Daily Papers

Training a family of large language models (LLMs), either from scratch or via iterative compression, is prohibitively expensive and inefficient, requiring separate training runs for each model in the family. In this paper, we introduce Star Elastic, a novel LLM post-training method that adds N nested submodels to a given parent reasoning model using the compute of one run (N-fold savings) via a single post-training job. Beyond reducing training costs, Star Elastic also addresses a fundamental limitation of efficient reasoning: the rigidity of static architectures, which forces the allocation of constant resources regardless of token difficulty. By unlocking elastic budget control, Star Elastic enables a novel inference scheme that uses different submodels for each reasoning phase (thinking and answering). Star Elastic supports (1) nesting along the SSM, embedding channel, MoE, and FFN axes, (2) learning nested submodels via an end-to-end trainable router, and (3) curriculum-based knowledge distillation. Building on the Nemotron Elastic framework, we apply Star Elastic to the NVIDIA Nemotron Nano models, with a particular focus on hybrid Mixture-of-Experts (MoE) architectures: from Nemotron Nano v3 (30B/3.6A), we generate 23B (2.8A) and 12B (2.0A) variants with 160B training tokens. All nested models match or outperform independently trained baselines of comparable size and achieve a 360x reduction versus pretraining from scratch and a 7x reduction over state-of-the-art compression. Crucially, elastic budget control advances the accuracy-latency Pareto frontier, achieving up to 16% higher accuracy and 1.9x lower latency via dynamic per-phase model selection. We further extend Star Elastic to quantized regimes via Quantization-Aware Distillation (QAD), producing nested NVFP4 and FP8 elastic checkpoints that preserve zero-shot slicing while delivering smaller deployment footprints.

Most existing distillation methods ignore the flexible role of the temperature in the loss function and fix it as a hyper-parameter that can be decided by an inefficient grid search. In general, the temperature controls the discrepancy between two distributions and can faithfully determine the difficulty level of the distillation task. Keeping a constant temperature, i.e., a fixed level of task difficulty, is usually sub-optimal for a growing student during its progressive learning stages. In this paper, we propose a simple curriculum-based technique, termed Curriculum Temperature for Knowledge Distillation (CTKD), which controls the task difficulty level during the student's learning career through a dynamic and learnable temperature. Specifically, following an easy-to-hard curriculum, we gradually increase the distillation loss w.r.t. the temperature, leading to increased distillation difficulty in an adversarial manner. As an easy-to-use plug-in technique, CTKD can be seamlessly integrated into existing knowledge distillation frameworks and brings general improvements at a negligible additional computation cost. Extensive experiments on CIFAR-100, ImageNet-2012, and MS-COCO demonstrate the effectiveness of our method. Our code is available at https://github.com/zhengli97/CTKD.

The rapid advancement of large language models (LLMs) has significantly advanced the capabilities of artificial intelligence across various domains. However, their massive scale and high computational costs render them unsuitable for direct deployment in resource-constrained edge environments. This creates a critical need for high-performance small models that can operate efficiently at the edge. Yet, after pre-training alone, these smaller models often fail to meet the performance requirements of complex tasks. To bridge this gap, we introduce a systematic post-training pipeline that efficiently enhances small model accuracy. Our post training pipeline consists of curriculum-based supervised fine-tuning (SFT) and offline on-policy knowledge distillation. The resulting instruction-tuned model achieves state-of-the-art performance among billion-parameter models, demonstrating strong generalization under strict hardware constraints while maintaining competitive accuracy across a variety of tasks. This work provides a practical and efficient solution for developing high-performance language models on Ascend edge devices.

Despite significant advances in deep learning, current Handwritten Text Recognition (HTR) systems struggle with the inherent complexity of historical documents, including diverse writing styles, degraded text quality, and computational efficiency requirements across multiple languages and time periods. This paper introduces HTR-JAND (HTR-JAND: Handwritten Text Recognition with Joint Attention Network and Knowledge Distillation), an efficient HTR framework that combines advanced feature extraction with knowledge distillation. Our architecture incorporates three key components: (1) a CNN architecture integrating FullGatedConv2d layers with Squeeze-and-Excitation blocks for adaptive feature extraction, (2) a Combined Attention mechanism fusing Multi-Head Self-Attention with Proxima Attention for robust sequence modeling, and (3) a Knowledge Distillation framework enabling efficient model compression while preserving accuracy through curriculum-based training. The HTR-JAND framework implements a multi-stage training approach combining curriculum learning, synthetic data generation, and multi-task learning for cross-dataset knowledge transfer. We enhance recognition accuracy through context-aware T5 post-processing, particularly effective for historical documents. Comprehensive evaluations demonstrate HTR-JAND's effectiveness, achieving state-of-the-art Character Error Rates (CER) of 1.23\%, 1.02\%, and 2.02\% on IAM, RIMES, and Bentham datasets respectively. Our Student model achieves a 48\% parameter reduction (0.75M versus 1.5M parameters) while maintaining competitive performance through efficient knowledge transfer. Source code and pre-trained models are available at https://github.com/DocumentRecognitionModels/HTR-JAND{Github}.

Vision Foundation Models (VFMs) with Vision Transformer (ViT) backbones, such as DINOv2, have become essential for downstream tasks like object recognition and semantic segmentation. The immense computational requirements of backbones often necessitate distillation into smaller architectures for edge deployment. Feature-based knowledge distillation (KD) often suffers from the teacher-student gap; the student struggles to imitate teacher's complex feature map due to its limited capacity. To mitigate this bottleneck, we propose LEAP: Layer-skipping Efficiency via Adaptive Progression, a training curriculum for ViT feature-based knowledge distillation. By utilizing the teacher's intermediate feature maps as a sequence of progressively more difficult targets, our curriculum allows the student to build a foundational representation before tackling higher-level abstractions. Our results demonstrate that this paradigm significantly accelerates convergence through adaptive difficulty selection across various student model sizes and dataset scales. With our curriculum, the LEAP-distilled ViT-S achieves 90.1% accuracy on ImageNet-100, a +12.24% improvement compared with baseline. On ImageNet-1K, LEAP achieves +3.84% and +7.75% improvement for the instance retrieval task on the Oxford and Paris datasets, respectively. Furthermore, the curriculum enables 25.1% savings in training FLOPs and 21% savings in training time on ImageNet-100 by implementing early-stopping for teacher inference during the initial stages of training. Code is available at https://github.com/KevinZ0217/LEAP

The past few decades have witnessed significant advances in the design of machine learning algorithms, from early studies on task-specific shallow models to more general deep Large Language Models (LLMs). Despite showing promising results in tasks that require instant prediction or in-context learning, existing models lack the ability to continually learn and effectively transfer their temporal in-context knowledge to their long-term parameters. Inspired by human learning process, we introduce a ''Sleep'' paradigm that allows the models to continually learn, distill their short-term fragile memories into stable long-term knowledge with replay, and recursively improve themselves with ''Dreaming'' process. In more detail, sleep consists of two stages: (1) Memory Consolidation: an upward distillation process, called Knowledge Seeding, where the memories of a smaller-self are distilled into a larger network to provide more capacity while preserving the knowledge. As a proof of concept, we present a new Generalized Distillation process for {Knowledge Seeding} (i.e., the combination of on-policy distillation with Reinforcement Learning (RL)-based imitation learning); (2) Dreaming: a self-improvement phase, where the model uses RL to generate a curriculum of synthetic data to rehearse new knowledge and refine existing capabilities without human supervision. Our experiments on long-horizon, continual learning, knowledge incorporation, and few-shot generalization tasks support the importance of the sleep stage.

Knowledge distillation has emerged as an effective strategy for compressing large language models' (LLMs) knowledge into smaller, more efficient student models. However, standard one-shot distillation methods often produce suboptimal results due to a mismatch between teacher-generated rationales and the student's specific learning requirements. In this paper, we introduce the UNDO: UNderstanding Distillation as Optimization framework, designed to bridge this gap by iteratively identifying the student's errors and prompting the teacher to refine its explanations accordingly. Each iteration directly targets the student's learning deficiencies, motivating the teacher to provide tailored and enhanced rationales that specifically address these weaknesses. Empirical evaluations on various challenging mathematical and commonsense reasoning tasks demonstrate that our iterative distillation method, UNDO, significantly outperforms standard one-step distillation methods, achieving performance gains of up to 20%. Additionally, we show that teacher-generated data refined through our iterative process remains effective even when applied to different student models, underscoring the broad applicability of our approach. Our work fundamentally reframes knowledge distillation as an iterative teacher-student interaction, effectively leveraging dynamic refinement by the teacher for better knowledge distillation.

Recently, multi-modal content generation has attracted lots of attention from researchers by investigating the utilization of visual instruction tuning based on large language models (LLMs). To enhance the performance and generalization ability of such LLMs, the practice of distilling knowledge from pretrained multi-modal models (a.k.a. teachers) to more compact multi-modal LLMs (students) has gained considerable interest. However, the prevailing paradigm of instructiontuning in multi-modal LLMs knowledge distillation is resource-intensive and unidirectional, neglecting the potential for mutual feedback between the student and teacher models. Thus, we propose an innovative Competitive Multi-modal Distillation framework (CoMD), which captures bidirectional feedback between teacher and student models and continually updates the multi-modal capabilities that the student model has learned. It comprises two stages: multi-modal pre-training and multi-modal competitive distillation. The first stage pre-trains the student model on a large number of filtered multi-modal datasets. The second stage facilitates a bidirectional knowledge transfer between the student and teacher models. Our experimental analysis of diverse datasets shows that our knowledge transfer method consistently improves the capabilities of the student model. Finally, the 7B-sized student model after four distillations surpassed the current state-of-the-art model LLaVA-13B on the ScienceQA and LLaVA Test dataset, also outperforms other strong baselines in the zero-shot setting.

Knowledge distillation as an efficient knowledge transfer technique, has achieved remarkable success in unimodal scenarios. However, in cross-modal settings, conventional distillation methods encounter significant challenges due to data and statistical heterogeneities, failing to leverage the complementary prior knowledge embedded in cross-modal teacher models. This paper empirically reveals two critical issues in existing approaches: distillation path selection and knowledge drift. To address these limitations, we propose MST-Distill, a novel cross-modal knowledge distillation framework featuring a mixture of specialized teachers. Our approach employs a diverse ensemble of teacher models across both cross-modal and multimodal configurations, integrated with an instance-level routing network that facilitates adaptive and dynamic distillation. This architecture effectively transcends the constraints of traditional methods that rely on monotonous and static teacher models. Additionally, we introduce a plug-in masking module, independently trained to suppress modality-specific discrepancies and reconstruct teacher representations, thereby mitigating knowledge drift and enhancing transfer effectiveness. Extensive experiments across five diverse multimodal datasets, spanning visual, audio, and text, demonstrate that our method significantly outperforms existing state-of-the-art knowledge distillation methods in cross-modal distillation tasks. The source code is available at https://github.com/Gray-OREO/MST-Distill.

Causal language models have demonstrated remarkable capabilities, but their size poses significant challenges for deployment in resource-constrained environments. Knowledge distillation, a widely-used technique for transferring knowledge from a large teacher model to a small student model, presents a promising approach for model compression. A significant remaining issue lies in the major differences between teacher and student models, namely the substantial capacity gap, mode averaging, and mode collapse, which pose barriers during distillation. To address these issues, we introduce Temporally Adaptive Interpolated Distillation (TAID), a novel knowledge distillation approach that dynamically interpolates student and teacher distributions through an adaptive intermediate distribution, gradually shifting from the student's initial distribution towards the teacher's distribution. We provide a theoretical analysis demonstrating TAID's ability to prevent mode collapse and empirically show its effectiveness in addressing the capacity gap while balancing mode averaging and mode collapse. Our comprehensive experiments demonstrate TAID's superior performance across various model sizes and architectures in both instruction tuning and pre-training scenarios. Furthermore, we showcase TAID's practical impact by developing two state-of-the-art compact foundation models: TAID-LLM-1.5B for language tasks and TAID-VLM-2B for vision-language tasks. These results demonstrate TAID's effectiveness in creating high-performing and efficient models, advancing the development of more accessible AI technologies.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

Knowledge distillation (KD) transfers knowledge from stronger Teacher models to weaker Student models, but most methods require training the Student parameters, thereby binding the distilled knowledge to a specific architecture and checkpoint. This implicit representation is difficult to interpret or reuse across models and limits KD for API-only or costly-to-train models. This paper studies knowledge transfer for large language models (LLMs). We introduce Universal Textual Teaching (UTT), a parameter-update-free framework that distills observed Teacher-Student knowledge gaps into a textual, interpretable, and reusable natural-language artifact called Primer. Specifically, UTT first identifies representative gap cases through paired evaluations, and iteratively updates the Primer via multi-role interactions: the Student attempts each task, the Prompter turns evaluation feedback into a teaching instruction, the Teacher provides a targeted demonstration, and the Synthesizer consolidates validated lessons. Empirically, on the challenging math (Omni-MATH-2) and code generation (KernelBench) tasks, extensive results confirm the effectiveness of the method: UTT remarkably raises the Student's accuracy from 9.4% to 48.6% and Fast1 accuracy from 9% to 35% on KernelBench, while increasing mathematical reasoning accuracy from 27.6% to 51.7%. UTT also performs better than representative prompt engineering and parameter-based KD methods. Of note, UTT is shown to be generalizable across different Teachers and Students: a Primer synthesized for one Teacher-Student pair can generalize to other Students that do not participate in the synthesis.

Knowledge Distillation (KD) has emerged as a promising approach for transferring knowledge from a larger, more complex teacher model to a smaller student model. Traditionally, KD involves training the student to mimic the teacher's output probabilities, while more advanced techniques have explored guiding the student to adopt the teacher's internal representations. Despite its widespread success, the performance of KD in binary classification and few-class problems has been less satisfactory. This is because the information about the teacher model's generalization patterns scales directly with the number of classes. Moreover, several sophisticated distillation methods may not be universally applicable or effective for data types beyond Computer Vision. Consequently, effective distillation techniques remain elusive for a range of key real-world applications, such as sentiment analysis, search query understanding, and advertisement-query relevance assessment. Taking these observations into account, we introduce a novel method for distilling knowledge from the teacher's model representations, which we term Learning Embedding Linear Projections (LELP). Inspired by recent findings about the structure of final-layer representations, LELP works by identifying informative linear subspaces in the teacher's embedding space, and splitting them into pseudo-subclasses. The student model is then trained to replicate these pseudo-classes. Our experimental evaluation on large-scale NLP benchmarks like Amazon Reviews and Sentiment140 demonstrate the LELP is consistently competitive with, and typically superior to, existing state-of-the-art distillation algorithms for binary and few-class problems, where most KD methods suffer.

