Daily Papers

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

This paper introduces MalAlgoQA, a novel dataset designed to evaluate the counterfactual reasoning capabilities of Large Language Models (LLMs) through a pedagogical approach. The dataset comprises mathematics and reading comprehension questions, each accompanied by four answer choices and their corresponding rationales. At the heart of MalAlgoQA are ``malgorithms'' - rationales behind incorrect answer choices that represent flawed yet logically coherent reasoning paths. These malgorithms serve as counterfactual scenarios, allowing us to assess an LLM's ability to identify and analyze flawed reasoning patterns. We propose the Malgorithm Identification task, where LLMs are assessed based on their ability to identify corresponding malgorithm given an incorrect answer choice. To evaluate the model performance, we introduce two metrics: Algorithm Identification Accuracy (AIA) for correct answer rationale identification, and Malgorithm Identification Accuracy (MIA) for incorrect answer rationale identification. Our experiments reveal that state-of-the-art LLMs exhibit significant performance drops in MIA compared to AIA, highlighting the challenges in counterfactual reasoning. Surprisingly, we find that the chain-of-thought prompting technique not only fails to consistently enhance MIA but can sometimes lead to underperformance compared to simple prompting. These findings have important implications for developing LLMs with improved counterfactual reasoning, particularly relevant for AI-powered tutoring systems, where identifying and addressing student misconceptions is essential. MalAlgoQA dataset is available https://github.com/luffycodes/MalAlgoQA-Dataset{here}.

Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies.

Visuals are valuable tools for teaching math word problems (MWPs), helping young learners interpret textual descriptions into mathematical expressions before solving them. However, creating such visuals is labor-intensive and there is a lack of automated methods to support this process. In this paper, we present Math2Visual, an automatic framework for generating pedagogically meaningful visuals from MWP text descriptions. Math2Visual leverages a pre-defined visual language and a design space grounded in interviews with math teachers, to illustrate the core mathematical relationships in MWPs. Using Math2Visual, we construct an annotated dataset of 1,903 visuals and evaluate Text-to-Image (TTI) models for their ability to generate visuals that align with our design. We further fine-tune several TTI models with our dataset, demonstrating improvements in educational visual generation. Our work establishes a new benchmark for automated generation of pedagogically meaningful visuals and offers insights into key challenges in producing multimodal educational content, such as the misrepresentation of mathematical relationships and the omission of essential visual elements.

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

Benchmarks like Massive Multitask Language Understanding (MMLU) have played a pivotal role in evaluating AI's knowledge and abilities across diverse domains. However, existing benchmarks predominantly focus on content knowledge, leaving a critical gap in assessing models' understanding of pedagogy - the method and practice of teaching. This paper introduces The Pedagogy Benchmark, a novel dataset designed to evaluate large language models on their Cross-Domain Pedagogical Knowledge (CDPK) and Special Education Needs and Disability (SEND) pedagogical knowledge. These benchmarks are built on a carefully curated set of questions sourced from professional development exams for teachers, which cover a range of pedagogical subdomains such as teaching strategies and assessment methods. Here we outline the methodology and development of these benchmarks. We report results for 97 models, with accuracies spanning a range from 28% to 89% on the pedagogical knowledge questions. We consider the relationship between cost and accuracy and chart the progression of the Pareto value frontier over time. We provide online leaderboards at https://rebrand.ly/pedagogy which are updated with new models and allow interactive exploration and filtering based on various model properties, such as cost per token and open-vs-closed weights, as well as looking at performance in different subjects. LLMs and generative AI have tremendous potential to influence education and help to address the global learning crisis. Education-focused benchmarks are crucial to measure models' capacities to understand pedagogical concepts, respond appropriately to learners' needs, and support effective teaching practices across diverse contexts. They are needed for informing the responsible and evidence-based deployment of LLMs and LLM-based tools in educational settings, and for guiding both development and policy decisions.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

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

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

Now that AI-driven moderation has become pervasive in everyday life, we often hear claims that "the AI is biased". While this is often said jokingly, the light-hearted remark reflects a deeper concern. How can we be certain that an online post flagged as "inappropriate" was not simply the victim of a biased algorithm? This paper investigates this problem using a dual approach. First, I conduct a quantitative benchmark of a widely used toxicity model (unitary/toxic-bert) to measure performance disparity between text in African-American English (AAE) and Standard American English (SAE). The benchmark reveals a clear, systematic bias: on average, the model scores AAE text as 1.8 times more toxic and 8.8 times higher for "identity hate". Second, I introduce an interactive pedagogical tool that makes these abstract biases tangible. The tool's core mechanic, a user-controlled "sensitivity threshold," demonstrates that the biased score itself is not the only harm; instead, the more-concerning harm is the human-set, seemingly neutral policy that ultimately operationalises discrimination. This work provides both statistical evidence of disparate impact and a public-facing tool designed to foster critical AI literacy.

Artificial Intelligence (AI), with ChatGPT as a prominent example, has recently taken center stage in various domains including higher education, particularly in Computer Science and Engineering (CSE). The AI revolution brings both convenience and controversy, offering substantial benefits while lacking formal guidance on their application. The primary objective of this work is to comprehensively analyze the pedagogical potential of ChatGPT in CSE education, understanding its strengths and limitations from the perspectives of educators and learners. We employ a systematic approach, creating a diverse range of educational practice problems within CSE field, focusing on various subjects such as data science, programming, AI, machine learning, networks, and more. According to our examinations, certain question types, like conceptual knowledge queries, typically do not pose significant challenges to ChatGPT, and thus, are excluded from our analysis. Alternatively, we focus our efforts on developing more in-depth and personalized questions and project-based tasks. These questions are presented to ChatGPT, followed by interactions to assess its effectiveness in delivering complete and meaningful responses. To this end, we propose a comprehensive five-factor reliability analysis framework to evaluate the responses. This assessment aims to identify when ChatGPT excels and when it faces challenges. Our study concludes with a correlation analysis, delving into the relationships among subjects, task types, and limiting factors. This analysis offers valuable insights to enhance ChatGPT's utility in CSE education, providing guidance to educators and students regarding its reliability and efficacy.

