits like background and message styles, align closely with human judgments. They reach Spearman's rho of 0.7 on both tasks, providing a practical, scalable alternative to human evaluation. Using the best simulator for each task, we benchmark 18 assistants, including the latest LLMs such as GPT-5, Claude 4.1 Opus, and Gemini 2.5 Pro.

Large Language Models (LLMs), like LLaMA, have exhibited remarkable performance across various tasks. Nevertheless, when deployed to specific domains such as law or medicine, the models still confront the challenge of a deficiency in domain-specific knowledge and an inadequate capability to leverage that knowledge to resolve domain-related problems. In this paper, we propose a new framework to adapt LLMs to specific domains and build Lawyer LLaMA, a legal domain LLM, based on this framework. Specifically, we inject domain knowledge during the continual training stage and teach the model to learn professional skills using properly designed supervised fine-tuning tasks. Moreover, to alleviate the hallucination problem during the model's generation, we add a retrieval module and extract relevant legal articles before the model answers any queries. When learning domain-specific skills, we find that experts' experience is much more useful than experiences distilled from ChatGPT, where hundreds of expert-written data outperform tens of thousands of ChatGPT-generated ones. We will release our model and data.

Large Language Models (LLMs) have recently demonstrated remarkable capabilities in natural language processing tasks and beyond. This success of LLMs has led to a large influx of research contributions in this direction. These works encompass diverse topics such as architectural innovations, better training strategies, context length improvements, fine-tuning, multi-modal LLMs, robotics, datasets, benchmarking, efficiency, and more. With the rapid development of techniques and regular breakthroughs in LLM research, it has become considerably challenging to perceive the bigger picture of the advances in this direction. Considering the rapidly emerging plethora of literature on LLMs, it is imperative that the research community is able to benefit from a concise yet comprehensive overview of the recent developments in this field. This article provides an overview of the existing literature on a broad range of LLM-related concepts. Our self-contained comprehensive overview of LLMs discusses relevant background concepts along with covering the advanced topics at the frontier of research in LLMs. This review article is intended to not only provide a systematic survey but also a quick comprehensive reference for the researchers and practitioners to draw insights from extensive informative summaries of the existing works to advance the LLM research.

We present MIDI-LLM, an LLM for generating multitrack MIDI music from free-form text prompts. Our approach expands a text LLM's vocabulary to include MIDI tokens, and uses a two-stage training recipe to endow text-to-MIDI abilities. By preserving the original LLM's parameter structure, we can directly leverage the vLLM library for accelerated inference. Experiments show that MIDI-LLM achieves higher quality, better text control, and faster inference compared to the recent Text2midi model. Live demo at https://midi-llm-demo.vercel.app.

In this paper, we review legal testing methods based on Large Language Models (LLMs), using the OPENAI o1 model as a case study to evaluate the performance of large models in applying legal provisions. We compare current state-of-the-art LLMs, including open-source, closed-source, and legal-specific models trained specifically for the legal domain. Systematic tests are conducted on English and Chinese legal cases, and the results are analyzed in depth. Through systematic testing of legal cases from common law systems and China, this paper explores the strengths and weaknesses of LLMs in understanding and applying legal texts, reasoning through legal issues, and predicting judgments. The experimental results highlight both the potential and limitations of LLMs in legal applications, particularly in terms of challenges related to the interpretation of legal language and the accuracy of legal reasoning. Finally, the paper provides a comprehensive analysis of the advantages and disadvantages of various types of models, offering valuable insights and references for the future application of AI in the legal field.

The rise of Large Language Models (LLMs) such as ChatGPT and Gemini has posed new challenges for the academic community. With the help of these models, students can easily complete their assignments and exams, while educators struggle to detect AI-generated content. This has led to a surge in academic misconduct, as students present work generated by LLMs as their own, without putting in the effort required for learning. As AI tools become more advanced and produce increasingly human-like text, detecting such content becomes more challenging. This development has significantly impacted the academic world, where many educators are finding it difficult to adapt their assessment methods to this challenge. This research first demonstrates how LLMs have increased academic dishonesty, and then reviews state-of-the-art solutions for academic plagiarism in detail. A survey of datasets, algorithms, tools, and evasion strategies for plagiarism detection has been conducted, focusing on how LLMs and AI-generated content (AIGC) detection have affected this area. The survey aims to identify the gaps in existing solutions. Lastly, potential long-term solutions are presented to address the issue of academic plagiarism using LLMs based on AI tools and educational approaches in an ever-changing world.