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

Knowledge distillation is central to LLM post-training, yet its design space remains poorly understood, especially alongside reinforcement learning (RL). We show that the prevailing paradigms, off-policy distillation and on-policy distillation (OPD), implicitly couple two orthogonal choices: prefix source and token-level KL direction. This follows from decomposing sequence-level KL over autoregressive response distributions: forward KL pairs teacher prefixes with token-level forward KL, and reverse KL pairs student prefixes with token-level reverse KL. We argue this coupling is not intrinsic: decoupling the two axes yields four valid objectives. We establish gradient-level identities showing forward KL gives SFT-style cross-entropy matching with teacher soft targets, whereas reverse KL gives an RL-style policy-gradient objective with a dense teacher-student log-ratio reward, connecting them to off-policy SFT, DAgger-style on-policy SFT, offline-RL-style distillation, and OPD. We conduct an extensive controlled study on math reasoning, evaluating the four objectives both as standalone methods and as initializations for subsequent RL. The results reveal three tradeoffs: KL direction induces an accuracy-entropy tradeoff, prefix source a quality-compute tradeoff, and training length an accuracy-stability tradeoff. Motivated by these findings, we propose KL mixing and an entropy-gated length curriculum. KL mixing shows long-sequence distillation requires substantial forward-KL weight to prevent entropy collapse and length inflation without sacrificing accuracy. The entropy-gated length curriculum improves Avg@k and Pass@k by 3.6 and up to 5.8 points, and cuts average response length by roughly 3x versus fixed long-horizon training. Our results provide a framework and practical methods for designing reasoning distillation objectives that balance accuracy, diversity, compute, and RL behavior.

Knowledge distillation (KD) aims to transfer knowledge from a large teacher model to a smaller student model. Previous work applying KD in the field of large language models (LLMs) typically focused on the post-training phase, where the student LLM learns directly from instructions and corresponding responses generated by the teacher model. In this paper, we extend KD to the pre-training phase of LLMs, named pre-training distillation (PD). We first conduct a preliminary experiment using GLM-4-9B as the teacher LLM to distill a 1.9B parameter student LLM, validating the effectiveness of PD. Considering the key impact factors of distillation, we systematically explore the design space of pre-training distillation across four aspects: logits processing, loss selection, scaling law, and offline or online logits. We conduct extensive experiments to explore the design space of pre-training distillation and find better configurations and interesting conclusions, such as larger student LLMs generally benefiting more from pre-training distillation, while a larger teacher LLM does not necessarily guarantee better results. We hope our exploration of the design space will inform future practices in pre-training distillation.

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

Despite the advanced intelligence abilities of large language models (LLMs) in various applications, they still face significant computational and storage demands. Knowledge Distillation (KD) has emerged as an effective strategy to improve the performance of a smaller LLM (i.e., the student model) by transferring knowledge from a high-performing LLM (i.e., the teacher model). Prevailing techniques in LLM distillation typically use a black-box model API to generate high-quality pretrained and aligned datasets, or utilize white-box distillation by altering the loss function to better transfer knowledge from the teacher LLM. However, these methods ignore the knowledge differences between the student and teacher LLMs across domains. This results in excessive focus on domains with minimal performance gaps and insufficient attention to domains with large gaps, reducing overall performance. In this paper, we introduce a new LLM distillation framework called DDK, which dynamically adjusts the composition of the distillation dataset in a smooth manner according to the domain performance differences between the teacher and student models, making the distillation process more stable and effective. Extensive evaluations show that DDK significantly improves the performance of student models, outperforming both continuously pretrained baselines and existing knowledge distillation methods by a large margin.

Distilling Chain-of-Thought (CoT) reasoning from large language models into compact student models presents a fundamental challenge: teacher rationales are often too verbose for smaller models to faithfully reproduce. Existing approaches either compress reasoning into single-step, losing the interpretability that makes CoT valuable. We present a three-stage curriculum learning framework that addresses this capacity mismatch through progressive skill acquisition. First, we establish structural understanding via masked shuffled reconstruction. Second, we apply Group Relative Policy Optimization (GRPO) on masked completion tasks, enabling the model to discover its own balance between accuracy and brevity. Third, we identify persistent failure cases and guide the student to internalize teacher knowledge through targeted rewriting, again optimized with GRPO. Experiments on GSM8K demonstrate that our approach enables Qwen2.5-3B-Base to achieve an 11.29 percent accuracy improvement while reducing output length by 27.4 percent, surpassing both instruction-tuned variants and prior distillation methods.

Logit-based knowledge distillation (KD) is used to train smaller language models (LMs) via supervision from stronger teachers, but whether its benefits are consistent across training stages remains unclear. Through controlled experiments, we find that forward Kullback-Leibler (KL) distillation--the standard KD formulation--with post-trained teachers behaves fundamentally differently during mid-training, an intermediate phase of self-supervised learning on curated corpora. Surprisingly, while forward KD simultaneously improves reasoning and factual recall during pre-training relative to standard next-token prediction (NTP), it instead slows factual recall acquisition during mid-training despite continued reasoning gains. We trace this stage dependence to an asymmetry in teacher confidence across data domains and the student's evolving knowledge state: teachers are more confident on procedural than knowledge-intensive data, while students acquire low-entropy factual knowledge earlier in training. To mitigate this imbalance, we propose Switch Distillation, a simple mid-training objective that distills on tokens where the teacher is confident, using teacher predictive entropy as a lightweight routing signal, and otherwise falls back to cross-entropy. Switch Distillation consistently outperforms existing distillation objectives across teacher sizes. Relative to standard NTP, it achieves 1.61-1.71x the reasoning performance and 1.13-1.19x the knowledge and commonsense performance while preserving 96.7-96.8% of factual recall. Crucially, these benefits persist after post-training: Switch Distillation closes the factual recall gap while maintaining 1.25-1.32x and 1.13-1.20x gains in reasoning and knowledge and commonsense, respectively.

Large Language Models (LLMs) have displayed remarkable performances across various complex tasks by leveraging Chain-of-Thought (CoT) prompting. Recently, studies have proposed a Knowledge Distillation (KD) approach, reasoning distillation, which transfers such reasoning ability of LLMs through fine-tuning language models of multi-step rationales generated by LLM teachers. However, they have inadequately considered two challenges regarding insufficient distillation sets from the LLM teacher model, in terms of 1) data quality and 2) soft label provision. In this paper, we propose Mentor-KD, which effectively distills the multi-step reasoning capability of LLMs to smaller LMs while addressing the aforementioned challenges. Specifically, we exploit a mentor, intermediate-sized task-specific fine-tuned model, to augment additional CoT annotations and provide soft labels for the student model during reasoning distillation. We conduct extensive experiments and confirm Mentor-KD's effectiveness across various models and complex reasoning tasks.

Knowledge distillation is often used to transfer knowledge from a strong teacher model to a relatively weak student model. Traditional methods include response-based methods and feature-based methods. Response-based methods are widely used but suffer from lower upper limits of performance due to their ignorance of intermediate signals, while feature-based methods have constraints on vocabularies, tokenizers and model architectures. In this paper, we propose a liberal feature-based distillation method (LEAD). LEAD aligns the distribution between the intermediate layers of teacher model and student model, which is effective, extendable, portable and has no requirements on vocabularies, tokenizers, or model architectures. Extensive experiments show the effectiveness of LEAD on widely-used benchmarks, including MS MARCO Passage Ranking, TREC 2019 DL Track, MS MARCO Document Ranking and TREC 2020 DL Track. Our code is available in https://github.com/microsoft/SimXNS/tree/main/LEAD.

Knowledge distillation aims at transferring knowledge acquired in one model (a teacher) to another model (a student) that is typically smaller. Previous approaches can be expressed as a form of training the student to mimic output activations of individual data examples represented by the teacher. We introduce a novel approach, dubbed relational knowledge distillation (RKD), that transfers mutual relations of data examples instead. For concrete realizations of RKD, we propose distance-wise and angle-wise distillation losses that penalize structural differences in relations. Experiments conducted on different tasks show that the proposed method improves educated student models with a significant margin. In particular for metric learning, it allows students to outperform their teachers' performance, achieving the state of the arts on standard benchmark datasets.

Large language model (LLM) post-training is essential for improving reasoning, adaptation, and alignment. Existing methods mainly follow two paradigms: reinforcement learning (RL) and on-policy distillation (OPD). However, RL relies on coarse-grained outcome supervision, resulting in difficult credit assignment and limited capability to acquire new knowledge. OPD, meanwhile, unconditionally matches teacher logits through KL divergence, which creates a dilemma: similar teachers provide little new knowledge, while substantially different teachers often yield ineffective guidance, largely restricting OPD to within-family distillation. We propose Distilled Reinforcement Learning (Distilled RL), which integrates teacher supervision into the RL objective to provide fine-grained guidance, selectively transfer new knowledge and avoid unconditional imitation. Distilled RL contains three components: reverse importance sampling with clipping, negative sample reset, and sequence-level geometric normalization. Through a concise and interpretable case study, we demonstrate that Distilled RL can effectively transfer previously unavailable knowledge from a teacher model to a student model. Extensive experiments across both within-family and cross-family distillation settings show that Distilled RL substantially outperforms standard RL and OPD in terms of both pass@1 and pass@k. Our code is available at https://github.com/597358816/Distilled-RL.

Knowledge distillation has emerged as a pivotal technique for transferring knowledge from stronger large language models (LLMs) to smaller, more efficient models. However, traditional distillation approaches face challenges related to knowledge conflicts and high resource demands, particularly when leveraging multiple teacher models. In this paper, we introduce the concept of Knowledge Purification, which consolidates the rationales from multiple teacher LLMs into a single rationale, thereby mitigating conflicts and enhancing efficiency. To investigate the effectiveness of knowledge purification, we further propose five purification methods from various perspectives. Our experiments demonstrate that these methods not only improve the performance of the distilled model but also effectively alleviate knowledge conflicts. Moreover, router-based methods exhibit robust generalization capabilities, underscoring the potential of innovative purification techniques in optimizing multi-teacher distillation and facilitating the practical deployment of powerful yet lightweight models.

Knowledge distillation (KD) has shown great promise in transferring knowledge from larger teacher models to smaller student models. However, existing KD strategies for large language models often minimize output distributions between student and teacher models indiscriminately for each token. This overlooks the imbalanced nature of tokens and their varying transfer difficulties. In response, we propose a distillation strategy called Self-Evolution KD. The core of this approach involves dynamically integrating teacher distribution and one-hot distribution of ground truth into the student distribution as prior knowledge, which promotes the distillation process. It adjusts the ratio of prior knowledge based on token learning difficulty, fully leveraging the teacher model's potential. Experimental results show our method brings an average improvement of approximately 1.4 SacreBLEU points across four translation directions in the WMT22 test sets. Further analysis indicates that the improvement comes from better knowledge transfer from teachers, confirming our hypothesis.

While knowledge distillation has become a mature field for compressing large language models (LLMs) into smaller ones by aligning their outputs or internal representations, the distillation of LLM-based agents, which involve planning, memory, and tool use, remains relatively underexplored. Existing agent distillation methods typically replay full teacher trajectories or imitate step-by-step teacher tool usage, but they often struggle to train student agents to dynamically plan and act in novel environments. We propose AgentDistill, a novel, training-free agent distillation framework that enables efficient and scalable knowledge transfer via direct reuse of Model-Context-Protocols (MCPs), which are structured and reusable task-solving modules autonomously generated by teacher agents. The reuse of these distilled MCPs enables student agents to generalize their capabilities across domains and solve new problems with minimal supervision or human intervention. Experiments on biomedical and mathematical benchmarks demonstrate that our distilled student agents, built on small language models, can achieve performance comparable to advanced systems using large LLMs such as OctoTools (GPT-4o), highlighting the effectiveness of our framework in building scalable and cost-efficient intelligent agents.

Knowledge distillation is a widely adopted technique for transferring capabilities from LLMs to smaller, more efficient student models. However, unauthorized use of knowledge distillation takes unfair advantage of the considerable effort and cost put into developing frontier models. We investigate methods for modifying teacher-generated reasoning traces to achieve two objectives that deter unauthorized distillation: (1) anti-distillation, or degrading the training usefulness of query responses, and (2) API watermarking, which embeds verifiable signatures in student models. We introduce several approaches for dynamically rewriting a teacher's reasoning outputs while preserving answer correctness and semantic coherence. Two of these leverage the rewriting capabilities of LLMs, while others use gradient-based techniques. Our experiments show that a simple instruction-based rewriting approach achieves a strong anti-distillation effect while maintaining or even improving teacher performance. Furthermore, we show that our rewriting approach also enables embedding watermarks that can be reliably detected with essentially no false alarms. Our code is available at https://github.com/xhOwenMa/trace-rewriting.

Knowledge distillation improves large language model (LLM) reasoning by compressing the knowledge of a teacher LLM to train smaller LLMs. On-policy distillation advances this approach by having the student sample its own trajectories while a teacher LLM provides dense token-level supervision, addressing the distribution mismatch between training and inference in off-policy distillation methods. However, on-policy distillation typically requires a separate, often larger, teacher LLM and does not explicitly leverage ground-truth solutions available in reasoning datasets. Inspired by the intuition that a sufficiently capable LLM can rationalize external privileged reasoning traces and teach its weaker self (i.e., the version without access to privileged information), we introduce On-Policy Self-Distillation (OPSD), a framework where a single model acts as both teacher and student by conditioning on different contexts. The teacher policy conditions on privileged information (e.g., verified reasoning traces) while the student policy sees only the question; training minimizes the per-token divergence between these distributions over the student's own rollouts. We demonstrate the efficacy of our method on multiple mathematical reasoning benchmarks, achieving 4-8x token efficiency compared to reinforcement learning methods such as GRPO and superior performance over off-policy distillation methods.