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

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

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

Leveraging mathematical Large Language Models (LLMs) for proof generation is a fundamental topic in LLMs research. We argue that the ability of current LLMs to prove statements largely depends on whether they have encountered the relevant proof process during training. This reliance limits their deeper understanding of mathematical theorems and related concepts. Inspired by the pedagogical method of "proof by counterexamples" commonly used in human mathematics education, our work aims to enhance LLMs' ability to conduct mathematical reasoning and proof through counterexamples. Specifically, we manually create a high-quality, university-level mathematical benchmark, CounterMATH, which requires LLMs to prove mathematical statements by providing counterexamples, thereby assessing their grasp of mathematical concepts. Additionally, we develop a data engineering framework to automatically obtain training data for further model improvement. Extensive experiments and detailed analyses demonstrate that CounterMATH is challenging, indicating that LLMs, such as OpenAI o1, have insufficient counterexample-driven proof capabilities. Moreover, our exploration into model training reveals that strengthening LLMs' counterexample-driven conceptual reasoning abilities is crucial for improving their overall mathematical capabilities. We believe that our work offers new perspectives on the community of mathematical LLMs.

We introduce RAM, an innovative RAG-based framework with an ever-improving memory. Inspired by humans' pedagogical process, RAM utilizes recursively reasoning-based retrieval and experience reflections to continually update the memory and learn from users' communicative feedback, namely communicative learning. Extensive experiments with both simulated and real users demonstrate significant improvements over traditional RAG and self-knowledge methods, particularly excelling in handling false premise and multi-hop questions. Furthermore, RAM exhibits promising adaptability to various feedback and retrieval method chain types, showcasing its potential for advancing AI capabilities in dynamic knowledge acquisition and lifelong learning.

Effective mathematics education requires identifying and responding to students' mistakes. For AI to support pedagogical applications, models must perform well across different levels of student proficiency. Our work provides an extensive, year-long snapshot of how 11 vision-language models (VLMs) perform on DrawEduMath, a QA benchmark involving real students' handwritten, hand-drawn responses to math problems. We find that models' weaknesses concentrate on a core component of math education: student error. All evaluated VLMs underperform when describing work from students who require more pedagogical help, and across all QA, they struggle the most on questions related to assessing student error. Thus, while VLMs may be optimized to be math problem solving experts, our results suggest that they require alternative development incentives to adequately support educational use cases.

Retrieval-Augmented Generation (RAG) has proven to be an effective method for mitigating hallucination issues inherent in large language models (LLMs). Previous approaches typically train retrievers based on semantic similarity, lacking optimization for RAG. More recent works have proposed aligning retrievers with the preference signals of LLMs. However, these preference signals are often difficult for dense retrievers, which typically have weaker language capabilities, to understand and learn effectively. Drawing inspiration from pedagogical theories like Guided Discovery Learning, we propose a novel framework, FiGRet (Fine-grained Guidance for Retrievers), which leverages the language capabilities of LLMs to construct examples from a more granular, information-centric perspective to guide the learning of retrievers. Specifically, our method utilizes LLMs to construct easy-to-understand examples from samples where the retriever performs poorly, focusing on three learning objectives highly relevant to the RAG scenario: relevance, comprehensiveness, and purity. These examples serve as scaffolding to ultimately align the retriever with the LLM's preferences. Furthermore, we employ a dual curriculum learning strategy and leverage the reciprocal feedback between LLM and retriever to further enhance the performance of the RAG system. A series of experiments demonstrate that our proposed framework enhances the performance of RAG systems equipped with different retrievers and is applicable to various LLMs.

English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.

Quantum algorithms offer significant speedups over their classical counterparts for a variety of problems. The strongest arguments for this advantage are borne by algorithms for quantum search, quantum phase estimation, and Hamiltonian simulation, which appear as subroutines for large families of composite quantum algorithms. A number of these quantum algorithms were recently tied together by a novel technique known as the quantum singular value transformation (QSVT), which enables one to perform a polynomial transformation of the singular values of a linear operator embedded in a unitary matrix. In the seminal GSLW'19 paper on QSVT [Gily\'en, Su, Low, and Wiebe, ACM STOC 2019], many algorithms are encompassed, including amplitude amplification, methods for the quantum linear systems problem, and quantum simulation. Here, we provide a pedagogical tutorial through these developments, first illustrating how quantum signal processing may be generalized to the quantum eigenvalue transform, from which QSVT naturally emerges. Paralleling GSLW'19, we then employ QSVT to construct intuitive quantum algorithms for search, phase estimation, and Hamiltonian simulation, and also showcase algorithms for the eigenvalue threshold problem and matrix inversion. This overview illustrates how QSVT is a single framework comprising the three major quantum algorithms, thus suggesting a grand unification of quantum algorithms.

We introduce fusion-based quantum computing (FBQC) - a model of universal quantum computation in which entangling measurements, called fusions, are performed on the qubits of small constant-sized entangled resource states. We introduce a stabilizer formalism for analyzing fault tolerance and computation in these schemes. This framework naturally captures the error structure that arises in certain physical systems for quantum computing, such as photonics. FBQC can offer significant architectural simplifications, enabling hardware made up of many identical modules, requiring an extremely low depth of operations on each physical qubit and reducing classical processing requirements. We present two pedagogical examples of fault-tolerant schemes constructed in this framework and numerically evaluate their threshold under a hardware agnostic fusion error model including both erasure and Pauli error. We also study an error model of linear optical quantum computing with probabilistic fusion and photon loss. In FBQC the non-determinism of fusion is directly dealt with by the quantum error correction protocol, along with other errors. We find that tailoring the fault-tolerance framework to the physical system allows the scheme to have a higher threshold than schemes reported in literature. We present a ballistic scheme which can tolerate a 10.4% probability of suffering photon loss in each fusion.

This chapter provides a pedagogical introduction and overview of spatial and temporal correlation and fluctuation effects resulting from the fundamentally stochastic kinetics underlying chemical reactions and the dynamics of populations or epidemics. After reviewing the assumptions and mean-field type approximations involved in the construction of chemical rate equations for uniform reactant densities, we first discuss spatial clustering in birth-death systems, where non-linearities are introduced through either density-limiting pair reactions, or equivalently via local imposition of finite carrying capacities. The competition of offspring production, death, and non-linear inhibition induces a population extinction threshold, which represents a non-equilibrium phase transition that separates active from absorbing states. This continuous transition is characterized by the universal scaling exponents of critical directed percolation clusters. Next we focus on the emergence of depletion zones in single-species annihilation processes and spatial population segregation with the associated reaction fronts in two-species pair annihilation. These strong (anti-)correlation effects are dynamically generated by the underlying stochastic kinetics. Finally, we address noise-induced and fluctuation-stabilized spatio-temporal patterns in basic predator-prey systems, exemplified by spreading activity fronts in the two-species Lotka-Volterra model as well as spiral structures in the May-Leonard variant of cyclically competing three-species systems akin to rock-paper-scissors games.