In recent years, Large Language Models (LLMs) have achieved almost human-like performance on various tasks. While some LLMs have been trained on multilingual data, most of the training data is in English. Hence, their performance in English greatly exceeds their performance in other languages. This document presents our approach to training and evaluating the first foundational and chat LLM specialized for Romanian.

The intersection of AI and legal systems presents a growing need for tools that support legal education, particularly in under-resourced languages such as Romanian. In this work, we aim to evaluate the capabilities of Large Language Models (LLMs) and Vision-Language Models (VLMs) in understanding and reasoning about Romanian driving law through textual and visual question-answering tasks. To facilitate this, we introduce RoD-TAL, a novel multimodal dataset comprising Romanian driving test questions, text-based and image-based, alongside annotated legal references and human explanations. We implement and assess retrieval-augmented generation (RAG) pipelines, dense retrievers, and reasoning-optimized models across tasks including Information Retrieval (IR), Question Answering (QA), Visual IR, and Visual QA. Our experiments demonstrate that domain-specific fine-tuning significantly enhances retrieval performance. At the same time, chain-of-thought prompting and specialized reasoning models improve QA accuracy, surpassing the minimum grades required to pass driving exams. However, visual reasoning remains challenging, highlighting the potential and the limitations of applying LLMs and VLMs to legal education.

Current LLM assistants are powerful at answering questions, but they have limited access to the behavioral context that reveals when and where a user is struggling. We present a gaze-grounded multimodal LLM assistant that uses egocentric video with gaze overlays to identify likely points of difficulty and target follow-up retrospective assistance. We instantiate this vision in a controlled study (n=36) comparing the gaze-aware AI assistant to a text-only LLM assistant. Compared to a conventional LLM assistant, the gaze-aware assistant was rated as significantly more accurate and personalized in its assessments of users' reading behavior and significantly improved people's ability to recall information. Users spoke significantly fewer words with the gaze-aware assistant, indicating more efficient interactions. Qualitative results underscored both perceived benefits in comprehension and challenges when interpretations of gaze behaviors were inaccurate. Our findings suggest that gaze-aware LLM assistants can reason about cognitive needs to improve cognitive outcomes of users.

Multimodal LLMs are the natural evolution of LLMs, and enlarge their capabilities so as to work beyond the pure textual modality. As research is being carried out to design novel architectures and vision-and-language adapters, in this paper we concentrate on endowing such models with the capability of answering questions that require external knowledge. Our approach, termed Wiki-LLaVA, aims at integrating an external knowledge source of multimodal documents, which is accessed through a hierarchical retrieval pipeline. Relevant passages, using this approach, are retrieved from the external knowledge source and employed as additional context for the LLM, augmenting the effectiveness and precision of generated dialogues. We conduct extensive experiments on datasets tailored for visual question answering with external data and demonstrate the appropriateness of our approach.

LLMs are typically trained to answer user questions or follow instructions similarly to how human experts respond. However, in the standard alignment framework they lack the basic ability of explicit thinking before answering. Thinking is important for complex questions that require reasoning and planning -- but can be applied to any task. We propose a training method for equipping existing LLMs with such thinking abilities for general instruction following without use of additional human data. We achieve this by an iterative search and optimization procedure that explores the space of possible thought generations, allowing the model to learn how to think without direct supervision. For each instruction, the thought candidates are scored using a judge model to evaluate their responses only, and then optimized via preference optimization. We show that this procedure leads to superior performance on AlpacaEval and Arena-Hard, and shows gains from thinking on non-reasoning categories such as marketing, health and general knowledge, in addition to more traditional reasoning & problem-solving tasks.