Knowledge distillation (KD) is an effective training strategy to improve the lightweight student models under the guidance of cumbersome teachers. However, the large architecture difference across the teacher-student pairs limits the distillation gains. In contrast to previous adaptive distillation methods to reduce the teacher-student gap, we explore a novel training-free framework to search for the best student architectures for a given teacher. Our work first empirically show that the optimal model under vanilla training cannot be the winner in distillation. Secondly, we find that the similarity of feature semantics and sample relations between random-initialized teacher-student networks have good correlations with final distillation performances. Thus, we efficiently measure similarity matrixs conditioned on the semantic activation maps to select the optimal student via an evolutionary algorithm without any training. In this way, our student architecture search for Distillation WithOut Training (DisWOT) significantly improves the performance of the model in the distillation stage with at least 180times training acceleration. Additionally, we extend similarity metrics in DisWOT as new distillers and KD-based zero-proxies. Our experiments on CIFAR, ImageNet and NAS-Bench-201 demonstrate that our technique achieves state-of-the-art results on different search spaces. Our project and code are available at https://lilujunai.github.io/DisWOT-CVPR2023/.

Knowledge Distillation (KD) can transfer the reasoning abilities of large models to smaller ones, which can reduce the costs to generate Chain-of-Thoughts for reasoning tasks. KD methods typically ask the student to mimic the teacher's distribution over the entire output. However, a student with limited capacity can be overwhelmed by such extensive supervision causing a distribution mismatch, especially in complex reasoning tasks. We propose Token-Selective Dual Knowledge Distillation (TSD-KD), a framework for student-centric distillation. TSD-KD focuses on distilling important tokens for reasoning and encourages the student to explain reasoning in its own words. TSD-KD combines indirect and direct distillation. Indirect distillation uses a weak form of feedback based on preference ranking. The student proposes candidate responses generated on its own; the teacher re-ranks those candidates as indirect feedback without enforcing its entire distribution. Direct distillation uses distribution matching; however, it selectively distills tokens based on the relative confidence between teacher and student. Finally, we add entropy regularization to maintain the student's confidence during distillation. Overall, our method provides the student with targeted and indirect feedback to support its own reasoning process and to facilitate self-improvement. The experiments show the state-of-the-art performance of TSD-KD on 10 challenging reasoning benchmarks, outperforming the baseline and runner-up in accuracy by up to 54.4\% and 40.3\%, respectively. Notably, a student trained by TSD-KD even outperformed its own teacher model in four cases by up to 20.3\%. The source code is available at https://github.com/kmswin1/TSD-KD.

Many critical reasoning tasks, including clinical diagnosis, legal judgment, and industrial fault diagnosis, require step-dependent causal chains in which early errors propagate and correct conclusions can mask invalid reasoning. Although large language models perform well on such tasks, privacy, latency, and controllability motivate distillation into locally deployable models. Standard trajectory imitation does not correct process errors on the student's own rollout distribution. We propose CausalOPD, a curriculum online process distillation framework. A knowledge-augmented teacher first provides trajectories grounded in domain-specific causal rules, entity relations, and structural constraints. The student then generates on-policy trajectories, and the teacher identifies the first wrong step, defined as the earliest transition that verifiably violates available constraints. Starting from the verified prefix, short-horizon reinforcement learning repairs this localized failure. A causal-stage curriculum advances from evidence-level to mechanism-level and conclusion-level errors, following their propagation order. Across three domains, CausalOPD improves average path correctness by 23.4 percentage points over sequence-level online process distillation and reduces the right-label-wrong-reasoning rate from 15.7% to 4.4%. The domain-specific 8B students also surpass both evaluated proprietary references in path correctness across all domains.

Knowledge distillation can be a cost-effective technique to distill knowledge in Large Language Models, if the teacher output logits can be pre-computed and cached. However, successfully applying this to pre-training remains largely unexplored. In this work, we prove that naive approaches for sparse knowledge distillation such as caching Top-K probabilities, while intuitive, provide biased estimates of teacher probability distribution to the student, resulting in suboptimal performance and calibration. We propose an importance-sampling-based method `Random Sampling Knowledge Distillation', which provides unbiased estimates, preserves the gradient in expectation, and requires storing significantly sparser logits. Our method enables faster training of student models with marginal overhead (<10%) compared to cross-entropy based training, while maintaining competitive performance compared to full distillation, across a range of model sizes from 300M to 3B.

Knowledge distillation methods have recently shown to be a promising direction to speedup the synthesis of large-scale diffusion models by requiring only a few inference steps. While several powerful distillation methods were recently proposed, the overall quality of student samples is typically lower compared to the teacher ones, which hinders their practical usage. In this work, we investigate the relative quality of samples produced by the teacher text-to-image diffusion model and its distilled student version. As our main empirical finding, we discover that a noticeable portion of student samples exhibit superior fidelity compared to the teacher ones, despite the ``approximate'' nature of the student. Based on this finding, we propose an adaptive collaboration between student and teacher diffusion models for effective text-to-image synthesis. Specifically, the distilled model produces the initial sample, and then an oracle decides whether it needs further improvements with a slow teacher model. Extensive experiments demonstrate that the designed pipeline surpasses state-of-the-art text-to-image alternatives for various inference budgets in terms of human preference. Furthermore, the proposed approach can be naturally used in popular applications such as text-guided image editing and controllable generation.

Training machine learning models on massive datasets is expensive and time-consuming. Dataset distillation addresses this by creating a small synthetic dataset that achieves the same performance as the full dataset. Recent methods use diffusion models to generate distilled data, either by promoting diversity or matching training gradients. However, existing approaches produce redundant training signals, where samples convey overlapping information. Empirically, disjoint subsets of distilled datasets capture 80-90% overlapping signals. This redundancy stems from optimizing visual diversity or average training dynamics without accounting for similarity across samples, leading to datasets where multiple samples share similar information rather than complementary knowledge. We propose learnability-driven dataset distillation, which constructs synthetic datasets incrementally through successive stages. Starting from a small set, we train a model and generate new samples guided by learnability scores that identify what the current model can learn from, creating an adaptive curriculum. We introduce Learnability-Guided Diffusion (LGD), which balances training utility for the current model with validity under a reference model to generate curriculum-aligned samples. Our approach reduces redundancy by 39.1%, promotes specialization across training stages, and achieves state-of-the-art results on ImageNet-1K (60.1%), ImageNette (87.2%), and ImageWoof (72.9%). Our code is available on our project page https://jachansantiago.github.io/learnability-guided-distillation/.

Post-training endows pretrained LLMs with a variety of desirable skills, including instruction-following, reasoning, and others. However, these post-trained LLMs only encode knowledge up to a cut-off date, necessitating continual adaptation. Unfortunately, existing solutions cannot simultaneously learn new knowledge from an adaptation document corpora and mitigate the forgetting of earlier learned capabilities. To address this, we introduce Distillation via Split Contexts (DiSC), a simple context-distillation based approach for continual knowledge adaptation. \methodname~derives student and teacher distributions by conditioning on distinct segments of the training example and minimizes the KL divergence between the shared tokens. This allows us to efficiently apply context-distillation without requiring explicit generation steps during training. We run experiments on four post-trained models and two adaptation domains. Compared to prior finetuning and distillation methods for continual adaptation, DiSC consistently reports the best trade-off between learning new knowledge and mitigating forgetting of previously learned skills like instruction-following, reasoning, and factual knowledge.

Knowledge Distillation (KD) is a model-agnostic technique to improve model quality while having a fixed capacity budget. It is a commonly used technique for model compression, where a larger capacity teacher model with better quality is used to train a more compact student model with better inference efficiency. Through distillation, one hopes to benefit from student's compactness, without sacrificing too much on model quality. Despite the large success of knowledge distillation, better understanding of how it benefits student model's training dynamics remains under-explored. In this paper, we categorize teacher's knowledge into three hierarchical levels and study its effects on knowledge distillation: (1) knowledge of the `universe', where KD brings a regularization effect through label smoothing; (2) domain knowledge, where teacher injects class relationships prior to student's logit layer geometry; and (3) instance specific knowledge, where teacher rescales student model's per-instance gradients based on its measurement on the event difficulty. Using systematic analyses and extensive empirical studies on both synthetic and real-world datasets, we confirm that the aforementioned three factors play a major role in knowledge distillation. Furthermore, based on our findings, we diagnose some of the failure cases of applying KD from recent studies.

Large language models (LLMs) have exhibited complex reasoning abilities by generating question rationales and demonstrated exceptional performance in natural language processing (NLP) tasks. However, these reasoning capabilities generally emerge in models with tens of billions of parameters, creating significant computational challenges for real-world deployment. Recent research has concentrated on improving open-source smaller models through knowledge distillation (KD) from commercial LLMs. Nevertheless, most of these studies rely solely on the responses from one single LLM as the gold rationale for training. In this paper, we introduce a novel Mistake-Aware Peer-Review Distillation (MAPD) approach: 1) Instead of merely obtaining gold rationales from teachers, our method asks teachers to identify and explain the student's mistakes, providing customized instruction learning data. 2) We design a simulated peer-review process between teacher LLMs, which selects only the generated rationales above the acceptance threshold. This reduces the chance of teachers guessing correctly with flawed rationale, improving instructional data quality. Comprehensive experiments and analysis on mathematical, commonsense, and logical reasoning tasks demonstrate the effectiveness of our method.

Large language models (LLMs) have demonstrated remarkable performance across a wide range of natural language processing (NLP) tasks. However, these models are often difficult to deploy due to significant computational requirements and resource constraints. Knowledge distillation (KD) is an effective technique for transferring the performance of larger LLMs to smaller models. Traditional KD methods primarily focus on the direct output of the teacher model, with little emphasis on the role of prompting during knowledge transfer. In this paper, we propose a set of novel response-priming prompting strategies applied in the knowledge distillation pipeline to enhance the performance of student models. Our approach fine-tunes a smaller Llama 3.1 8B Instruct model by distilling knowledge from a quantized Llama 3.1 405B Instruct teacher model. We apply LoRA optimization and evaluate on the GSM8K benchmark. Experimental results demonstrate that integrating reasoning-eliciting prompting into the proposed KD pipeline significantly improves student model performance, offering an efficient way to deploy powerful models in resource-constrained environments. We find that Ground Truth prompting results in a 55\% performance increase on GSM8K for a distilled Llama 3.1 8B Instruct compared to the same model distilled without prompting. A thorough investigation into the self-attention layers of the student models indicates that the more successful prompted models tend to exhibit certain positive behaviors inside their attention heads which can be tied to their increased accuracy. Our implementation can be found at https://github.com/alonso130r/knowledge-distillation.

Knowledge distillation establishes a learning paradigm that leverages both data supervision and teacher guidance. However, determining the optimal balance between learning from data and learning from the teacher is challenging, as some samples may be noisy while others are subject to teacher uncertainty. This motivates the need for adaptively balancing data and teacher supervision. We propose Beta-weighted Knowledge Distillation (Beta-KD), an uncertainty-aware distillation framework that adaptively modulates how much the student relies on teacher guidance. Specifically, we formulate teacher--student learning from a unified Bayesian perspective and interpret teacher supervision as a Gibbs prior over student activations. This yields a closed-form, uncertainty-aware weighting mechanism and supports arbitrary distillation objectives and their combinations. Extensive experiments on multimodal VQA benchmarks demonstrate that distilling student Vision-Language Models from a large teacher VLM consistently improves performance. The results show that Beta-KD outperforms existing knowledge distillation methods. The code is available at https://github.com/Jingchensun/beta-kd.

Large language models are increasingly used in K-12 education, but existing benchmarks mainly test exam question answering rather than understanding how curriculum knowledge is structured and visually presented. We call this capability curriculum cognition. It covers prerequisite chains, concept taxonomies, experiment-concept links, pedagogical sequencing, and visual grounding. We introduce K12-KGraph, a curriculum-aligned knowledge graph extracted from official People's Education Press textbooks in mathematics, physics, chemistry, and biology across primary, middle, and high school. It contains nine node types and fourteen relation types covering curriculum structure and visual grounding. From this graph, we derive K12-Bench, a 23,640-question multi-select benchmark with five task families: Ground, Prereq, Neighbor, Evidence, and Locate. We also build K12-Train, a graph-guided supervised fine-tuning corpus of 7,335 samples, including 2,267 text-only QA pairs and 5,068 multimodal VQA pairs. On K12-Bench, Gemini-3-Flash achieves only 57 percent exact match and Gemma-4-31B-IT reaches 46 percent, with Prereq and Neighbor being the hardest tasks. Our training experiments show that domain-specific supervision can reduce this gap. Under a matched 2,300-sample budget, K12-Train-Text consistently outperforms equally sized subsets of eight mainstream instruction-tuning corpora on GaokaoBench and EduEval. For vision-language models, K12-Train-Full achieves the best overall results on Gaokao-MM, MDK12-medium, and K12Vista among all compared training configurations, despite using fewer samples than the full DataFlow and WizardLM baselines. It also surpasses both text-only and multimodal-only variants, showing that textual and visual supervision are complementary. We release the graph, benchmark, training data, and complete construction pipeline.

Knowledge distillation (KD) is a common approach to compress a teacher model to reduce its inference cost and memory footprint, by training a smaller student model. However, in the context of autoregressive language models (LMs), we empirically find that larger teacher LMs might dramatically result in a poorer student. In response to this problem, we conduct a series of analyses and reveal that different tokens have different teaching modes, neglecting which will lead to performance degradation. Motivated by this, we propose a simple yet effective adaptive teaching approach (ATKD) to improve the KD. The core of ATKD is to reduce rote learning and make teaching more diverse and flexible. Extensive experiments on 8 LM tasks show that, with the help of ATKD, various baseline KD methods can achieve consistent and significant performance gains (up to +3.04% average score) across all model types and sizes. More encouragingly, ATKD can improve the student model generalization effectively.

Knowledge distillation is a powerful technique for transferring knowledge from a pre-trained teacher model to a student model. However, the true potential of knowledge transfer has not been fully explored. Existing approaches primarily focus on distilling individual information or instance-level relationships, overlooking the valuable information embedded in token-level relationships, which may be particularly affected by the long-tail effects. To address the above limitations, we propose a novel method called Knowledge Distillation with Token-level Relationship Graph (TRG) that leverages the token-wise relational knowledge to enhance the performance of knowledge distillation. By employing TRG, the student model can effectively emulate higher-level semantic information from the teacher model, resulting in improved distillation results. To further enhance the learning process, we introduce a token-wise contextual loss called contextual loss, which encourages the student model to capture the inner-instance semantic contextual of the teacher model. We conduct experiments to evaluate the effectiveness of the proposed method against several state-of-the-art approaches. Empirical results demonstrate the superiority of TRG across various visual classification tasks, including those involving imbalanced data. Our method consistently outperforms the existing baselines, establishing a new state-of-the-art performance in the field of knowledge distillation.