Developing questions that are pedagogically sound, relevant, and promote learning is a challenging and time-consuming task for educators. Modern-day large language models (LLMs) generate high-quality content across multiple domains, potentially helping educators to develop high-quality questions. Automated educational question generation (AEQG) is important in scaling online education catering to a diverse student population. Past attempts at AEQG have shown limited abilities to generate questions at higher cognitive levels. In this study, we examine the ability of five state-of-the-art LLMs of different sizes to generate diverse and high-quality questions of different cognitive levels, as defined by Bloom's taxonomy. We use advanced prompting techniques with varying complexity for AEQG. We conducted expert and LLM-based evaluations to assess the linguistic and pedagogical relevance and quality of the questions. Our findings suggest that LLms can generate relevant and high-quality educational questions of different cognitive levels when prompted with adequate information, although there is a significant variance in the performance of the five LLms considered. We also show that automated evaluation is not on par with human evaluation.

Vision-language models (VLMs) demonstrate impressive performance on standard video understanding benchmarks yet fail systematically on simple reasoning tasks that preschool children can solve, including counting, spatial reasoning, and compositional understanding. We hypothesize that the pedagogically-structured content of educational videos provides an ideal training signal for improving these capabilities. We introduce DoraVQA, a dataset of 5,344 question-answer pairs automatically extracted from 8 seasons of Dora the Explorer with precise timestamp alignment. Each episode follows a consistent context-question-pause-answer structure that creates a self-contained learning environment analogous to interactive tutoring. We fine-tune both Qwen2 and Qwen3 using Group Relative Policy Optimization (GRPO), leveraging the clear correctness signals and structured reasoning traces inherent in educational content. Despite training exclusively on 38 hours of children's educational videos, our approach achieves improvements of 8-14 points on DoraVQA and state-of-the-art 86.16\% on CVBench, with strong transfer to Video-MME and NExT-QA, demonstrating effective generalization from narrow pedagogical content to broad multimodal understanding. Through cross-domain benchmarks, we show that VLMs can perform tasks that require robust reasoning learned from structured educational content, suggesting that content structure matters as much as content scale.

Unitary t-designs are some of the most versatile tools in quantum information theory. Their applications range from randomized benchmarking and shadow tomography, to more fundamental ones such as emulating quantum chaos and establishing exponential separations between classical and quantum query complexity. While unitary designs originating from a group structure, such as the Clifford group, have proven to be incredibly useful for qubit systems, unfortunately, this is no longer true for qudits. In fact, the classification of finite-group representations rules out the existence of unitary 2-designs for arbitrary qudit dimensions. This severely limits the applicability of standard quantum information primitives when it comes to qudit systems. We overcome these limitations with a three-fold contribution. First, we introduce a general technique to construct families of weighted state t-designs in arbitrary qudit dimensions. These weighted state-designs generalize classical shadow tomography protocol from qubits to qudits. Second, we introduce a Clifford character RB that allows us to benchmark the qudit Clifford group in any dimension, including non-prime-power dimensions. And third, we establish bounds on the quantum circuit complexity of generating approximate unitary-designs from native gates in existing quantum hardware such as high-spin and cavity-QED qudits. Our work further highlights the analogy between spin and optical coherent states by proving that spin-GKP codewords form a state 2-design while spin coherent states do not; in direct analogy with the optical case. This work is structured as a pedagogical and self-contained introduction to unitary designs and their applications to qudit systems.

We present OpenGloss, a synthetic encyclopedic dictionary and semantic knowledge graph for English that integrates lexicographic definitions, encyclopedic context, etymological histories, and semantic relationships in a unified resource. OpenGloss contains 537K senses across 150K lexemes, on par with WordNet 3.1 and Open English WordNet, while providing more than four times as many sense definitions. These lexemes include 9.1M semantic edges, 1M usage examples, 3M collocations, and 60M words of encyclopedic content. Generated through a multi-agent procedural generation pipeline with schema-validated LLM outputs and automated quality assurance, the entire resource was produced in under one week for under $1,000. This demonstrates that structured generation can create comprehensive lexical resources at cost and time scales impractical for manual curation, enabling rapid iteration as foundation models improve. The resource addresses gaps in pedagogical applications by providing integrated content -- definitions, examples, collocations, encyclopedias, etymology -- that supports both vocabulary learning and natural language processing tasks. As a synthetically generated resource, OpenGloss reflects both the capabilities and limitations of current foundation models. The dataset is publicly available on Hugging Face under CC-BY 4.0, enabling researchers and educators to build upon and adapt this resource.

The Monty Hall problem is a classic probability puzzle known for its counterintuitive solution, revealing fundamental discrepancies between mathematical reasoning and human intuition. To bridge this gap, we introduce a novel explanatory framework inspired by quantum measurement theory. Specifically, we conceptualize the hosts' actions-opening doors to reveal non-prizes-as analogous to quantum measurements that cause asymmetric collapses of the probability distribution. This quantum-inspired interpretation not only clarifies why the intuitive misunderstanding arises but also provides generalized formulas consistent with standard Bayesian results. We further validate our analytical approach using Monte Carlo simulations across various problem settings, demonstrating precise agreement between theoretical predictions and empirical outcomes. Our quantum analogy thus offers a powerful pedagogical tool, enhancing intuitive understanding of conditional probability phenomena through the lens of probability redistribution and quantum-like measurement operations.

Teaching Computer Science (CS) by having students write programs by hand on paper has key pedagogical advantages: It allows focused learning and requires careful thinking compared to the use of Integrated Development Environments (IDEs) with intelligent support tools or "just trying things out". The familiar environment of pens and paper also lessens the cognitive load of students with no prior experience with computers, for whom the mere basic usage of computers can be intimidating. Finally, this teaching approach opens learning opportunities to students with limited access to computers. However, a key obstacle is the current lack of teaching methods and support software for working with and running handwritten programs. Optical character recognition (OCR) of handwritten code is challenging: Minor OCR errors, perhaps due to varied handwriting styles, easily make code not run, and recognizing indentation is crucial for languages like Python but is difficult to do due to inconsistent horizontal spacing in handwriting. Our approach integrates two innovative methods. The first combines OCR with an indentation recognition module and a language model designed for post-OCR error correction without introducing hallucinations. This method, to our knowledge, surpasses all existing systems in handwritten code recognition. It reduces error from 30\% in the state of the art to 5\% with minimal hallucination of logical fixes to student programs. The second method leverages a multimodal language model to recognize handwritten programs in an end-to-end fashion. We hope this contribution can stimulate further pedagogical research and contribute to the goal of making CS education universally accessible. We release a dataset of handwritten programs and code to support future research at https://github.com/mdoumbouya/codeocr

We discuss the notion of coherent states from three different perspectives: the seminal approach of Schroedinger, the experimental take of quantum optics, and the theoretical developments in quantum gravity. This comparative study tries to emphasise the connections between the approaches, and to offer a coherent short story of the field, so to speak. It may be useful for pedagogical purposes, as well as for specialists of quantum optics and quantum gravity willing to embed their perspective within a wider landscape.