Large language models (LLMs) can be used to serve as agents to simulate human behaviors, given the powerful ability to understand human instructions and provide high-quality generated texts. Such ability stimulates us to wonder whether LLMs can simulate a person in a higher form than simple human behaviors. Therefore, we aim to train an agent with the profile, experience, and emotional states of a specific person instead of using limited prompts to instruct ChatGPT API. In this work, we introduce Character-LLM that teach LLMs to act as specific people such as Beethoven, Queen Cleopatra, Julius Caesar, etc. Our method focuses on editing profiles as experiences of a certain character and training models to be personal simulacra with these experiences. To assess the effectiveness of our approach, we build a test playground that interviews trained agents and evaluates whether the agents memorize their characters and experiences. Experimental results show interesting observations that help build future simulacra of humankind.

While large language models (LLMs) have showcased impressive capabilities, they struggle with addressing legal queries due to the intricate complexities and specialized expertise required in the legal field. In this paper, we introduce InternLM-Law, a specialized LLM tailored for addressing diverse legal queries related to Chinese laws, spanning from responding to standard legal questions (e.g., legal exercises in textbooks) to analyzing complex real-world legal situations. We meticulously construct a dataset in the Chinese legal domain, encompassing over 1 million queries, and implement a data filtering and processing pipeline to ensure its diversity and quality. Our training approach involves a novel two-stage process: initially fine-tuning LLMs on both legal-specific and general-purpose content to equip the models with broad knowledge, followed by exclusive fine-tuning on high-quality legal data to enhance structured output generation. InternLM-Law achieves the highest average performance on LawBench, outperforming state-of-the-art models, including GPT-4, on 13 out of 20 subtasks. We make InternLM-Law and our dataset publicly available to facilitate future research in applying LLMs within the legal domain.

While large language models (LLMs) have been increasingly adopted for machine translation (MT), their performance for specialist domains such as medicine and law remains an open challenge. Prior work has shown that LLMs can be domain-adapted at test-time by retrieving targeted few-shot demonstrations or terminologies for inclusion in the prompt. Meanwhile, for general-purpose LLM MT, recent studies have found some success in generating similarly useful domain knowledge from an LLM itself, prior to translation. Our work studies domain-adapted MT with LLMs through a careful prompting setup, finding that demonstrations consistently outperform terminology, and retrieval consistently outperforms generation. We find that generating demonstrations with weaker models can close the gap with larger model's zero-shot performance. Given the effectiveness of demonstrations, we perform detailed analyses to understand their value. We find that domain-specificity is particularly important, and that the popular multi-domain benchmark is testing adaptation to a particular writing style more so than to a specific domain.

Student simulation can support learning-by-teaching pedagogy where human students (as tutors) teach AI-simulated novice students (as tutees). Recent research often relies on prompt engineering with large language models (LLMs) to simulate novice student behaviour, but it is difficult to keep the AI-simulated student at a stable novice knowledge level. A key reason is that many LLMs are trained to be broadly capable, so even when prompted to "act like a novice," the LLMs can still produce expert-level explanations during the learning-by-teaching interaction process. As a result, the AI-simulated student may drift beyond the intended knowledge level, reducing the credibility of the simulation for studying learning-by-teaching processes. Thus, we propose a knowledge-level simulation approach based on machine unlearning. We investigate this approach using a dataset of multiple-choice questions on Python programming concepts. We apply machine unlearning to transform a knowledgeable LLM into a novice-level AI student (i.e., teachable agent), then evaluate whether the teachable agent can relearn targeted knowledge components through learning-by-teaching dialogue interactions. Finally, we analyse the dialogue logs to characterise how the agent's behaviour changes over time, including its question asking, error patterns, and responsiveness to instruction. The results show that (1) unlearning produces simulated student agents with more novice-like responses than prompt-only baselines, (2) the agents recover a measurable portion of the unlearned knowledge under structured exposure, and (3) dialogue analyses reveal identifiable trajectories of conceptual change and teaching moves that predict learning recovery.