Knowledge Distillation (KD) in general and feature distillation in particular are promising techniques for reducing the high computational demand of large language models (LLMs). However, traditional feature KD methods typically assume that the teacher and the student share the same hidden size, limiting the flexibility of the student's architecture. A common solution to this problem involves training a linear projector to align their feature spaces, but this introduces additional parameters that must be learned from scratch and often degrades performance on downstream tasks, especially in generative settings. To address this issue, in this work, we propose a novel task-based feature distillation method that enables knowledge transfer between teacher and student models with different hidden layer dimensions, without introducing any new parameters. Leveraging the insight that only a subset of LLM components contribute significantly to a specific downstream task, our approach identifies the most task-relevant hidden units in the teacher and directly distills their activations to the student. Our method is flexible and easily integrates with other distillation frameworks. Empirical results show consistent improvements over prior approaches across diverse tasks, including classification, instruction-following, and summarization, achieving up to a 3\% performance gain over the linear projection baseline.

Leading open-source large language models (LLMs) such as Llama-3.1-Instruct-405B are extremely capable at generating text, answering questions, and solving a variety of natural language understanding tasks. However, they incur higher inference cost and latency compared to smaller LLMs. Knowledge distillation provides a way to use outputs from these large, capable teacher models to train smaller student models which can be used for inference at lower cost and latency, while retaining comparable accuracy. We investigate the efficacy of distillation using the Llama-3.1-405B-Instruct teacher and the smaller Llama-3.1-8B-Instruct and Llama-3.1-70B-Instruct student models. Contributions of this work include (a) We evaluate the generalizability of distillation with the above Llama-3.1 teacher-student pairs across different tasks and datasets (b) We show that using synthetic data during distillation significantly improves the accuracy of 8B and 70B models, and when used with reasoning chains, even matches or surpasses the zero-shot accuracy of 405B model on some datasets (c) We empirically show that distillation enables 8B and 70B models to internalize 405B's reasoning ability by using only standard fine-tuning (without customizing any loss function). This allows cost and latency-efficient student model inference. (d) We show pitfalls in evaluation of distillation, and present task-specific evaluation, including both human and LLM-grading, and ground-truth based traditional accuracy benchmarks. This methodical study brings out the fundamental importance of synthetic data quality in knowledge distillation, and of combining multiple, task-specific ways of accuracy and quality evaluation in assessing the effectiveness of distillation.

Most dataset distillation methods struggle to accommodate large-scale datasets due to their substantial computational and memory requirements. In this paper, we present a curriculum-based dataset distillation framework designed to harmonize scalability with efficiency. This framework strategically distills synthetic images, adhering to a curriculum that transitions from simple to complex. By incorporating curriculum evaluation, we address the issue of previous methods generating images that tend to be homogeneous and simplistic, doing so at a manageable computational cost. Furthermore, we introduce adversarial optimization towards synthetic images to further improve their representativeness and safeguard against their overfitting to the neural network involved in distilling. This enhances the generalization capability of the distilled images across various neural network architectures and also increases their robustness to noise. Extensive experiments demonstrate that our framework sets new benchmarks in large-scale dataset distillation, achieving substantial improvements of 11.1\% on Tiny-ImageNet, 9.0\% on ImageNet-1K, and 7.3\% on ImageNet-21K. The source code will be released to the community.

Knowledge distillation (KD) is a widely used framework for training compact, task-specific models by leveraging the knowledge of teacher models. However, its application to active learning (AL), which aims to minimize annotation costs through iterative sample selection, remains underexplored. This gap stems from the fact that KD typically assumes access to sufficient labeled data, whereas AL operates in data-scarce scenarios where task-specific teacher models are often unavailable. In this paper, we introduce ActiveKD, a framework that integrates AL with KD by leveraging the zero- and few-shot capabilities of large vision-language models (VLMs). A key aspect of ActiveKD is the structured prediction bias of VLMs -- i.e., their predictions form clusters in the probability space. We regard this structure as an inductive bias of the teacher model, capturing generalizable output patterns beneficial to student learning. To exploit this bias, we propose Probabilistic CoreSet (PCoreSet), a selection strategy that maximizes coverage in the probability space rather than the feature space. PCoreSet strategically selects categorically diverse unlabeled samples, facilitating more efficient transfer of teacher knowledge under limited annotation budgets. Evaluations on 11 datasets show that PCoreSet consistently outperforms existing selection methods within the ActiveKD framework, advancing research at the intersection of AL and KD.

Knowledge distillation (KD) is widely used to train small, high-performing student language models (LMs) using large teacher LMs. While effective in fine-tuning, KD during pre-training faces challenges in efficiency, flexibility, and effectiveness. Existing methods either incur high computational costs due to online teacher inference, require tokenization matching between teacher and student LMs, or risk losing the difficulty and diversity of the teacher-generated training data. To address these issues, we propose MiniPLM, a KD framework for pre-training LMs by refining the training data distribution with the teacher's knowledge. For efficiency, MiniPLM performs offline teacher LM inference, allowing KD for multiple student LMs without adding training-time costs. For flexibility, MiniPLM operates solely on the training corpus, enabling KD across model families. For effectiveness, MiniPLM leverages the differences between large and small LMs to enhance the difficulty and diversity of the training data, helping student LMs acquire versatile and sophisticated knowledge. Extensive experiments demonstrate that MiniPLM boosts the student LMs' performance on 9 widely used downstream tasks, improves the language modeling capabilities, and reduces pre-training computation. The benefit of MiniPLM extends to large pre-training scales, evidenced by the extrapolation of the scaling curves. Further analysis reveals that MiniPLM supports KD across model families and enhances the utilization of pre-training data. Our model, code, and data are available at https://github.com/thu-coai/MiniPLM.

Recent advancements in large language models (LLMs) have raised concerns about inference costs, increasing the need for research into model compression. While knowledge distillation (KD) is a prominent method for this, research on KD for generative language models like LLMs is relatively sparse, and the approach of distilling student-friendly knowledge, which has shown promising performance in KD for classification models, remains unexplored in generative language models. To explore this approach, we propose PromptKD, a simple yet effective method that utilizes prompt tuning - for the first time in KD - to enable generative language models to transfer student-friendly knowledge. Unlike previous works in classification that require fine-tuning the entire teacher model for extracting student-friendly knowledge, PromptKD achieves similar effects by adding a small number of prompt tokens and tuning only the prompt with student guidance. Extensive experiments on instruction-following datasets using the GPT-2 model family show that PromptKD achieves state-of-the-art performance while adding only 0.0007% of the teacher's parameters as prompts. Further analysis suggests that distilling student-friendly knowledge alleviates exposure bias effectively throughout the entire training process, leading to performance enhancements.

Although large models have shown a strong capacity to solve large-scale problems in many areas including natural language and computer vision, their voluminous parameters are hard to deploy in a real-time system due to computational and energy constraints. Addressing this, knowledge distillation through Teacher-Student architecture offers a sustainable pathway to compress the knowledge of large models into more manageable sizes without significantly compromising performance. To enhance the robustness and interpretability of this framework, it is critical to understand how individual training data impact model performance, which is an area that remains underexplored. We propose the Knowledge Distillation with Adaptive Influence Weight (KD-AIF) framework which leverages influence functions from robust statistics to assign weights to training data, grounded in the four key SAFE principles: Sustainability, Accuracy, Fairness, and Explainability. This novel approach not only optimizes distillation but also increases transparency by revealing the significance of different data. The exploration of various update mechanisms within the KD-AIF framework further elucidates its potential to significantly improve learning efficiency and generalization in student models, marking a step toward more explainable and deployable Large Models. KD-AIF is effective in knowledge distillation while also showing exceptional performance in semi-supervised learning with outperforms existing baselines and methods in multiple benchmarks (CIFAR-100, CIFAR-10-4k, SVHN-1k, and GLUE).

Knowledge distillation is a popular technique for training a small student network to emulate a larger teacher model, such as an ensemble of networks. We show that while knowledge distillation can improve student generalization, it does not typically work as it is commonly understood: there often remains a surprisingly large discrepancy between the predictive distributions of the teacher and the student, even in cases when the student has the capacity to perfectly match the teacher. We identify difficulties in optimization as a key reason for why the student is unable to match the teacher. We also show how the details of the dataset used for distillation play a role in how closely the student matches the teacher -- and that more closely matching the teacher paradoxically does not always lead to better student generalization.

Large Language Models (LLMs) have exhibited impressive capabilities in various tasks, yet their vast parameter sizes restrict their applicability in resource-constrained settings. Knowledge distillation (KD) offers a viable solution by transferring expertise from large teacher models to compact student models. However, traditional KD techniques face specific challenges when applied to LLMs, including restricted access to LLM outputs, significant teacher-student capacity gaps, and the inherited mis-calibration issue. In this work, we present PLaD, a novel preference-based LLM distillation framework. PLaD exploits the teacher-student capacity discrepancy to generate pseudo-preference pairs where teacher outputs are preferred over student outputs. Then, PLaD leverages a ranking loss to re-calibrate student's estimation of sequence likelihood, which steers the student's focus towards understanding the relative quality of outputs instead of simply imitating the teacher. PLaD bypasses the need for access to teacher LLM's internal states, tackles the student's expressivity limitations, and mitigates the student mis-calibration issue. Through extensive experiments on two sequence generation tasks and with various LLMs, we demonstrate the effectiveness of our proposed PLaD framework.

With the emergence of Mixture-of-Experts (MoE), the efficient scaling of model size has accelerated the development of large language models in recent years. However, their high memory requirements prevent their use in resource-constrained environments. While knowledge distillation (KD) has been a proven method for model compression, its application to MoE teacher models remains underexplored. Through our investigation, we discover that non-activated experts in MoE models possess valuable knowledge that benefits student models. We further demonstrate that existing KD methods are not optimal for compressing MoE models, as they fail to leverage this knowledge effectively. To address this, we propose two intuitive MoE-specific KD methods for the first time: Knowledge Augmentation (KA) and Student-Aware Router (SAR), both designed to effectively extract knowledge from all experts. Specifically, KA augments knowledge by sampling experts multiple times, while SAR uses all experts and adjusts the expert weights through router training to provide optimal knowledge. Extensive experiments show that our methods outperform conventional KD methods, demonstrating their effectiveness for MoE teacher models.

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

In many practical applications, large language models (LLMs) need to incorporate new knowledge not present in their pre-training data. The primary methods for this are fine-tuning and retrieval-augmented generation (RAG). Although RAG has emerged as the industry standard for knowledge injection, fine-tuning has not yet achieved comparable success. In this paper, we propose a new fine-tuning technique for learning new knowledge and show that it can reach the performance of RAG. The proposed method is based on the self-distillation approach, which we call prompt distillation. First, we generate question-answer pairs about the new knowledge. Then, we fine-tune a student model on the question-answer pairs to imitate the output distributions of a teacher model, which additionally receives the new knowledge in its prompt. The student model is identical to the teacher, except it is equipped with a LoRA adapter. This training procedure facilitates distilling the new knowledge from the teacher's prompt into the student's weights.

Enhancing computational efficiency and reducing deployment costs for large language models (LLMs) have become critical challenges in various resource-constrained scenarios. In this work, we present DistilQwen2.5, a family of distilled, lightweight LLMs derived from the public Qwen2.5 models. These distilled models exhibit enhanced instruction-following capabilities compared to the original models based on a series of distillation techniques that incorporate knowledge from much larger LLMs. In our industrial practice, we first leverage powerful proprietary LLMs with varying capacities as multi-agent teachers to select, rewrite, and refine instruction-response pairs that are more suitable for student LLMs to learn. After standard fine-tuning, we further leverage a computationally efficient model fusion approach that enables student models to progressively integrate fine-grained hidden knowledge from their teachers. Experimental evaluations demonstrate that the distilled models possess significantly stronger capabilities than their original checkpoints. Additionally, we present use cases to illustrate the applications of our framework in real-world scenarios. To facilitate practical use, we have released all the DistilQwen2.5 models to the open-source community.

Knowledge distillation~(KD) has been proved effective for compressing large-scale pre-trained language models. However, existing methods conduct KD statically, e.g., the student model aligns its output distribution to that of a selected teacher model on the pre-defined training dataset. In this paper, we explore whether a dynamic knowledge distillation that empowers the student to adjust the learning procedure according to its competency, regarding the student performance and learning efficiency. We explore the dynamical adjustments on three aspects: teacher model adoption, data selection, and KD objective adaptation. Experimental results show that (1) proper selection of teacher model can boost the performance of student model; (2) conducting KD with 10% informative instances achieves comparable performance while greatly accelerates the training; (3) the student performance can be boosted by adjusting the supervision contribution of different alignment objective. We find dynamic knowledge distillation is promising and provide discussions on potential future directions towards more efficient KD methods. Our code is available at https://github.com/lancopku/DynamicKD.

Context distillation enables language models to internalize in-context knowledge into their parameters. In our work, we propose On-Policy Context Distillation (OPCD), a framework that bridges on-policy distillation with context distillation by training a student model on its own generated trajectories while minimizing reverse Kullback-Leibler divergence against a context-conditioned teacher. We demonstrate the effectiveness of OPCD on two important applications: experiential knowledge distillation, where models extract and consolidate transferable knowledge from their historical solution traces, and system prompt distillation, where models internalize beneficial behaviors encoded in optimized prompts. Across mathematical reasoning, text-based games, and domain-specific tasks, OPCD consistently outperforms baseline methods, achieving higher task accuracy while better preserving out-of-distribution capabilities. We further show that OPCD enables effective cross-size distillation, where smaller student models can internalize experiential knowledge from larger teachers.