We present an elementary, self-contained proof of Grothendieck's inequality that unifies the real and complex cases and yields both the Krivine and Haagerup bounds, the current best-known explicit bounds for the real and complex Grothendieck constants respectively. This article is intended to be pedagogical, combining and streamlining known ideas of Lindenstrauss--Pe{\l}czy\'nski, Krivine, and Haagerup into a proof that need only univariate calculus, basic complex variables, and a modicum of linear algebra as prerequisites.

The blue bottle experiment was first introduced to the chemical education literature as a simple demonstration on kinetics. Its original formulation contains only glucose, NaOH and small amount of methylene blue. The solution turns blue when shaken and fades to colorless upon standing. This bluing/de-bluing cycle may be repeated and may be compared to blood colors in animal's respiratory cycle. Inspired by the blue bottle experiment, the colorful chemical bottle experiment kit was commercially developed in 2006. The kit is a versatile pedagogical tool, not only for physical chemistry but also for analytical, biological and organic chemistry. It also helps teaching concepts in scientific method and laboratory safety. This manuscript contains four parts, brief review on literature relating to the blue bottle experiment, description of the colorful chemical bottle experiment kit, pedagogical discussion of the experiments and preliminary evaluation from students.

Searches for stochastic gravitational-wave backgrounds using pulsar timing arrays look for correlations in the timing residuals induced by the background across the pulsars in the array. The correlation signature of an isotropic, unpolarized gravitational-wave background predicted by general relativity follows the so-called Hellings and Downs curve, which is a relatively simple function of the angle between a pair of Earth-pulsar baselines. In this paper, we give a pedagogical discussion of the Hellings and Downs curve for pulsar timing arrays, considering simpler analogous scenarios involving sound and electromagnetic waves. We calculate Hellings-and-Downs-type functions for these two scenarios and develop a framework suitable for doing more general correlation calculations.

Designing good reflection questions is pedagogically important but time-consuming and unevenly supported across teachers. This paper introduces a reflection-in-reflection framework for automated generation of reflection questions with large language models (LLMs). Our approach coordinates two role-specialized agents, a Student-Teacher and a Teacher-Educator, that engage in a Socratic multi-turn dialogue to iteratively refine a single question given a teacher-specified topic, key concepts, student level, and optional instructional materials. The Student-Teacher proposes candidate questions with brief rationales, while the Teacher-Educator evaluates them along clarity, depth, relevance, engagement, and conceptual interconnections, responding only with targeted coaching questions or a fixed signal to stop the dialogue. We evaluate the framework in an authentic lower-secondary ICT setting on the topic, using GPT-4o-mini as the backbone model and a stronger GPT- 4-class LLM as an external evaluator in pairwise comparisons of clarity, relevance, depth, and overall quality. First, we study how interaction design and context (dynamic vs.fixed iteration counts; presence or absence of student level and materials) affect question quality. Dynamic stopping combined with contextual information consistently outperforms fixed 5- or 10-step refinement, with very long dialogues prone to drift or over-complication. Second, we show that our two-agent protocol produces questions that are judged substantially more relevant and deeper, and better overall, than a one-shot baseline using the same backbone model.

In AI-facilitated teaching, leveraging various query styles to interpret abstract educational content is crucial for delivering effective and accessible learning experiences. However, existing retrieval systems predominantly focus on natural text-image matching and lack the capacity to address the diversity and ambiguity inherent in real-world educational scenarios. To address this limitation, we develop a lightweight and efficient multi-modal retrieval module, named Uni-Retrieval, which extracts query-style prototypes and dynamically matches them with tokens from a continually updated Prompt Bank. This Prompt Bank encodes and stores domain-specific knowledge by leveraging a Mixture-of-Expert Low-Rank Adaptation (MoE-LoRA) module and can be adapted to enhance Uni-Retrieval's capability to accommodate unseen query types at test time. To enable natural language educational content generation, we integrate the original Uni-Retrieval with a compact instruction-tuned language model, forming a complete retrieval-augmented generation pipeline named Uni-RAG. Given a style-conditioned query, Uni-RAG first retrieves relevant educational materials and then generates human-readable explanations, feedback, or instructional content aligned with the learning objective. Experimental results on SER and other multi-modal benchmarks show that Uni-RAG outperforms baseline retrieval and RAG systems in both retrieval accuracy and generation quality, while maintaining low computational cost. Our framework provides a scalable, pedagogically grounded solution for intelligent educational systems, bridging retrieval and generation to support personalized, explainable, and efficient learning assistance across diverse STEM scenarios.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

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

Deep learning sometimes appears to work in unexpected ways. In pursuit of a deeper understanding of its surprising behaviors, we investigate the utility of a simple yet accurate model of a trained neural network consisting of a sequence of first-order approximations telescoping out into a single empirically operational tool for practical analysis. Across three case studies, we illustrate how it can be applied to derive new empirical insights on a diverse range of prominent phenomena in the literature -- including double descent, grokking, linear mode connectivity, and the challenges of applying deep learning on tabular data -- highlighting that this model allows us to construct and extract metrics that help predict and understand the a priori unexpected performance of neural networks. We also demonstrate that this model presents a pedagogical formalism allowing us to isolate components of the training process even in complex contemporary settings, providing a lens to reason about the effects of design choices such as architecture & optimization strategy, and reveals surprising parallels between neural network learning and gradient boosting.

The emergence of Large Language Models (LLMs) presents transformative opportunities for education, generating numerous novel application scenarios. However, significant challenges remain: evaluation metrics vary substantially across different educational scenarios, while many emerging scenarios lack appropriate assessment metrics. Current benchmarks predominantly measure general intelligence rather than pedagogical capabilities. To address this gap, we introduce ELMES, an open-source automated evaluation framework specifically designed for assessing LLMs in educational settings. ELMES features a modular architecture that enables researchers to create dynamic, multi-agent dialogues through simple configuration files, facilitating flexible scenario design without requiring extensive programming expertise. The framework incorporates a hybrid evaluation engine that objectively quantifies traditionally subjective pedagogical metrics using an LLM-as-a-Judge methodology. We conduct systematic benchmarking of state-of-the-art LLMs across four critical educational scenarios: Knowledge Point Explanation, Guided Problem-Solving Teaching, Interdisciplinary Lesson Plan Generation, and Contextualized Question Generation, employing fine-grained metrics developed in collaboration with education specialists. Our results demonstrate distinct capability distributions among models, revealing context-specific strengths and limitations. ELMES provides educators and researchers with an accessible evaluation framework that significantly reduces adaptation barriers for diverse educational applications while advancing the practical implementation of LLMs in pedagogy. The framework is publicly available at https://github.com/sii-research/elmes.git.