Large language models (LLMs), such as ChatGPT, have received substantial attention due to their impressive human language understanding and generation capabilities. Therefore, the application of LLMs in medicine to assist physicians and patient care emerges as a promising research direction in both artificial intelligence and clinical medicine. To reflect this trend, this survey provides a comprehensive overview of the principles, applications, and challenges faced by LLMs in medicine. Specifically, we aim to address the following questions: 1) How can medical LLMs be built? 2) What are the downstream performances of medical LLMs? 3) How can medical LLMs be utilized in real-world clinical practice? 4) What challenges arise from the use of medical LLMs? and 5) How can we better construct and utilize medical LLMs? As a result, this survey aims to provide insights into the opportunities and challenges of LLMs in medicine and serve as a valuable resource for constructing practical and effective medical LLMs. A regularly updated list of practical guides on medical LLMs can be found at https://github.com/AI-in-Health/MedLLMsPracticalGuide.

Can Large Language Models understand how students learn? As LLMs are deployed for adaptive testing and personalized tutoring, this question becomes urgent -- yet we cannot answer it with existing resources. Current educational datasets provide only question identifiers and binary correctness labels, rendering them opaque to LLMs that reason in natural language. We address this gap with FoundationalASSIST, the first English educational dataset providing the complete information needed for research on LLMs in education: full question text, actual student responses (not just right/wrong), records of which wrong answers students chose, and alignment to Common Core K-12 standards. These 1.7 million interactions from 5,000 students enable research directions that were previously impossible to pursue, from fine-tuning student models to analyzing misconception patterns. To demonstrate the dataset's utility, we evaluate four frontier models (GPT-OSS-120B, Llama-3.3-70B, Qwen3-Next-80B variants) on two complementary task families: Knowledge Tracing, testing whether LLMs can predict student performance on questions, and the exact answer a student will give; and Pedagogical Grounding, testing whether LLMs understand the properties that make assessment items effective. Our evaluation reveals significant gaps in current LLM capabilities. Every model barely achieves a trivial baseline on knowledge tracing. All models fall below random chance on item discrimination, indicating that LLMs do not understand what makes one problem more diagnostic than another. Models do show competence at judging relative difficulty (up to 68.6%), but this partial success only highlights the gaps elsewhere. These results establish that substantial advances are needed before LLMs can reliably support personalized learning at scale. We release FoundationalASSIST to support progress on these foundational challenges.

Current LLM training positions mathematical reasoning as a core capability. With publicly available sources fully tapped, there is unmet demand for diverse and challenging math questions. Relying solely on human experts is both time-consuming and costly, while LLM-generated questions often lack the requisite diversity and difficulty. We present a design framework that combines the strengths of LLMs with a human-in-the-loop approach to generate a diverse array of challenging math questions. We leverage LLM metacognition skills [Didolkar et al., 2024] of a strong LLM to extract core "skills" from existing math datasets. These skills serve as the basis for generating novel and difficult questions by prompting the LLM with random pairs of core skills. The use of two different skills within each question makes finding such questions an "out of distribution" task for both LLMs and humans. Our pipeline employs LLMs to iteratively generate and refine questions and solutions through multiturn prompting. Human annotators then verify and further refine the questions, with their efficiency enhanced via further LLM interactions. Applying this pipeline on skills extracted from the MATH dataset [Hendrycks et al., 2021] resulted in MATH^2 - a dataset of higher-quality math questions, as evidenced by: (a) Lower performance of all models on MATH^2 than on MATH (b) Higher performance on MATH when using MATH^2 questions as in-context examples. Although focused on mathematics, our methodology seems applicable to other domains requiring structured reasoning, and potentially as a component of scalable oversight. Also of interest is a striking relationship observed between models' performance on the new dataset: the success rate on MATH^2 is the square on MATH, suggesting that successfully solving the question in MATH^2 requires a nontrivial combination of two distinct math skills.

In recent years, Large Language Models (LLMs) have shown great potential across a wide range of legal tasks. Despite these advances, mitigating hallucination remains a significant challenge, with state-of-the-art LLMs still frequently generating incorrect legal references. In this paper, we focus on the problem of legal citation prediction within the Australian law context, where correctly identifying and citing relevant legislations or precedents is critical. We compare several approaches: prompting general purpose and law-specialised LLMs, retrieval-only pipelines with both generic and domain-specific embeddings, task-specific instruction-tuning of LLMs, and hybrid strategies that combine LLMs with retrieval augmentation, query expansion, or voting ensembles. Our findings indicate that domain-specific pre-training alone is insufficient for achieving satisfactory citation accuracy even after law-specialised pre-training. In contrast, instruction tuning on our task-specific dataset dramatically boosts performance reaching the best results across all settings. We also highlight that database granularity along with the type of embeddings play a critical role in the performance of retrieval systems. Among retrieval-based approaches, hybrid methods consistently outperform retrieval-only setups, and among these, ensemble voting delivers the best result by combining the predictive quality of instruction-tuned LLMs with the retrieval system.