Given the exceptional performance of proprietary large language models (LLMs) like GPT-4, recent research has increasingly focused on boosting the capabilities of smaller models through knowledge distillation (KD) from these powerful yet black-box teachers. While leveraging the high-quality outputs of these teachers is advantageous, the inaccessibility of their internal states often limits effective knowledge transfer. To overcome this limitation, we introduce Proxy-KD, a novel method that uses a proxy model to facilitate the efficient transfer of knowledge from black-box LLMs to smaller models. Our experiments show that Proxy-KD not only enhances the performance of KD from black-box teacher models but also surpasses traditional white-box KD techniques.~This approach presents a compelling new avenue for distilling knowledge from advanced LLMs.

Knowledge distillation offers a promising path to transfer reasoning capabilities from large teacher models to efficient student models; however, existing token-level on-policy distillation methods require token-level alignment between the student and teacher models, which restricts the student model's exploration ability, prevent effective use of interactive environment feedback, and suffer from severe memory bottlenecks in reinforcement learning. We introduce On-policy Verbal Distillation (OVD), a memory-efficient framework that replaces token-level probability matching with trajectory matching using discrete verbal scores (0--9) from teacher models. OVD dramatically reduces memory consumption while enabling on-policy distillation from teacher models with verbal feedback, and avoids token-level alignment, allowing the student model to freely explore the output space. Extensive experiments on Web question answering and mathematical reasoning tasks show that OVD substantially outperforms existing methods, delivering up to +12.9% absolute improvement in average EM on Web Q&A tasks and a up to +25.7% gain on math benchmarks (when trained with only one random samples), while also exhibiting superior training efficiency. Our project page is available at https://OVD.github.io

Knowledge distillation is a model compression technique in which a compact "student" network is trained to replicate the predictive behavior of a larger "teacher" network. In logit-based knowledge distillation, it has become the de facto approach to augment cross-entropy with a distillation term. Typically, this term is either a KL divergence that matches marginal probabilities or a correlation-based loss that captures intra- and inter-class relationships. In every case, it acts as an additional term to cross-entropy. This term has its own weight, which must be carefully tuned. In this paper, we adopt a choice-theoretic perspective and recast knowledge distillation under the Plackett-Luce model by interpreting teacher logits as "worth" scores. We introduce "Plackett-Luce Distillation (PLD)", a weighted list-wise ranking loss. In PLD, the teacher model transfers knowledge of its full ranking of classes, weighting each ranked choice by its own confidence. PLD directly optimizes a single "teacher-optimal" ranking. The true label is placed first, followed by the remaining classes in descending teacher confidence. This process yields a convex and translation-invariant surrogate that subsumes weighted cross-entropy. Empirically, across CIFAR-100, ImageNet-1K, and MS-COCO, PLD achieves consistent gains across diverse architectures and distillation objectives, including divergence-based, correlation-based, and feature-based methods, in both homogeneous and heterogeneous teacher-student pairs.

Agentic search enables large language models to solve knowledge-intensive tasks by interleaving multi-step reasoning with retrieval, yet optimizing this with outcome-based reinforcement learning (RL) provides only sparse supervision. Knowledge distillation can supply denser guidance, and advanced proprietary models with their strong reasoning capabilities are promising teachers. While distilling from proprietary models can densify this supervisory signal, conventional logit-matching is precluded by hidden logits and mismatched tokenizers, whereas raw natural language trajectory imitation transfers superficial stylistic artifacts rather than core reasoning competence. To address the heterogeneous distillation problem and bridge the distribution gap, we propose Multi-Agent Protocol Distillation (MAPD), a joint distillation and RL framework uses a structured, style-normalized protocol as an intermediate representation. An offline multi-agent system (MAS) decomposes each query, retrieves supporting evidence, repairs failed searches, and converts the resulting exploration trace into a JSON protocol containing the task type, reasoning plan, and extractive grounding facts. During training, the protocol is provided only to a privileged branch of the student policy, whose token distributions furnish a dense distillation signal alongside the sparse RL objective. Extensive evaluations across seven QA benchmarks demonstrate that MAPD consistently outperforms competitive distillation and RL, achieving average success rates of 39.4\% on Qwen3-1.7B and 44.4\% on Qwen3-4B. Crucially, the framework generalizes robustly across diverse proprietary teachers while effectively mitigating the student policy from style drift and verbosity degeneration.

Knowledge distillation has become a primary mechanism for transferring reasoning and domain expertise from frontier Large Language Models (LLMs) to smaller, deployable students. However, the dominant paradigm remains off-policy: students train on static teacher-generated data and never encounter their own errors during learning. This train--test mismatch, an instance of exposure bias, causes prediction errors to compound autoregressively at inference time. On-Policy Distillation (OPD) addresses this by letting the student generate its own trajectories and receive teacher feedback on these self-generated outputs, grounding distillation in the theory of interactive imitation learning. Despite rapid growth spanning divergence minimization, reward-guided learning, and self-play, the OPD literature remains fragmented with no unified treatment. This survey provides the first comprehensive overview of OPD for LLMs. We introduce a unified f-divergence framework over on-policy samples and organize the landscape along three orthogonal dimensions: feedback signal (logit-based, outcome-based, or self-play), teacher access (white-box, black-box, or teacher-free), and loss granularity (token-level, sequence-level, or hybrid). We systematically analyze representative methods, examine industrial deployments, and identify open problems including distillation scaling laws, uncertainty-aware feedback, and agent-level distillation.

As deep vision models grow increasingly complex to achieve higher performance, deployment efficiency has become a critical concern. Knowledge distillation (KD) mitigates this issue by transferring knowledge from large teacher models to compact student models. While many feature-based KD methods rely on spatial filtering to guide distillation, they typically treat all object instances uniformly, ignoring instance-level variability. Moreover, existing attention filtering mechanisms are typically heuristic or teacher-driven, rather than learned with the student. To address these limitations, we propose Learnable Instance Attention Filtering for Adaptive Detector Distillation (LIAF-KD), a novel framework that introduces learnable instance selectors to dynamically evaluate and reweight instance importance during distillation. Notably, the student contributes to this process based on its evolving learning state. Experiments on the KITTI and COCO datasets demonstrate consistent improvements, with a 2% gain on a GFL ResNet-50 student without added complexity, outperforming state-of-the-art methods.

Post-training of language models (LMs) increasingly relies on the following two stages: (i) knowledge distillation, where the LM is trained to imitate a larger teacher LM, and (ii) reinforcement learning from human feedback (RLHF), where the LM is aligned by optimizing a reward model. In the second RLHF stage, a well-known challenge is reward hacking, where the LM over-optimizes the reward model. Such phenomenon is in line with Goodhart's law and can lead to degraded performance on the true objective. In this paper, we investigate whether a similar phenomenon, that we call teacher hacking, can occur during knowledge distillation. This could arise because the teacher LM is itself an imperfect approximation of the true distribution. To study this, we propose a controlled experimental setup involving: (i) an oracle LM representing the ground-truth distribution, (ii) a teacher LM distilled from the oracle, and (iii) a student LM distilled from the teacher. Our experiments reveal the following insights. When using a fixed offline dataset for distillation, teacher hacking occurs; moreover, we can detect it by observing when the optimization process deviates from polynomial convergence laws. In contrast, employing online data generation techniques effectively mitigates teacher hacking. More precisely, we identify data diversity as the key factor in preventing hacking. Overall, our findings provide a deeper understanding of the benefits and limitations of distillation for building robust and efficient LMs.

Training machine learning models in a meaningful order, from the easy samples to the hard ones, using curriculum learning can provide performance improvements over the standard training approach based on random data shuffling, without any additional computational costs. Curriculum learning strategies have been successfully employed in all areas of machine learning, in a wide range of tasks. However, the necessity of finding a way to rank the samples from easy to hard, as well as the right pacing function for introducing more difficult data can limit the usage of the curriculum approaches. In this survey, we show how these limits have been tackled in the literature, and we present different curriculum learning instantiations for various tasks in machine learning. We construct a multi-perspective taxonomy of curriculum learning approaches by hand, considering various classification criteria. We further build a hierarchical tree of curriculum learning methods using an agglomerative clustering algorithm, linking the discovered clusters with our taxonomy. At the end, we provide some interesting directions for future work.

In knowledge distillation, since a single, omnipotent teacher network cannot solve all problems, multiple teacher-based knowledge distillations have been studied recently. However, sometimes their improvements are not as good as expected because some immature teachers may transfer the false knowledge to the student. In this paper, to overcome this limitation and take the efficacy of the multiple networks, we divide the multiple networks into teacher and student groups, respectively. That is, the student group is a set of immature networks that require learning the teacher's knowledge, while the teacher group consists of the selected networks that are capable of teaching successfully. We propose our online role change strategy where the top-ranked networks in the student group are able to promote to the teacher group at every iteration. After training the teacher group using the error samples of the student group to refine the teacher group's knowledge, we transfer the collaborative knowledge from the teacher group to the student group successfully. We verify the superiority of the proposed method on CIFAR-10, CIFAR-100, and ImageNet which achieves high performance. We further show the generality of our method with various backbone architectures such as ResNet, WRN, VGG, Mobilenet, and Shufflenet.

Knowledge distillation aims to compress a powerful yet cumbersome teacher model into a lightweight student model without much sacrifice of performance. For this purpose, various approaches have been proposed over the past few years, generally with elaborately designed knowledge representations, which in turn increase the difficulty of model development and interpretation. In contrast, we empirically show that a simple knowledge distillation technique is enough to significantly narrow down the teacher-student performance gap. We directly reuse the discriminative classifier from the pre-trained teacher model for student inference and train a student encoder through feature alignment with a single ell_2 loss. In this way, the student model is able to achieve exactly the same performance as the teacher model provided that their extracted features are perfectly aligned. An additional projector is developed to help the student encoder match with the teacher classifier, which renders our technique applicable to various teacher and student architectures. Extensive experiments demonstrate that our technique achieves state-of-the-art results at the modest cost of compression ratio due to the added projector.

Knowledge distillation (KD) has been shown to be highly effective in guiding a student model with a larger teacher model and achieving practical benefits in improving the computational and memory efficiency for large language models (LLMs). State-of-the-art KD methods for LLMs mostly rely on minimizing explicit distribution distance between teacher and student probability predictions. Instead of optimizing these mandatory behaviour cloning objectives, we explore an imitation learning strategy for KD of LLMs. In particular, we minimize the imitation gap by matching the action-value moments of the teacher's behavior from both on- and off-policy perspectives. To achieve this action-value moment-matching goal, we propose an adversarial training algorithm to jointly estimate the moment-matching distance and optimize the student policy to minimize it. Results from both task-agnostic instruction-following experiments and task-specific experiments demonstrate the effectiveness of our method and achieve new state-of-the-art performance.

The common practice for training commonsense models has gone from-human-to-corpus-to-machine: humans author commonsense knowledge graphs in order to train commonsense models. In this work, we investigate an alternative, from-machine-to-corpus-to-machine: general language models author these commonsense knowledge graphs to train commonsense models. Our study leads to a new framework, Symbolic Knowledge Distillation. As with prior art in Knowledge Distillation (Hinton et al., 2015), our approach uses larger models to teach smaller models. A key difference is that we distill knowledge symbolically-as text-in addition to the neural model. We also distill only one aspect-the commonsense of a general language model teacher, allowing the student to be a different type, a commonsense model. Altogether, we show that careful prompt engineering and a separately trained critic model allow us to selectively distill high-quality causal commonsense from GPT-3, a general language model. Empirical results demonstrate that, for the first time, a human-authored commonsense knowledge graph is surpassed by our automatically distilled variant in all three criteria: quantity, quality, and diversity. In addition, it results in a neural commonsense model that surpasses the teacher model's commonsense capabilities despite its 100x smaller size. We apply this to the ATOMIC resource, and share our new symbolic knowledge graph and commonsense models.

Fine-grained image recognition classifies subcategories such as bird species or car models. While state-of-the-art (SOTA) models are accurate, they are often too resource-intensive for deployment on constrained devices. Knowledge distillation addresses this by transferring knowledge from a large teacher model to a smaller student model. A key challenge is selecting the right teacher, as it heavily impacts student performance. This paper introduces a teacher selection metric, Ratio 1-2, based on teacher prediction ratios. Extensive analysis of over one thousand experiments across 3 students, 8 teachers, and 8 datasets under 4 training strategies demonstrates that our metric improves teacher selection by 18\% over previous methods, enabling small student models to achieve up to 17\% accuracy gains. Experiment codebase is available at: https://github.com/arkel23/FGIR-KD-Teacher{https://github.com/arkel23/FGIR-KD-Teacher}.

Large Language Models (LLMs) face significant challenges at inference time due to their high computational demands. To address this, we present Performance-Guided Knowledge Distillation (PGKD), a cost-effective and high-throughput solution for production text classification applications. PGKD utilizes teacher-student Knowledge Distillation to distill the knowledge of LLMs into smaller, task-specific models. PGKD establishes an active learning routine between the student model and the LLM; the LLM continuously generates new training data leveraging hard-negative mining, student model validation performance, and early-stopping protocols to inform the data generation. By employing a cyclical, performance-aware approach tailored for highly multi-class, sparsely annotated datasets prevalent in industrial text classification, PGKD effectively addresses training challenges and outperforms traditional BERT-base models and other knowledge distillation methods on several multi-class classification datasets. Additionally, cost and latency benchmarking reveals that models fine-tuned with PGKD are up to 130X faster and 25X less expensive than LLMs for inference on the same classification task. While PGKD is showcased for text classification tasks, its versatile framework can be extended to any LLM distillation task, including language generation, making it a powerful tool for optimizing performance across a wide range of AI applications.

The exponential growth of Large Language Models (LLMs) continues to highlight the need for efficient strategies to meet ever-expanding computational and data demands. This survey provides a comprehensive analysis of two complementary paradigms: Knowledge Distillation (KD) and Dataset Distillation (DD), both aimed at compressing LLMs while preserving their advanced reasoning capabilities and linguistic diversity. We first examine key methodologies in KD, such as task-specific alignment, rationale-based training, and multi-teacher frameworks, alongside DD techniques that synthesize compact, high-impact datasets through optimization-based gradient matching, latent space regularization, and generative synthesis. Building on these foundations, we explore how integrating KD and DD can produce more effective and scalable compression strategies. Together, these approaches address persistent challenges in model scalability, architectural heterogeneity, and the preservation of emergent LLM abilities. We further highlight applications across domains such as healthcare and education, where distillation enables efficient deployment without sacrificing performance. Despite substantial progress, open challenges remain in preserving emergent reasoning and linguistic diversity, enabling efficient adaptation to continually evolving teacher models and datasets, and establishing comprehensive evaluation protocols. By synthesizing methodological innovations, theoretical foundations, and practical insights, our survey charts a path toward sustainable, resource-efficient LLMs through the tighter integration of KD and DD principles.