This paper introduces Least Volume-a simple yet effective regularization inspired by geometric intuition-that can reduce the necessary number of latent dimensions needed by an autoencoder without requiring any prior knowledge of the intrinsic dimensionality of the dataset. We show that the Lipschitz continuity of the decoder is the key to making it work, provide a proof that PCA is just a linear special case of it, and reveal that it has a similar PCA-like importance ordering effect when applied to nonlinear models. We demonstrate the intuition behind the regularization on some pedagogical toy problems, and its effectiveness on several benchmark problems, including MNIST, CIFAR-10 and CelebA.

In oral arguments, judges probe attorneys with questions about the factual record, legal claims, and the strength of their arguments. To prepare for this questioning, both law schools and practicing attorneys rely on moot courts: practice simulations of appellate hearings. Leveraging a dataset of U.S. Supreme Court oral argument transcripts, we examine whether AI models can effectively simulate justice-specific questioning for moot court-style training. Evaluating oral argument simulation is challenging because there is no single correct question for any given turn. Instead, effective questioning should reflect a combination of desirable qualities, such as anticipating substantive legal issues, detecting logical weaknesses, and maintaining an appropriately adversarial tone. We introduce a two-layer evaluation framework that assesses both the realism and pedagogical usefulness of simulated questions using complementary proxy metrics. We construct and evaluate both prompt-based and agentic oral argument simulators. We find that simulated questions are often perceived as realistic by human annotators and achieve high recall of ground truth substantive legal issues. However, models still face substantial shortcomings, including low diversity in question types and sycophancy. Importantly, these shortcomings would remain undetected under naive evaluation approaches.

We present an open-source Python implementation of an idealized high-order pseudo-spectral solver for the one-dimensional nonlinear Schr\"odinger equation (NLSE). The solver combines Fourier spectral spatial discretization with an adaptive eighth-order Dormand-Prince time integration scheme to achieve machine-precision conservation of mass and near-perfect preservation of momentum and energy for smooth solutions. The implementation accurately reproduces fundamental NLSE phenomena including soliton collisions with analytically predicted phase shifts, Akhmediev breather dynamics, and the development of modulation instability from noisy initial conditions. Four canonical test cases validate the numerical scheme: single soliton propagation, two-soliton elastic collision, breather evolution, and noise-seeded modulation instability. The solver employs a 2/3 dealiasing rule with exponential filtering to prevent aliasing errors from the cubic nonlinearity. Statistical analysis using Shannon, R\'enyi, and Tsallis entropies quantifies the spatio-temporal complexity of solutions, while phase space representations reveal the underlying coherence structure. The implementation prioritizes code transparency and educational accessibility over computational performance, providing a valuable pedagogical tool for exploring nonlinear wave dynamics. Complete source code, documentation, and example configurations are freely available, enabling reproducible computational experiments across diverse physical contexts where the NLSE governs wave evolution, including nonlinear optics, Bose-Einstein condensates, and ocean surface waves.

We propose MedicalNarratives, a dataset curated from medical pedagogical videos similar in nature to data collected in Think-Aloud studies and inspired by Localized Narratives, which collects grounded image-text data by curating instructors' speech and mouse cursor movements synchronized in time. MedicalNarratives enables pretraining of both semantic and dense objectives, alleviating the need to train medical semantic and dense tasks disparately due to the lack of reasonably sized datasets. Our dataset contains 4.7M image-text pairs from videos and articles, with 1M samples containing dense annotations in the form of traces and bounding boxes. To evaluate the utility of MedicalNarratives, we train GenMedClip based on the CLIP architecture using our dataset spanning 12 medical domains and demonstrate that it outperforms previous state-of-the-art models on a newly constructed medical imaging benchmark that comprehensively evaluates performance across all modalities. Data, demo, code and models available at https://medical-narratives.github.io

Knowledge tagging for questions is vital in modern intelligent educational applications, including learning progress diagnosis, practice question recommendations, and course content organization. Traditionally, these annotations have been performed by pedagogical experts, as the task demands not only a deep semantic understanding of question stems and knowledge definitions but also a strong ability to link problem-solving logic with relevant knowledge concepts. With the advent of advanced natural language processing (NLP) algorithms, such as pre-trained language models and large language models (LLMs), pioneering studies have explored automating the knowledge tagging process using various machine learning models. In this paper, we investigate the use of a multi-agent system to address the limitations of previous algorithms, particularly in handling complex cases involving intricate knowledge definitions and strict numerical constraints. By demonstrating its superior performance on the publicly available math question knowledge tagging dataset, MathKnowCT, we highlight the significant potential of an LLM-based multi-agent system in overcoming the challenges that previous methods have encountered. Finally, through an in-depth discussion of the implications of automating knowledge tagging, we underscore the promising results of deploying LLM-based algorithms in educational contexts.

The integration of Large Language Models (LLMs), especially ChatGPT, into education is poised to revolutionize students' learning experiences by introducing innovative conversational learning methodologies. To empower students to fully leverage the capabilities of ChatGPT in educational scenarios, understanding students' interaction patterns with ChatGPT is crucial for instructors. However, this endeavor is challenging due to the absence of datasets focused on student-ChatGPT conversations and the complexities in identifying and analyzing the evolutional interaction patterns within conversations. To address these challenges, we collected conversational data from 48 students interacting with ChatGPT in a master's level data visualization course over one semester. We then developed a coding scheme, grounded in the literature on cognitive levels and thematic analysis, to categorize students' interaction patterns with ChatGPT. Furthermore, we present a visual analytics system, StuGPTViz, that tracks and compares temporal patterns in student prompts and the quality of ChatGPT's responses at multiple scales, revealing significant pedagogical insights for instructors. We validated the system's effectiveness through expert interviews with six data visualization instructors and three case studies. The results confirmed StuGPTViz's capacity to enhance educators' insights into the pedagogical value of ChatGPT. We also discussed the potential research opportunities of applying visual analytics in education and developing AI-driven personalized learning solutions.