The ability of generative large language models (LLMs) to perform in-context learning has given rise to a large body of research into how best to prompt models for various natural language processing tasks. Machine Translation (MT) has been shown to benefit from in-context examples, in particular when they are semantically similar to the sentence to translate. In this paper, we propose a new LLM-based translation paradigm, compositional translation, to replace naive few-shot MT with similarity-based demonstrations. An LLM is used to decompose a sentence into simpler phrases, and then to translate each phrase with the help of retrieved demonstrations. Finally, the LLM is prompted to translate the initial sentence with the help of the self-generated phrase-translation pairs. Our intuition is that this approach should improve translation because these shorter phrases should be intrinsically easier to translate and easier to match with relevant examples. This is especially beneficial in low-resource scenarios, and more generally whenever the selection pool is small or out of domain. We show that compositional translation boosts LLM translation performance on a wide range of popular MT benchmarks, including FLORES 200, NTREX 128 and TICO-19. Code and outputs are available at https://github.com/ArmelRandy/compositional-translation

Recent advancements in reinforcement learning (RL) for large language models (LLMs), exemplified by DeepSeek R1, have shown that even a simple question-answering task can substantially improve an LLM's reasoning capabilities. In this work, we extend this approach by modifying the task into a multi-attempt setting. Instead of generating a single response per question, the model is given multiple attempts, with feedback provided after incorrect responses. The multi-attempt task encourages the model to refine its previous attempts and improve search efficiency. Experimental results show that even a small LLM trained on a multi-attempt task achieves significantly higher accuracy when evaluated with more attempts, improving from 45.6% with 1 attempt to 52.5% with 2 attempts on the math benchmark. In contrast, the same LLM trained on a standard single-turn task exhibits only a marginal improvement, increasing from 42.3% to 43.2% when given more attempts during evaluation. The results indicate that, compared to the standard single-turn task, an LLM trained on a multi-attempt task achieves slightly better performance on math benchmarks while also learning to refine its responses more effectively based on user feedback. Full code is available at https://github.com/DualityRL/multi-attempt

Large Language Models (LLMs) have exhibited exceptional performance across a broad range of tasks and domains. However, they still encounter difficulties in solving mathematical problems due to the rigorous and logical nature of mathematics. Previous studies have employed techniques such as supervised fine-tuning (SFT), prompt engineering, and search-based methods to improve the mathematical problem-solving abilities of LLMs. Despite these efforts, their performance remains suboptimal and demands substantial computational resources. To address this issue, we propose a novel approach, BEATS, to enhance mathematical problem-solving abilities. Our method leverages newly designed prompts that guide the model to iteratively rewrite, advance by one step, and generate answers based on previous steps. Additionally, we introduce a new back-verification technique that uses LLMs to validate the correctness of the generated answers. Furthermore, we employ a pruning tree search to optimize search time while achieving strong performance. Notably, our method improves Qwen2-7b-Instruct's score from 36.94 to 61.52, outperforming GPT4's 42.5 on the MATH benchmark.

Reasoning is a fundamental aspect of human intelligence that plays a crucial role in activities such as problem solving, decision making, and critical thinking. In recent years, large language models (LLMs) have made significant progress in natural language processing, and there is observation that these models may exhibit reasoning abilities when they are sufficiently large. However, it is not yet clear to what extent LLMs are capable of reasoning. This paper provides a comprehensive overview of the current state of knowledge on reasoning in LLMs, including techniques for improving and eliciting reasoning in these models, methods and benchmarks for evaluating reasoning abilities, findings and implications of previous research in this field, and suggestions on future directions. Our aim is to provide a detailed and up-to-date review of this topic and stimulate meaningful discussion and future work.