Reinforcement learning (RL) post-training has recently driven major gains in long chain-of-thought reasoning large language models (LLMs), but the high inference cost of such models motivates distillation into smaller students. Most existing knowledge distillation (KD) methods are designed for supervised fine-tuning (SFT), relying on fixed teacher traces or teacher-student Kullback-Leibler (KL) divergence-based regularization. When combined with RL, these approaches often suffer from distribution mismatch and objective interference: teacher supervision may not align with the student's evolving rollout distribution, and the KL regularizer can compete with reward maximization and require careful loss balancing. To address these issues, we propose RL-aware distillation (RLAD), which performs selective imitation during RL -- guiding the student toward the teacher only when it improves the current policy update. Our core component, Trust Region Ratio Distillation (TRRD), replaces the teacher-student KL regularizer with a PPO/GRPO-style likelihood-ratio objective anchored to a teacher--old-policy mixture, yielding advantage-aware, trust-region-bounded distillation on student rollouts and naturally balancing exploration, exploitation, and imitation. Across diverse logic reasoning and math benchmarks, RLAD consistently outperforms offline distillation, standard GRPO, and KL-based on-policy teacher-student knowledge distillation.

In knowledge distillation literature, feature-based methods have dominated due to their ability to effectively tap into extensive teacher models. In contrast, logit-based approaches, which aim to distill `dark knowledge' from teachers, typically exhibit inferior performance compared to feature-based methods. To bridge this gap, we present LumiNet, a novel knowledge distillation algorithm designed to enhance logit-based distillation. We introduce the concept of 'perception', aiming to calibrate logits based on the model's representation capability. This concept addresses overconfidence issues in logit-based distillation method while also introducing a novel method to distill knowledge from the teacher. It reconstructs the logits of a sample/instances by considering relationships with other samples in the batch. LumiNet excels on benchmarks like CIFAR-100, ImageNet, and MSCOCO, outperforming leading feature-based methods, e.g., compared to KD with ResNet18 and MobileNetV2 on ImageNet, it shows improvements of 1.5% and 2.05%, respectively.

Layer-wise distillation is a powerful tool to compress large models (i.e. teacher models) into small ones (i.e., student models). The student distills knowledge from the teacher by mimicking the hidden representations of the teacher at every intermediate layer. However, layer-wise distillation is difficult. Since the student has a smaller model capacity than the teacher, it is often under-fitted. Furthermore, the hidden representations of the teacher contain redundant information that the student does not necessarily need for the target task's learning. To address these challenges, we propose a novel Task-aware layEr-wise Distillation (TED). TED designs task-aware filters to align the hidden representations of the student and the teacher at each layer. The filters select the knowledge that is useful for the target task from the hidden representations. As such, TED reduces the knowledge gap between the two models and helps the student to fit better on the target task. We evaluate TED in two scenarios: continual pre-training and fine-tuning. TED demonstrates significant and consistent improvements over existing distillation methods in both scenarios. Code is available at https://github.com/cliang1453/task-aware-distillation.

Knowledge Distillation (KD) consists of transferring “knowledge” from one machine learning model (the teacher) to another (the student). Commonly, the teacher is a high-capacity model with formidable performance, while the student is more compact. By transferring knowledge, one hopes to benefit from the student’s compactness, without sacrificing too much performance. We study KD from a new perspective: rather than compressing models, we train students parameterized identically to their teachers. Surprisingly, these Born-Again Networks (BANs), outperform their teachers significantly, both on computer vision and language modeling tasks. Our experiments with BANs based on DenseNets demonstrate state-of-the-art performance on the CIFAR-10 (3.5%) and CIFAR-100 (15.5%) datasets, by validation error. Additional experiments explore two distillation objectives: (i) Confidence-Weighted by Teacher Max (CWTM) and (ii) Dark Knowledge with Permuted Predictions (DKPP). Both methods elucidate the essential components of KD, demonstrating the effect of the teacher outputs on both predicted and non-predicted classes.

Large Language Models (LLMs) have shown promising performance in text-to-SQL, which involves translating natural language questions into SQL queries. However, current text-to-SQL LLMs are computationally expensive and challenging to deploy in real-world applications, highlighting the importance of compressing them. To achieve this goal, knowledge distillation (KD) is a common approach, which aims to distill the larger teacher model into a smaller student model. While numerous KD methods for autoregressive LLMs have emerged recently, it is still under-explored whether they work well in complex text-to-SQL scenarios. To this end, we conduct a series of analyses and reveal that these KD methods generally fall short in balancing performance and efficiency. In response to this problem, we propose to improve the KD with Imperfect Data, namely KID, which effectively boosts the performance without introducing much training budget. The core of KID is to efficiently mitigate the training-inference mismatch by simulating the cascading effect of inference in the imperfect training data. Extensive experiments on 5 text-to-SQL benchmarks show that, KID can not only achieve consistent and significant performance gains (up to +5.83% average score) across all model types and sizes, but also effectively improve the training efficiency.

Knowledge distillation (KD) is a key technique for compressing large language models into smaller ones while preserving performance. Despite the recent traction of KD research, its effectiveness for smaller language models (LMs) and the mechanisms driving knowledge transfer remain underexplored. In this work, we present the first large-scale empirical and statistical analysis of KD across models ranging from 0.5B to 7B parameters on 14 complex reasoning tasks in a zero-shot setting. Our findings reveal that KD can improve the average performance of smaller models by up to 10%, with a peak task specific gain of 22%, while providing only marginal benefits (sim 1.3%) for larger models. Surprisingly, teacher performance has a minimal impact on student outcomes, while teacher task expertise impacts KD effectiveness. A correlation study indicates that smaller LMs benefit more from KD, whereas larger LMs show diminished gains. Additionally, we uncover a misalignment between improvements in student performance and reasoning fidelity, suggesting that while KD enhances accuracy, it does not always maintain the structured decision-making processes of the teacher. Our ablation study further highlights the importance of teacher signals and logit smoothing in influencing students' performance after distillation. Overall, our study offers a comprehensive empirical and statistical assessment of KD, highlighting both its benefits and trade-offs when distilling knowledge from larger to smaller LMs.

Knowledge distillation aims to learn a lightweight student network from a pre-trained teacher network. In practice, existing knowledge distillation methods are usually infeasible when the original training data is unavailable due to some privacy issues and data management considerations. Therefore, data-free knowledge distillation approaches proposed to collect training instances from the Internet. However, most of them have ignored the common distribution shift between the instances from original training data and webly collected data, affecting the reliability of the trained student network. To solve this problem, we propose a novel method dubbed ``Knowledge Distillation between Different Distributions" (KD^{3}), which consists of three components. Specifically, we first dynamically select useful training instances from the webly collected data according to the combined predictions of teacher network and student network. Subsequently, we align both the weighted features and classifier parameters of the two networks for knowledge memorization. Meanwhile, we also build a new contrastive learning block called MixDistribution to generate perturbed data with a new distribution for instance alignment, so that the student network can further learn a distribution-invariant representation. Intensive experiments on various benchmark datasets demonstrate that our proposed KD^{3} can outperform the state-of-the-art data-free knowledge distillation approaches.

The significant computational demands of large language models have increased interest in distilling reasoning abilities into smaller models via Chain-of-Thought (CoT) distillation. Current CoT distillation methods mainly focus on transferring teacher-generated rationales for complex reasoning to student models. However, they do not adequately explore teachers' dynamic attention toward critical information during reasoning. We find that language models exhibit progressive attention shifts towards key information during reasoning, which implies essential clues for drawing conclusions. Building on this observation and analysis, we introduce a novel CoT distillation framework that transfers the teacher's stepwise attention on key information to the student model. This establishes structured guidance for the student's progressive concentration on key information during reasoning. More importantly, we develop a Mixture of Layers module enabling dynamic alignment that adapts to different layers between the teacher and student. Our method achieves consistent performance improvements across multiple mathematical and commonsense reasoning datasets. To our knowledge, it is the first method to leverage stepwise attention within CoT distillation to improve small model reasoning.

The burgeoning complexity of contemporary deep learning models, while achieving unparalleled accuracy, has inadvertently introduced deployment challenges in resource-constrained environments. Knowledge distillation, a technique aiming to transfer knowledge from a high-capacity "teacher" model to a streamlined "student" model, emerges as a promising solution to this dilemma. This paper provides a comprehensive overview of the knowledge distillation paradigm, emphasizing its foundational principles such as the utility of soft labels and the significance of temperature scaling. Through meticulous examination, we elucidate the critical determinants of successful distillation, including the architecture of the student model, the caliber of the teacher, and the delicate balance of hyperparameters. While acknowledging its profound advantages, we also delve into the complexities and challenges inherent in the process. Our exploration underscores knowledge distillation's potential as a pivotal technique in optimizing the trade-off between model performance and deployment efficiency.

Multimodal dataset distillation aims to construct compact synthetic datasets that enable efficient compression and knowledge transfer from large-scale image-text data. However, existing approaches often fail to capture the complex, dynamically evolving knowledge embedded in the later training stages of teacher models. This limitation leads to degraded student performance and compromises the quality of the distilled data. To address critical challenges such as pronounced cross-stage performance gaps and unstable teacher trajectories, we propose Phased Teacher Model with Shortcut Trajectory (PTM-ST) -- a novel phased distillation framework. PTM-ST leverages stage-aware teacher modeling and a shortcut-based trajectory construction strategy to accurately fit the teacher's learning dynamics across distinct training phases. This enhances both the stability and expressiveness of the distillation process. Through theoretical analysis and comprehensive experiments, we show that PTM-ST significantly mitigates optimization oscillations and inter-phase knowledge gaps, while also reducing storage overhead. Our method consistently surpasses state-of-the-art baselines on Flickr30k and COCO, achieving up to 13.5% absolute improvement and an average gain of 9.53% on Flickr30k. Code: https://github.com/Previsior/PTM-ST.

Despite the fact that deep neural networks are powerful models and achieve appealing results on many tasks, they are too large to be deployed on edge devices like smartphones or embedded sensor nodes. There have been efforts to compress these networks, and a popular method is knowledge distillation, where a large (teacher) pre-trained network is used to train a smaller (student) network. However, in this paper, we show that the student network performance degrades when the gap between student and teacher is large. Given a fixed student network, one cannot employ an arbitrarily large teacher, or in other words, a teacher can effectively transfer its knowledge to students up to a certain size, not smaller. To alleviate this shortcoming, we introduce multi-step knowledge distillation, which employs an intermediate-sized network (teacher assistant) to bridge the gap between the student and the teacher. Moreover, we study the effect of teacher assistant size and extend the framework to multi-step distillation. Theoretical analysis and extensive experiments on CIFAR-10,100 and ImageNet datasets and on CNN and ResNet architectures substantiate the effectiveness of our proposed approach.

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

Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they nonetheless often do not learn the same function. It is, however, often highly desirable that the student's and teacher's functions share similar properties such as basing the prediction on the same input features, as this ensures that students learn the 'right features' from the teachers. In this work, we explore whether this can be achieved by not only optimizing the classic KD loss but also the similarity of the explanations generated by the teacher and the student. Despite the idea being simple and intuitive, we find that our proposed 'explanation-enhanced' KD (e^2KD) (1) consistently provides large gains in terms of accuracy and student-teacher agreement, (2) ensures that the student learns from the teacher to be right for the right reasons and to give similar explanations, and (3) is robust with respect to the model architectures, the amount of training data, and even works with 'approximate', pre-computed explanations.

On-policy knowledge distillation transfers reasoning from large teachers to compact students, but existing approaches suffer three compounding failure modes: (i) cold-start collapse, where a fresh student assigns near-zero mass to teacher-preferred tokens; (ii) state-agnostic divergence scheduling, where time-only forward/reverse-KL interpolation ignores the student's coverage state; and (iii) binary reward sparsity, where pass/fail signals discard information from partially correct traces. We present CADENCE, a unified framework with a targeted fix for each. Its DRIFT mechanism schedules a per-token convex mixture of forward-KL and reverse-KL surrogate objectives on student-sampled trajectories (per-token surrogates, not sequence-level KL gradient estimators). Six components extend it: (A) COVA, a coverage-adaptive β schedule accelerating the forward-to-reverse transition; (B) FTB, a forking-token boost concentrating gradient at high-entropy positions via a globally-normalized entropy reference; (C) CCD, a dense reward adding numerical-proximity partial credit for incorrect-but-close traces; (D) LAP, brevity-preferential correct-rollout reinforcement; (E) EMR, an entropy-matching calibration regularizer; (F) BSD, a bootstrapped self-distillation phase. On GSM8K and MATH-500 (corrected 512-token protocol, 5 seeds, reported std), CADENCE distills a 0.5B student from a 1.5B teacher to 69.8 pm 0.5% GSM8K pass@1 (from 48.7% pretrained; 63.2% of the teacher gap closed) and to 72.1 pm 0.4% with a 3B teacher (76.2% closed), beating the strongest matched-compute label-using baseline (DRIFT+binary reward) by +4.4 pm 0.7 points. All experiments run on a single Apple Mac Studio (M-series, 64GB unified memory), showing principled distillation reaches strong reasoning quality without datacenter-scale hardware.

Byte Language Models (BLMs) have emerged as a promising direction for scaling language models beyond tokenization. However, existing BLMs typically require training from scratch on trillions of bytes, making them prohibitively expensive. In this paper, we propose an efficient distillation recipe that converts existing token-trained LLMs into BLMs while retaining comparable capabilities. Our recipe follows a two-stage curriculum: (1) Progressive Knowledge Distillation, which aligns byte-level representations with the embeddings of the token-trained teacher model; and (2) Byte-Level Supervised Fine-Tuning, which enables end-to-end generation entirely in the byte space. We validate our approach across multiple model families, including Llama, Qwen, and OLMo, and demonstrate that the distilled BLMs retain most of the teacher models' performance using only approximately 125B bytes.