Scaling high-quality tutoring remains a major challenge in education. Due to growing demand, many platforms employ novice tutors who, unlike experienced educators, struggle to address student mistakes and thus fail to seize prime learning opportunities. Our work explores the potential of large language models (LLMs) to close the novice-expert knowledge gap in remediating math mistakes. We contribute Bridge, a method that uses cognitive task analysis to translate an expert's latent thought process into a decision-making model for remediation. This involves an expert identifying (A) the student's error, (B) a remediation strategy, and (C) their intention before generating a response. We construct a dataset of 700 real tutoring conversations, annotated by experts with their decisions. We evaluate state-of-the-art LLMs on our dataset and find that the expert's decision-making model is critical for LLMs to close the gap: responses from GPT4 with expert decisions (e.g., "simplify the problem") are +76% more preferred than without. Additionally, context-sensitive decisions are critical to closing pedagogical gaps: random decisions decrease GPT4's response quality by -97% than expert decisions. Our work shows the potential of embedding expert thought processes in LLM generations to enhance their capability to bridge novice-expert knowledge gaps. Our dataset and code can be found at: https://github.com/rosewang2008/bridge.

Designing dialog tutors has been challenging as it involves modeling the diverse and complex pedagogical strategies employed by human tutors. Although there have been significant recent advances in neural conversational systems using large language models (LLMs) and growth in available dialog corpora, dialog tutoring has largely remained unaffected by these advances. In this paper, we rigorously analyze various generative language models on two dialog tutoring datasets for language learning using automatic and human evaluations to understand the new opportunities brought by these advances as well as the challenges we must overcome to build models that would be usable in real educational settings. We find that although current approaches can model tutoring in constrained learning scenarios when the number of concepts to be taught and possible teacher strategies are small, they perform poorly in less constrained scenarios. Our human quality evaluation shows that both models and ground-truth annotations exhibit low performance in terms of equitable tutoring, which measures learning opportunities for students and how engaging the dialog is. To understand the behavior of our models in a real tutoring setting, we conduct a user study using expert annotators and find a significantly large number of model reasoning errors in 45% of conversations. Finally, we connect our findings to outline future work.

The rapid progress of large language models (LLMs) has opened new opportunities for education. While learners can interact with academic papers through LLM-powered dialogue, limitations still exist: absence of structured organization and high text reliance can impede systematic understanding and engagement with complex concepts. To address these challenges, we propose Auto-Slides, an LLM-driven system that converts research papers into pedagogically structured, multimodal slides (e.g., diagrams and tables). Drawing on cognitive science, it creates a presentation-oriented narrative and allows iterative refinement via an interactive editor, in order to match learners' knowledge level and goals. Auto-Slides further incorporates verification and knowledge retrieval mechanisms to ensure accuracy and contextual completeness. Through extensive user studies, Auto-Slides enhances learners' comprehension and engagement compared to conventional LLM-based reading. Our contributions lie in designing a multi-agent framework for transforming academic papers into pedagogically optimized slides and introducing interactive customization for personalized learning.

Can a model learn to escape its own learning plateau? Reinforcement learning methods for finetuning large reasoning models stall on datasets with low initial success rates, and thus little training signal. We investigate a fundamental question: Can a pretrained LLM leverage latent knowledge to generate an automated curriculum for problems it cannot solve? To explore this, we design SOAR: A self-improvement framework designed to surface these pedagogical signals through meta-RL. A teacher copy of the model proposes synthetic problems for a student copy, and is rewarded with its improvement on a small subset of hard problems. Critically, SOAR grounds the curriculum in measured student progress rather than intrinsic proxy rewards. Our study on the hardest subsets of mathematical benchmarks (0/128 success) reveals three core findings. First, we show that it is possible to realize bi-level meta-RL that unlocks learning under sparse, binary rewards by sharpening a latent capacity of pretrained models to generate useful stepping stones. Second, grounded rewards outperform intrinsic reward schemes used in prior LLM self-play, reliably avoiding the instability and diversity collapse modes they typically exhibit. Third, analyzing the generated questions reveals that structural quality and well-posedness are more critical for learning progress than solution correctness. Our results suggest that the ability to generate useful stepping stones does not require the preexisting ability to actually solve the hard problems, paving a principled path to escape reasoning plateaus without additional curated data.

As large language models (LLMs) become increasingly common in educational applications, there is a growing need for evidence-based methods to design and evaluate LLM prompts that produce personalized and pedagogically aligned out-puts. This study presents a generalizable, systematic approach for evaluating prompts, demonstrated through an analysis of LLM-generated follow-up questions in a structured dialogue activity. Six prompt templates were designed and tested. The templates incorporated established prompt engineering patterns, with each prompt emphasizing distinct pedagogical strategies. The prompt templates were compared through a tournament-style evaluation framework that can be adapted for other educational applications. The tournament employed the Glicko2 rating system with eight judges evaluating question pairs across three dimensions: format, dialogue support, and appropriateness for learners. Data was sourced from 120 authentic user interactions across three distinct educational deployments. Results showed that a single prompt related to strategic reading out-performed other templates with win probabilities ranging from 81% to 100% in pairwise comparisons. This prompt combined persona and context manager pat-terns and was designed to support metacognitive learning strategies such as self-directed learning. The methodology showcases how educational technology re- searchers can systematically evaluate and improve prompt designs, moving beyond ad-hoc prompt engineering toward evidence-based prompt development for educational applications.

We study architectural and optimization techniques for sample-efficient language modeling under the constraints of the BabyLM 2025 shared task. Our model, BLaLM, replaces self-attention with a linear-time mLSTM token mixer and explores lightweight enhancements, including short convolutions, sliding window attention with dynamic modulation, and Hedgehog feature maps. To support training in low-resource settings, we curate a high-quality corpus emphasizing readability and pedagogical structure. Experiments across both STRICT and STRICT-SMALL tracks show that (1) linear attention combined with sliding window attention consistently improves zero-shot performance, and (2) the Muon optimizer stabilizes convergence and reduces perplexity over AdamW. These results highlight effective strategies for efficient language modeling without relying on scale.

OpenNMT is an open-source toolkit for neural machine translation (NMT). The system prioritizes efficiency, modularity, and extensibility with the goal of supporting NMT research into model architectures, feature representations, and source modalities, while maintaining competitive performance and reasonable training requirements. The toolkit consists of modeling and translation support, as well as detailed pedagogical documentation about the underlying techniques. OpenNMT has been used in several production MT systems, modified for numerous research papers, and is implemented across several deep learning frameworks.