Large Language Models (LLMs) have gained significant attention due to their high performance on a wide range of natural language tasks since the release of ChatGPT. The LLMs learn to understand and generate language by training billions of model parameters on vast volumes of text data. Despite being a relatively new field, LLM research is rapidly advancing in various directions. In this paper, we present an overview of LLM families, including LLaMA, PaLM, GPT, and MoE, and the methods developed to create and enhance LLMs for official European Union (EU) languages. We provide a comprehensive summary of common monolingual and multilingual datasets used for pretraining large language models.

LLM-as-a-Judge leverages the generative and reasoning capabilities of large language models (LLMs) to evaluate LLM responses across diverse scenarios, providing accurate preference signals. This approach plays a vital role in aligning LLMs with human values, ensuring ethical and reliable AI outputs that align with societal norms. Recent studies have raised many methods to train LLM as generative judges, but most of them are data consuming or lack accuracy, and only focus on LLM's judge ability. In this work, we regard judge ability as a general ability of LLM and implement a two-stage training approach, comprising supervised fine-tuning (SFT) warm-up and direct preference optimization (DPO) enhancement, to achieve judge style adaptation and improve judgment accuracy. Additionally, we introduce an efficient data synthesis method to generate judgmental content. Experimental results demonstrate that our approach, utilizing only about 2% to 40% of the data required by other methods, achieves SOTA performance on RewardBench. Furthermore, our training method enhances the general capabilities of the model by constructing complicated judge task, and the judge signals provided by our model have significantly enhanced the downstream DPO training performance of our internal models in our test to optimize policy model with Judge Model. We also open-source our model weights and training data to facilitate further research.

We examine how well the state-of-the-art (SOTA) models used in legal reasoning support abductive reasoning tasks. Abductive reasoning is a form of logical inference in which a hypothesis is formulated from a set of observations, and that hypothesis is used to explain the observations. The ability to formulate such hypotheses is important for lawyers and legal scholars as it helps them articulate logical arguments, interpret laws, and develop legal theories. Our motivation is to consider the belief that deep learning models, especially large language models (LLMs), will soon replace lawyers because they perform well on tasks related to legal text processing. But to do so, we believe, requires some form of abductive hypothesis formation. In other words, while LLMs become more popular and powerful, we want to investigate their capacity for abductive reasoning. To pursue this goal, we start by building a logic-augmented dataset for abductive reasoning with 498,697 samples and then use it to evaluate the performance of a SOTA model in the legal field. Our experimental results show that although these models can perform well on tasks related to some aspects of legal text processing, they still fall short in supporting abductive reasoning tasks.

Assessing student's answers and in particular natural language answers is a crucial challenge in the field of education. Advances in machine learning, including transformer-based models such as Large Language Models(LLMs), have led to significant progress in various natural language tasks. Nevertheless, amidst the growing trend of evaluating LLMs across diverse tasks, evaluating LLMs in the realm of automated answer assesment has not received much attention. To address this gap, we explore the potential of using LLMs for automated assessment of student's short and open-ended answer. Particularly, we use LLMs to compare students' explanations with expert explanations in the context of line-by-line explanations of computer programs. For comparison purposes, we assess both Large Language Models (LLMs) and encoder-based Semantic Textual Similarity (STS) models in the context of assessing the correctness of students' explanation of computer code. Our findings indicate that LLMs, when prompted in few-shot and chain-of-thought setting perform comparable to fine-tuned encoder-based models in evaluating students' short answers in programming domain.

Large language models (LLMs) have demonstrated their remarkable capacity across a variety of tasks. However, reasoning remains a challenge for LLMs. To improve LLMs' reasoning ability, process supervision has proven to be better than outcome supervision. In this work, we study using Monte Carlo Tree Search (MCTS) to generate process supervision data with LLMs themselves for training them. We sample reasoning steps with an LLM and assign each step a score that captures its "relative correctness," and the LLM is then trained by minimizing weighted log-likelihood of generating the reasoning steps. This generate-then-train process is repeated iteratively until convergence.Our experimental results demonstrate that the proposed methods considerably improve the performance of LLMs on two mathematical reasoning datasets. Furthermore, models trained on one dataset also exhibit improved performance on the other, showing the transferability of the enhanced reasoning ability.