Knowledge distillation (KD) is widely used for compressing a teacher model to a smaller student model, reducing its inference cost and memory footprint while preserving model capabilities. However, current KD methods for auto-regressive sequence models (e.g., large language models) suffer from missing a standardized objective function. Moreover, the recent use of student-generated outputs to address training-inference mismatches has significantly escalated computational costs. To tackle these issues, we introduce DistiLLM, a more effective and efficient KD framework for auto-regressive language models. DistiLLM comprises two components: (1) a novel skew Kullback-Leibler divergence loss, where we unveil and leverage its theoretical properties, and (2) an adaptive off-policy approach designed to enhance the efficiency in utilizing student-generated outputs. Extensive experiments, including instruction-following tasks, demonstrate the effectiveness of DistiLLM in building high-performing student models while achieving up to 4.3times speedup compared to recent KD methods.

Knowledge distillation (KD) methods can transfer knowledge of a parameter-heavy teacher model to a light-weight student model. The status quo for feature KD methods is to utilize loss functions based on logits (i.e., pre-softmax class scores) and intermediate layer features (i.e., latent representations). Unlike previous approaches, we propose a feature KD framework for training the student's backbone using feature-based losses exclusively (i.e., without logit-based losses such as cross entropy). Leveraging recent discoveries about the geometry of latent representations, we introduce a knowledge quality metric for identifying which teacher layers provide the most effective knowledge for distillation. Experiments on three image classification datasets with four diverse student-teacher pairs, spanning convolutional neural networks and vision transformers, demonstrate our KD method achieves state-of-the-art performance, delivering top-1 accuracy boosts of up to 15% over standard approaches. We publically share our code to facilitate future work at https://github.com/Thegolfingocto/KD_wo_CE.

Growing efforts to improve knowledge distillation (KD) in large language models (LLMs) replace dense teacher supervision with selective distillation, which uses a subset of token positions, vocabulary classes, or training samples for supervision. However, it remains unclear which importance signals, selection policies, and their interplay are most effective. In this work, we revisit where and how to distill in autoregressive LLMs. We disentangle selective KD along the position, class, and sample axes and systematically compare importance signals and selection policies. Then, guided by this analysis, we identify underexplored opportunities and introduce student-entropy-guided position selection (SE-KD). Across a suite of benchmarks, SE-KD often improves accuracy, downstream task adherence, and memory efficiency over dense distillation. Extending this approach across the class and sample axes (SE-KD 3X) yields complementary efficiency gains that make offline teacher caching feasible. In practice, this reduces wall time by 70% and peak memory by 18%, while cutting storage usage by 80% over prior methods without sacrificing performance.

When distilling reasoning from large language models (LLMs) into smaller ones, teacher rationales for similar problems often vary wildly in structure and strategy. Like a chef who makes the same dish differently each time, this inconsistency burdens the student with noisy supervision that is hard to internalize. We propose Distillation through Reasoning Path Compression (D-RPC), which constrains the teacher to follow a compact, dynamically maintained bank of reusable high-level reasoning paths. For each training question, D-RPC retrieves the most relevant path and conditions the teacher to follow it, producing rationales that are consistent across similar problems yet diverse enough to cover different problem types. A PAC-Bayes analysis formalizes the resulting trade-off between bank size and coverage: smaller banks reduce supervision entropy but risk coverage gaps, and the generalization bound identifies an optimal intermediate size confirmed by our ablations. Across five math and commonsense reasoning benchmarks with two student models, D-RPC consistently outperforms chain-of-thought distillation, freeform rationale generation, direct distillation, and structured-supervision baselines, while using fewer tokens than template-heavy alternatives.

Advanced Large language models (LLMs) like GPT-4 or LlaMa 3 provide superior performance in complex human-like interactions. But they are costly, or too large for edge devices such as smartphones and harder to self-host, leading to security and privacy concerns. This paper introduces a novel interpretable knowledge distillation approach to enhance the performance of smaller, more economical LLMs that firms can self-host. We study this problem in the context of building a customer service agent aimed at achieving high customer satisfaction through goal-oriented dialogues. Unlike traditional knowledge distillation, where the "student" model learns directly from the "teacher" model's responses via fine-tuning, our interpretable "strategy" teaching approach involves the teacher providing strategies to improve the student's performance in various scenarios. This method alternates between a "scenario generation" step and a "strategies for improvement" step, creating a customized library of scenarios and optimized strategies for automated prompting. The method requires only black-box access to both student and teacher models; hence it can be used without manipulating model parameters. In our customer service application, the method improves performance, and the learned strategies are transferable to other LLMs and scenarios beyond the training set. The method's interpretabilty helps safeguard against potential harms through human audit.

Knowledge Distillation (KD) trains a smaller student model using a large, pre-trained teacher model, with temperature as a key hyperparameter controlling the softness of output probabilities. Traditional methods use a fixed temperature throughout training, which is suboptimal. Moreover, architectural differences between teacher and student often result in mismatched logit magnitudes. We demonstrate that students benefit from softer probabilities early in training but require sharper probabilities in later stages. We introduce Dynamic Temperature Scheduler (DTS), which adjusts temperature dynamically based on the cross-entropy loss gap between teacher and student. To our knowledge, this is the first temperature scheduling method that adapts based on the divergence between teacher and student distributions. Our method integrates seamlessly with existing KD frameworks. We validate DTS across multiple KD strategies on vision (CIFAR-100, Tiny-ImageNet) and NLP tasks (GLUE, Dolly, SelfIns, UnNI, S-NI), consistently outperforming static-temperature baselines. Code is available at https://github.com/Sibgat-Ul/DTS.

We propose ClassroomKD, a novel multi-mentor knowledge distillation framework inspired by classroom environments to enhance knowledge transfer between the student and multiple mentors with different knowledge levels. Unlike traditional methods that rely on fixed mentor-student relationships, our framework dynamically selects and adapts the teaching strategies of diverse mentors based on their effectiveness for each data sample. ClassroomKD comprises two main modules: the Knowledge Filtering (KF) module and the Mentoring module. The KF Module dynamically ranks mentors based on their performance for each input, activating only high-quality mentors to minimize error accumulation and prevent information loss. The Mentoring Module adjusts the distillation strategy by tuning each mentor's influence according to the dynamic performance gap between the student and mentors, effectively modulating the learning pace. Extensive experiments on image classification (CIFAR-100 and ImageNet) and 2D human pose estimation (COCO Keypoints and MPII Human Pose) demonstrate that ClassroomKD outperforms existing knowledge distillation methods for different network architectures. Our results highlight that a dynamic and adaptive approach to mentor selection and guidance leads to more effective knowledge transfer, paving the way for enhanced model performance through distillation.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

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

In natural language processing (NLP) tasks, slow inference speed and huge footprints in GPU usage remain the bottleneck of applying pre-trained deep models in production. As a popular method for model compression, knowledge distillation transfers knowledge from one or multiple large (teacher) models to a small (student) model. When multiple teacher models are available in distillation, the state-of-the-art methods assign a fixed weight to a teacher model in the whole distillation. Furthermore, most of the existing methods allocate an equal weight to every teacher model. In this paper, we observe that, due to the complexity of training examples and the differences in student model capability, learning differentially from teacher models can lead to better performance of student models distilled. We systematically develop a reinforced method to dynamically assign weights to teacher models for different training instances and optimize the performance of student model. Our extensive experimental results on several NLP tasks clearly verify the feasibility and effectiveness of our approach.

Knowledge distillation is a widely used technique for compressing large language models (LLMs), in which a smaller student model is trained to mimic a larger teacher model. Typically, both the teacher and student models are Transformer-based architectures, leveraging softmax attention for sequence modeling. However, the quadratic complexity of self-attention during inference remains a significant bottleneck, motivating the exploration of subquadratic alternatives such as structured state-space models (SSMs), linear attention, and recurrent architectures. In this work, we systematically evaluate the transferability of knowledge distillation from a Transformer teacher model to eight subquadratic student architectures. Our study investigates which subquadratic model can most effectively approximate the teacher model's learned representations through knowledge distillation, and how different architectural design choices influence the training dynamics. We further investigate the impact of initialization strategies, such as matrix mixing and query-key-value (QKV) copying, on the adaptation process. Our empirical results on multiple NLP benchmarks provide insights into the trade-offs between efficiency and performance, highlighting key factors for successful knowledge transfer to subquadratic architectures.

Self-supervised learning (SSL) has achieved notable success in many speech processing tasks, but the large model size and heavy computational cost hinder the deployment. Knowledge distillation trains a small student model to mimic the behavior of a large teacher model. However, the student architecture usually needs to be manually designed and will remain fixed during training, which requires prior knowledge and can lead to suboptimal performance. Inspired by recent success of task-specific structured pruning, we propose DPHuBERT, a novel task-agnostic compression method for speech SSL based on joint distillation and pruning. Experiments on SUPERB show that DPHuBERT outperforms pure distillation methods in almost all tasks. Moreover, DPHuBERT requires little training time and performs well with limited training data, making it suitable for resource-constrained applications. Our method can also be applied to various speech SSL models. Our code and models will be publicly available.

This survey presents an in-depth exploration of knowledge distillation (KD) techniques within the realm of Large Language Models (LLMs), spotlighting the pivotal role of KD in transferring sophisticated capabilities from proprietary giants such as GPT-4 to accessible, open-source models like LLaMA and Mistral. Amidst the evolving AI landscape, this work elucidates the critical disparities between proprietary and open-source LLMs, demonstrating how KD serves as an essential conduit for imbuing the latter with the former's advanced functionalities and nuanced understandings. Our survey is meticulously structured around three foundational pillars: algorithm, skill, and verticalization -- providing a comprehensive examination of KD mechanisms, the enhancement of specific cognitive abilities, and their practical implications across diverse fields. Crucially, the survey navigates the intricate interplay between data augmentation (DA) and KD, illustrating how DA emerges as a powerful paradigm within the KD framework to bolster LLMs' performance. By leveraging DA to generate context-rich, skill-specific training data, KD transcends traditional boundaries, enabling open-source models to approximate the contextual adeptness, ethical alignment, and deep semantic insights characteristic of their proprietary counterparts. This work aims to provide an insightful guide for researchers and practitioners, offering a detailed overview of current methodologies in knowledge distillation and proposing future research directions. By bridging the gap between proprietary and open-source LLMs, this survey underscores the potential for more accessible, efficient, and sustainable AI solutions, fostering a more inclusive and equitable landscape in AI advancements. An associated Github repository is available at https://github.com/Tebmer/Awesome-Knowledge-Distillation-of-LLMs.

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

Knowledge distillation is a technique aimed at enhancing the performance of a smaller student network without increasing its parameter size by transferring knowledge from a larger, pre-trained teacher network. Previous approaches have predominantly focused on distilling global feature information while overlooking the importance of disentangling the diverse types of information embedded within different regions of the feature. In this work, we introduce multi-scale decoupling in the feature transfer process for the first time, where the decoupled local features are individually processed and integrated with contrastive learning. Moreover, compared to previous contrastive learning-based distillation methods, our approach not only reduces computational costs but also enhances efficiency, enabling performance improvements for the student network using only single-batch samples. Extensive evaluations on CIFAR-100 and ImageNet demonstrate our method's superiority, with some student networks distilled using our method even surpassing the performance of their pre-trained teacher networks. These results underscore the effectiveness of our approach in enabling student networks to thoroughly absorb knowledge from teacher networks.

Knowledge distillation (KD) has been extensively employed to transfer the knowledge from a large teacher model to the smaller students, where the parameters of the teacher are fixed (or partially) during training. Recent studies show that this mode may cause difficulties in knowledge transfer due to the mismatched model capacities. To alleviate the mismatch problem, teacher-student joint training methods, e.g., online distillation, have been proposed, but it always requires expensive computational cost. In this paper, we present a parameter-efficient and student-friendly knowledge distillation method, namely PESF-KD, to achieve efficient and sufficient knowledge transfer by updating relatively few partial parameters. Technically, we first mathematically formulate the mismatch as the sharpness gap between their predictive distributions, where we show such a gap can be narrowed with the appropriate smoothness of the soft label. Then, we introduce an adapter module for the teacher and only update the adapter to obtain soft labels with appropriate smoothness. Experiments on a variety of benchmarks show that PESF-KD can significantly reduce the training cost while obtaining competitive results compared to advanced online distillation methods. Code will be released upon acceptance.

Knowledge distillation transfers knowledge from the teacher network to the student one, with the goal of greatly improving the performance of the student network. Previous methods mostly focus on proposing feature transformation and loss functions between the same level's features to improve the effectiveness. We differently study the factor of connection path cross levels between teacher and student networks, and reveal its great importance. For the first time in knowledge distillation, cross-stage connection paths are proposed. Our new review mechanism is effective and structurally simple. Our finally designed nested and compact framework requires negligible computation overhead, and outperforms other methods on a variety of tasks. We apply our method to classification, object detection, and instance segmentation tasks. All of them witness significant student network performance improvement. Code is available at https://github.com/Jia-Research-Lab/ReviewKD

The practice of transferring knowledge from a sophisticated, closed-source large language model (LLM) to a compact, open-source LLM has garnered considerable attention. Previous works have focused on a unidirectional knowledge distillation way by aligning the responses of the student model with those of the teacher model to a set of instructions. Nevertheless, they overlooked the possibility of incorporating any reciprocal "feedback"--identifying challenging instructions where the student model's performance falls short--to boost the student model's proficiency iteratively. To this end, we propose a novel adversarial distillation framework for a more efficient knowledge transfer. Leveraging the versatile role adaptability of LLMs, we prompt the closed-source model to identify "hard" instructions and generate new "hard" instructions for the student model, creating a three-stage adversarial loop of imitation, discrimination, and generation. By applying this adversarial framework, we successfully transfer knowledge from ChatGPT to a 7B student model (named Lion), achieving nearly 95% capability approximation using a mere 70k training data. We aspire that this proposed model may serve as the baseline to reflect the performance of ChatGPT, especially the open-source instruction-following language model baseline for our community.