Can AI effectively perform complex econometric analysis traditionally requiring human expertise? This paper evaluates an agentic AI's capability to master econometrics, focusing on empirical analysis performance. We develop an ``Econometrics AI Agent'' built on the open-source MetaGPT framework. This agent exhibits outstanding performance in: (1) planning econometric tasks strategically, (2) generating and executing code, (3) employing error-based reflection for improved robustness, and (4) allowing iterative refinement through multi-round conversations. We construct two datasets from academic coursework materials and published research papers to evaluate performance against real-world challenges. Comparative testing shows our domain-specialized agent significantly outperforms both benchmark large language models (LLMs) and general-purpose AI agents. This work establishes a testbed for exploring AI's impact on social science research and enables cost-effective integration of domain expertise, making advanced econometric methods accessible to users with minimal coding expertise. Furthermore, our agent enhances research reproducibility and offers promising pedagogical applications for econometrics teaching.

This paper introduces the first publicly available dataset for Automatic Essay Scoring (AES) and feedback generation in Basque, targeting the CEFR C1 proficiency level. The dataset comprises 3,200 essays from HABE, each annotated by expert evaluators with criterion specific scores covering correctness, richness, coherence, cohesion, and task alignment enriched with detailed feedback and error examples. We fine-tune open-source models, including RoBERTa-EusCrawl and Latxa 8B/70B, for both scoring and explanation generation. Our experiments show that encoder models remain highly reliable for AES, while supervised fine-tuning (SFT) of Latxa significantly enhances performance, surpassing state-of-the-art (SoTA) closed-source systems such as GPT-5 and Claude Sonnet 4.5 in scoring consistency and feedback quality. We also propose a novel evaluation methodology for assessing feedback generation, combining automatic consistency metrics with expert-based validation of extracted learner errors. Results demonstrate that the fine-tuned Latxa model produces criterion-aligned, pedagogically meaningful feedback and identifies a wider range of error types than proprietary models. This resource and benchmark establish a foundation for transparent, reproducible, and educationally grounded NLP research in low-resource languages such as Basque.

Effective personalization of LLMs is critical for a broad range of user-interfacing applications such as virtual assistants and content curation. Inspired by the strong in-context learning capabilities of LLMs, we propose Few-Shot Preference Optimization (FSPO), which reframes reward modeling as a meta-learning problem. Under this framework, an LLM learns to quickly adapt to a user via a few labeled preferences from that user, constructing a personalized reward function for them. Additionally, since real-world preference data is scarce and challenging to collect at scale, we propose careful design choices to construct synthetic preference datasets for personalization, generating over 1M synthetic personalized preferences using publicly available LLMs. In particular, to successfully transfer from synthetic data to real users, we find it crucial for the data to exhibit both high diversity and coherent, self-consistent structure. We evaluate FSPO on personalized open-ended generation for up to 1,500 synthetic users across across three domains: movie reviews, pedagogical adaptation based on educational background, and general question answering, along with a controlled human study. Overall, FSPO achieves an 87% Alpaca Eval winrate on average in generating responses that are personalized to synthetic users and a 72% winrate with real human users in open-ended question answering.

Large Language Models (LLMs) represent a promising frontier for recommender systems, yet their development has been impeded by the absence of predictable scaling laws, which are crucial for guiding research and optimizing resource allocation. We hypothesize that this may be attributed to the inherent noise, bias, and incompleteness of raw user interaction data in prior continual pre-training (CPT) efforts. This paper introduces a novel, layered framework for generating high-quality synthetic data that circumvents such issues by creating a curated, pedagogical curriculum for the LLM. We provide powerful, direct evidence for the utility of our curriculum by showing that standard sequential models trained on our principled synthetic data significantly outperform (+130% on recall@100 for SasRec) models trained on real data in downstream ranking tasks, demonstrating its superiority for learning generalizable user preference patterns. Building on this, we empirically demonstrate, for the first time, robust power-law scaling for an LLM that is continually pre-trained on our high-quality, recommendation-specific data. Our experiments reveal consistent and predictable perplexity reduction across multiple synthetic data modalities. These findings establish a foundational methodology for reliable scaling LLM capabilities in the recommendation domain, thereby shifting the research focus from mitigating data deficiencies to leveraging high-quality, structured information.

This paper presents a novel syllable-based tokenization approach for Indonesian large language models, inspired by the Gasing Literacy Learning System's pedagogical methodology. Drawing on information-theoretic principles, we develop a tokenization framework that segments Indonesian text at syllable boundaries before applying byte-pair encoding, creating a vocabulary that aligns with the language's morphophonological structure. Our approach first identifies high-frequency syllables through rule-based segmentation, then constructs a compact vocabulary of 3,500 tokens that preserves meaningful linguistic units while maintaining coverage through character-level fallback. Empirical evaluation on Indonesian Wikipedia and folklore corpora from Indonesian Culture Digital Library (PDBI) demonstrates substantial improvements over conventional tokenization methods: the syllable-based approach achieves Rényi efficiency of 0.74 compared to 0.50-0.64 for pretrained multilingual tokenizers, while maintaining higher average token lengths (3.67 characters versus 2.72 for GPT-2) despite using a vocabulary an order of magnitude smaller. These gains emerge from the method's ability to internalize character-level dependencies within syllable units, reducing the computational burden on language models while respecting Indonesian's agglutinative morphology. We call the LLM built upon this principle, TOBA LLM (Tokenisasi Optimum Berbasis Aglutinasi), the convergence of human literacy pedagogy with computational optimization principles offers a promising paradigm for developing linguistically-informed tokenization strategies, particularly for morphologically rich and underrepresented languages in natural language processing.

Crossword puzzles are popular linguistic games often used as tools to engage students in learning. Educational crosswords are characterized by less cryptic and more factual clues that distinguish them from traditional crossword puzzles. Despite there exist several publicly available clue-answer pair databases for traditional crosswords, educational clue-answer pairs datasets are missing. In this article, we propose a methodology to build educational clue generation datasets that can be used to instruct Large Language Models (LLMs). By gathering from Wikipedia pages informative content associated with relevant keywords, we use Large Language Models to automatically generate pedagogical clues related to the given input keyword and its context. With such an approach, we created clue-instruct, a dataset containing 44,075 unique examples with text-keyword pairs associated with three distinct crossword clues. We used clue-instruct to instruct different LLMs to generate educational clues from a given input content and keyword. Both human and automatic evaluations confirmed the quality of the generated clues, thus validating the effectiveness of our approach.