The process of instruction tuning aligns pre-trained large language models (LLMs) with open-domain instructions and human-preferred responses. While several studies have explored autonomous approaches to distilling and annotating instructions from more powerful proprietary LLMs, such as ChatGPT, they often neglect the impact of task distributions and the varying difficulty of instructions of the training sets. This oversight can lead to imbalanced knowledge capabilities and poor generalization powers of small student LLMs. To address this challenge, we introduce Task-Aware Curriculum Planning for Instruction Refinement (TAPIR), a multi-round distillation framework with balanced task distributions and dynamic difficulty adjustment. This approach utilizes an oracle LLM to select instructions that are difficult for a student LLM to follow and distill instructions with balanced task distributions. By incorporating curriculum planning, our approach systematically escalates the difficulty levels, progressively enhancing the student LLM's capabilities. We rigorously evaluate TAPIR using two widely recognized benchmarks, including AlpacaEval 2.0 and MT-Bench. The empirical results demonstrate that the student LLMs, trained with our method and less training data, outperform larger instruction-tuned models and strong distillation baselines. The improvement is particularly notable in complex tasks, such as logical reasoning and code generation.

Most teacher-student frameworks based on knowledge distillation (KD) depend on a strong congruent constraint on instance level. However, they usually ignore the correlation between multiple instances, which is also valuable for knowledge transfer. In this work, we propose a new framework named correlation congruence for knowledge distillation (CCKD), which transfers not only the instance-level information, but also the correlation between instances. Furthermore, a generalized kernel method based on Taylor series expansion is proposed to better capture the correlation between instances. Empirical experiments and ablation studies on image classification tasks (including CIFAR-100, ImageNet-1K) and metric learning tasks (including ReID and Face Recognition) show that the proposed CCKD substantially outperforms the original KD and achieves state-of-the-art accuracy compared with other SOTA KD-based methods. The CCKD can be easily deployed in the majority of the teacher-student framework such as KD and hint-based learning methods.

In recent years, deep neural networks have been successful in both industry and academia, especially for computer vision tasks. The great success of deep learning is mainly due to its scalability to encode large-scale data and to maneuver billions of model parameters. However, it is a challenge to deploy these cumbersome deep models on devices with limited resources, e.g., mobile phones and embedded devices, not only because of the high computational complexity but also the large storage requirements. To this end, a variety of model compression and acceleration techniques have been developed. As a representative type of model compression and acceleration, knowledge distillation effectively learns a small student model from a large teacher model. It has received rapid increasing attention from the community. This paper provides a comprehensive survey of knowledge distillation from the perspectives of knowledge categories, training schemes, teacher-student architecture, distillation algorithms, performance comparison and applications. Furthermore, challenges in knowledge distillation are briefly reviewed and comments on future research are discussed and forwarded.

Knowledge distillation trains a smaller student model to match the output distribution of a larger teacher to maximize the end-task performance under computational constraints. However, existing literature on language model distillation primarily focuses on compressing encoder-only models that are then specialized by task-specific supervised finetuning. We need to rethink this setup for more recent large language models with tens to hundreds of billions of parameters. Task-specific finetuning is impractical at this scale, and model performance is often measured using zero/few-shot prompting. Thus, in this work, we advocate for task-agnostic zero-shot evaluated distillation for large language models without access to end-task finetuning data. We propose a teacher-free task-agnostic distillation method, which uses a truncated version of the larger model for initialization, and continues pretraining this model using a language modeling objective. Our teacher-free method shines in a distillation regime where it is infeasible to fit both the student and teacher into the GPU memory. Despite its simplicity, our method can effectively reduce the model size by 50\%, matching or outperforming the vanilla distillation method on perplexity and accuracy on 13 zero-shot end-tasks while being 1.5x computationally efficient.

Diffusion models have demonstrated excellent potential for generating diverse images. However, their performance often suffers from slow generation due to iterative denoising. Knowledge distillation has been recently proposed as a remedy that can reduce the number of inference steps to one or a few without significant quality degradation. However, existing distillation methods either require significant amounts of offline computation for generating synthetic training data from the teacher model or need to perform expensive online learning with the help of real data. In this work, we present a novel technique called BOOT, that overcomes these limitations with an efficient data-free distillation algorithm. The core idea is to learn a time-conditioned model that predicts the output of a pre-trained diffusion model teacher given any time step. Such a model can be efficiently trained based on bootstrapping from two consecutive sampled steps. Furthermore, our method can be easily adapted to large-scale text-to-image diffusion models, which are challenging for conventional methods given the fact that the training sets are often large and difficult to access. We demonstrate the effectiveness of our approach on several benchmark datasets in the DDIM setting, achieving comparable generation quality while being orders of magnitude faster than the diffusion teacher. The text-to-image results show that the proposed approach is able to handle highly complex distributions, shedding light on more efficient generative modeling.

Large Language Models (LLMs) achieve state-of-the-art performance across various NLP tasks but face deployment challenges due to high computational costs and memory constraints. Knowledge distillation (KD) is a promising solution, transferring knowledge from large teacher models to smaller student models. However, existing KD methods often assume shared vocabularies and tokenizers, limiting their flexibility. While approaches like Universal Logit Distillation (ULD) and Dual-Space Knowledge Distillation (DSKD) address vocabulary mismatches, they overlook the critical reasoning-aware distillation aspect. To bridge this gap, we propose CoT2Align a universal KD framework that integrates Chain-of-Thought (CoT) augmentation and introduces Cross-CoT Alignment to enhance reasoning transfer. Additionally, we extend Optimal Transport beyond token-wise alignment to a sequence-level and layer-wise alignment approach that adapts to varying sequence lengths while preserving contextual integrity. Comprehensive experiments demonstrate that CoT2Align outperforms existing KD methods across different vocabulary settings, improving reasoning capabilities and robustness in domain-specific tasks.

In this report, we introduce DASD-4B-Thinking, a lightweight yet highly capable, fully open-source reasoning model. It achieves SOTA performance among open-source models of comparable scale across challenging benchmarks in mathematics, scientific reasoning, and code generation -- even outperforming several larger models. We begin by critically reexamining a widely adopted distillation paradigm in the community: SFT on teacher-generated responses, also known as sequence-level distillation. Although a series of recent works following this scheme have demonstrated remarkable efficiency and strong empirical performance, they are primarily grounded in the SFT perspective. Consequently, these approaches focus predominantly on designing heuristic rules for SFT data filtering, while largely overlooking the core principle of distillation itself -- enabling the student model to learn the teacher's full output distribution so as to inherit its generalization capability. Specifically, we identify three critical limitations in current practice: i) Inadequate representation of the teacher's sequence-level distribution; ii) Misalignment between the teacher's output distribution and the student's learning capacity; and iii) Exposure bias arising from teacher-forced training versus autoregressive inference. In summary, these shortcomings reflect a systemic absence of explicit teacher-student interaction throughout the distillation process, leaving the essence of distillation underexploited. To address these issues, we propose several methodological innovations that collectively form an enhanced sequence-level distillation training pipeline. Remarkably, DASD-4B-Thinking obtains competitive results using only 448K training samples -- an order of magnitude fewer than those employed by most existing open-source efforts. To support community research, we publicly release our models and the training dataset.

Standard Knowledge Distillation (KD) compresses Large Language Models (LLMs) by optimizing final outputs, yet it typically treats the teacher's intermediate layer's thought process as a black box. While feature-based distillation attempts to bridge this gap, existing methods (e.g., MSE and asymmetric KL divergence) ignore the rich uncertainty profiles required for the final output. In this paper, we introduce DistillLens, a framework that symmetrically aligns the evolving thought processes of student and teacher models. By projecting intermediate hidden states into the vocabulary space via the Logit Lens, we enforce structural alignment using a symmetric divergence objective. Our analysis proves that this constraint imposes a dual-sided penalty, preventing both overconfidence and underconfidence while preserving the high-entropy information conduits essential for final deduction. Extensive experiments on GPT-2 and Llama architectures demonstrate that DistillLens consistently outperforms standard KD and feature-transfer baselines on diverse instruction-following benchmarks. The code is available at https://github.com/manishdhakal/DistillLens.

Reasoning distillation has attracted increasing attention. It typically leverages a large teacher model to generate reasoning paths, which are then used to fine-tune a student model so that it mimics the teacher's behavior in training contexts. However, previous approaches have lacked a detailed analysis of the origins of the distilled model's capabilities. It remains unclear whether the student can maintain consistent behaviors with the teacher in novel test-time contexts, or whether it regresses to its original output patterns, raising concerns about the generalization of distillation models. To analyse this question, we introduce a cross-model Reasoning Distillation Provenance Tracing framework. For each action (e.g., a sentence) produced by the distilled model, we obtain the predictive probabilities assigned by the teacher, the original student, and the distilled model under the same context. By comparing these probabilities, we classify each action into different categories. By systematically disentangling the provenance of each action, we experimentally demonstrate that, in test-time contexts, the distilled model can indeed generate teacher-originated actions, which correlate with and plausibly explain observed performance on distilled model. Building on this analysis, we further propose a teacher-guided data selection method. Unlike prior approach that rely on heuristics, our method directly compares teacher-student divergences on the training data, providing a principled selection criterion. We validate the effectiveness of our approach across multiple representative teacher models and diverse student models. The results highlight the utility of our provenance-tracing framework and underscore its promise for reasoning distillation. We hope to share Reasoning Distillation Provenance Tracing and our insights into reasoning distillation with the community.

Large language models (LLMs) offer impressive performance but are impractical for resource-constrained deployment due to high latency and energy consumption. Knowledge distillation (KD) addresses this by transferring knowledge from a large teacher to a smaller student model. However, conventional KD, notably approaches like Forward KL (FKL) and Reverse KL (RKL), apply uniform divergence loss across the entire vocabulary, neglecting token-level prediction discrepancies. By investigating these representative divergences via gradient analysis, we reveal that FKL boosts underestimated tokens, while RKL suppresses overestimated ones, showing their complementary roles. Based on this observation, we propose Token-wise Distillation (ToDi), a novel method that adaptively combines FKL and RKL per token using a sigmoid-based weighting function derived from the teacher-student probability log-ratio. ToDi dynamically emphasizes the appropriate divergence for each token, enabling precise distribution alignment. We demonstrate that ToDi consistently outperforms recent distillation baselines using uniform or less granular strategies across instruction-following benchmarks. Extensive ablation studies and efficiency analysis further validate ToDi's effectiveness and practicality.

Knowledge distillation (KD) is a widely adopted technique for transferring knowledge from large language models to smaller student models; however, conventional supervised KD often suffers from a distribution mismatch between training and inference. While on-policy KD approaches attempt to mitigate this issue by learning directly from student-generated outputs, they frequently encounter training instabilities because the distributional gap between the novice student and the expert teacher is often too wide to bridge directly. These challenges manifest as pathological gradients in forward KL objectives or diversity collapse in reverse KL regimes. To address these limitations, we propose Veto, an objective-level reformulation that constructs a geometric bridge in the logit space. Unlike prior methods that mix data samples, Veto creates an intermediate target distribution that promotes alignment between the teacher and the student. By introducing a tunable parameter beta, Veto serves as an Adaptive Gradient Veto that stabilizes optimization by suppressing harmful gradients on low-confidence tokens, while simultaneously acting as a Decisiveness Knob to balance reward-driven performance with output diversity. Extensive experiments across various reasoning and generation tasks demonstrate that Veto consistently outperforms supervised fine-tuning and existing on-policy baselines.

Knowledge distillation plays a key role in compressing the Large Language Models (LLMs), which boosts a small-size student model under large teacher models' guidance. However, existing LLM distillation methods overly rely on student-generated outputs, which may introduce generation errors and misguide the distillation process. Moreover, the distillation loss functions introduced in previous art struggle to align the most informative part due to the complex distribution of LLMs' outputs. To address these problems, we propose a multi-granularity semantic revision method for LLM distillation. At the sequence level, we propose a sequence correction and re-generation (SCRG) strategy. SCRG first calculates the semantic cognitive difference between the teacher and student to detect the error token, then corrects it with the teacher-generated one, and re-generates the sequence to reduce generation errors and enhance generation diversity. At the token level, we design a distribution adaptive clipping Kullback-Leibler (DAC-KL) loss as the distillation objective function. DAC-KL loss exploits a learnable sub-network to adaptively extract semantically dense areas from the teacher's output, avoiding the interference of redundant information in the distillation process. Finally, at the span level, we leverage the span priors of a sequence to compute the probability correlations within spans, and constrain the teacher and student's probability correlations to be consistent, further enhancing the transfer of semantic information. Extensive experiments across different model families with parameters ranging from 0.1B to 13B demonstrate the superiority of our method compared to existing methods.

Knowledge distillation is one of the most effective methods for model compression. Previous studies have focused on the student model effectively training the predictive distribution of the teacher model. However, during training, the student model may inherit the shortcomings of the teacher model, which can lead to a decline in generalization capacity. To mitigate this issue, we propose adaptive self-knowledge distillation (ASKD), which dynamically reduces the dependence of the teacher model to improve the self-training capacity, and performs the self-knowledge distillation method to improve the generalization capacity of the student model. We further distill the Whisper model into a smaller variant, called FastWhisper. In our post-training setting, FastWhisper achieved a word error rate of 1.07% lower than the teacher model Whisper, and its relative inference time was 5 times faster.

Knowledge distillation (KD) exploits a large well-trained model (i.e., teacher) to train a small student model on the same dataset for the same task. Treating teacher features as knowledge, prevailing methods of knowledge distillation train student by aligning its features with the teacher's, e.g., by minimizing the KL-divergence between their logits or L2 distance between their intermediate features. While it is natural to believe that better alignment of student features to the teacher better distills teacher knowledge, simply forcing this alignment does not directly contribute to the student's performance, e.g., classification accuracy. In this work, we propose to align student features with class-mean of teacher features, where class-mean naturally serves as a strong classifier. To this end, we explore baseline techniques such as adopting the cosine distance based loss to encourage the similarity between student features and their corresponding class-means of the teacher. Moreover, we train the student to produce large-norm features, inspired by other lines of work (e.g., model pruning and domain adaptation), which find the large-norm features to be more significant. Finally, we propose a rather simple loss term (dubbed ND loss) to simultaneously (1) encourage student to produce large-norm features, and (2) align the direction of student features and teacher class-means. Experiments on standard benchmarks demonstrate that our explored techniques help existing KD methods achieve better performance, i.e., higher classification accuracy on ImageNet and CIFAR100 datasets, and higher detection precision on COCO dataset. Importantly, our proposed ND loss helps the most, leading to the state-of-the-art performance on these benchmarks. The source code is available at https://github.com/WangYZ1608/Knowledge-Distillation-via-ND.