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

The rapid integration of generative artificial intelligence into education has driven digital transformation in e-teaching, yet user perceptions of AI educational apps remain underexplored. This study performs a sentiment-driven evaluation of user reviews from top AI ed-apps on the Google Play Store to assess efficacy, challenges, and pedagogical implications. Our pipeline involved scraping app data and reviews, RoBERTa for binary sentiment classification, GPT-4o for key point extraction, and GPT-5 for synthesizing top positive/negative themes. Apps were categorized into seven types (e.g., homework helpers, math solvers, language tools), with overlaps reflecting multifunctional designs. Results indicate predominantly positive sentiments, with homework apps like Edu AI (95.9% positive) and Answer.AI (92.7%) leading in accuracy, speed, and personalization, while language/LMS apps (e.g., Teacher AI at 21.8% positive) lag due to instability and limited features. Positives emphasize efficiency in brainstorming, problem-solving, and engagement; negatives center on paywalls, inaccuracies, ads, and glitches. Trends show that homework helpers outperform specialized tools, highlighting AI's democratizing potential amid risks of dependency and inequity. The discussion proposes future ecosystems with hybrid AI-human models, VR/AR for immersive learning, and a roadmap for developers (adaptive personalization) and policymakers (monetization regulation for inclusivity). This underscores generative AI's role in advancing e-teaching by enabling ethical refinements that foster equitable, innovative environments. The full dataset is available here(https://github.com/erfan-nourbakhsh/GenAI-EdSent).

LLM chatbot interfaces allow students to get instant, interactive assistance with homework, but doing so carelessly may not advance educational objectives. In this study, an interactive homework help system based on DeepSeek R1 is developed and first implemented for students enrolled in a large computer science beginning programming course. In addition to an assist button in a well-known code editor, our assistant also has a feedback option in our command-line automatic evaluator. It wraps student work in a personalized prompt that advances our educational objectives without offering answers straight away. We have discovered that our assistant can recognize students' conceptual difficulties and provide ideas, plans, and template code in pedagogically appropriate ways. However, among other mistakes, it occasionally incorrectly labels the correct student code as incorrect or encourages students to use correct-but-lesson-inappropriate approaches, which can lead to long and frustrating journeys for the students. After discussing many development and deployment issues, we provide our conclusions and future actions.

We present 1d-qt-ideal-solver, an open-source Python library for simulating one-dimensional quantum tunneling dynamics under idealized coherent conditions. The solver implements the split-operator method with second-order Trotter-Suzuki factorization, utilizing FFT-based spectral differentiation for the kinetic operator and complex absorbing potentials to eliminate boundary reflections. Numba just-in-time compilation achieves performance comparable to compiled languages while maintaining code accessibility. We validate the implementation through two canonical test cases: rectangular barriers modeling field emission through oxide layers and Gaussian barriers approximating scanning tunneling microscopy interactions. Both simulations achieve exceptional numerical fidelity with machine-precision energy conservation over femtosecond-scale propagation. Comparative analysis employing information-theoretic measures and nonparametric hypothesis tests reveals that rectangular barriers exhibit moderately higher transmission coefficients than Gaussian barriers in the over-barrier regime, though Jensen-Shannon divergence analysis indicates modest practical differences between geometries. Phase space analysis confirms complete decoherence when averaged over spatial-temporal domains. The library name reflects its scope: idealized signifies deliberate exclusion of dissipation, environmental coupling, and many-body interactions, limiting applicability to qualitative insights and pedagogical purposes rather than quantitative experimental predictions. Distributed under the MIT License, the library provides a deployable tool for teaching quantum mechanics and preliminary exploration of tunneling dynamics.

A large amount of valuable academic content is only available in its original language, creating a significant access barrier for the global student community. This is a challenge for translating in several subjects, such as history, culture, and the arts, where current automated subtitle tools fail to convey the appropriate pedagogical tone and specialized meaning. In addition, reading traditional automated subtitles increases cognitive load and leads to a disconnected learning experience. Through a mixed-methods study involving 36 participants, we found that GlobalizeEds dubbed formats significantly reduce cognitive load and offer a more immersive learning experience compared to traditional subtitles. Although learning effectiveness was comparable between high-quality subtitles and dubbed formats, both groups valued GlobalizeEds ability to preserve the speakers voice, which enhanced perceived authenticity. Instructors rated translation accuracy and vocal naturalness, whereas students reported that synchronized, identity-preserving outputs fostered engagement and trust. This work contributes a novel human-centered AI framework for cross-lingual education, demonstrating how multimodal translation systems can balance linguistic fidelity, cultural adaptability, and user control to create more inclusive global learning experiences.

While Large Language Models (LLMs) excel at generating human-like text, aligning their outputs with complex, qualitative goals like pedagogical soundness remains a significant challenge. Standard reinforcement learning techniques often rely on slow and expensive LLM-as-a-judge evaluations or on brittle, keyword-based metrics like ROUGE, which fail to capture the semantic essence of a high-quality explanation. In this work, we introduce a novel approach to reward shaping within the Group Relative Policy Optimisation (GRPO) framework. Our central contribution is the use of a small, efficient encoder-only transformer as a semantic reward model. This model provides a dense, semantically rich reward signal based on the cosine similarity between a generated explanation and a ground-truth reference, guiding the policy towards explanations that are not just factually correct but also structurally and conceptually aligned with expert reasoning. We apply this method to the task of training a model for the Italian medical-school entrance examinations, following standard domain-adaptive continued pre-training (CPT) and supervised fine-tuning (SFT). Our results demonstrate that GRPO with our proposed semantic reward significantly improves explanation faithfulness and clarity over a strong SFT baseline, showcasing the power of using lightweight encoder models for nuanced reward shaping in complex generation tasks

We introduce rd-spiral, an open-source Python library for simulating 2D reaction-diffusion systems using pseudo-spectral methods. The framework combines FFT-based spatial discretization with adaptive Dormand-Prince time integration, achieving exponential convergence while maintaining pedagogical clarity. We analyze three dynamical regimes: stable spirals, spatiotemporal chaos, and pattern decay, revealing extreme non-Gaussian statistics (kurtosis >96) in stable states. Information-theoretic metrics show 10.7% reduction in activator-inhibitor coupling during turbulence versus 6.5% in stable regimes. The solver handles stiffness ratios >6:1 with features including automated equilibrium classification and checkpointing. Effect sizes (delta=0.37--0.78) distinguish regimes, with asymmetric field sensitivities to perturbations. By balancing computational rigor with educational transparency, rd-spiral bridges theoretical and practical nonlinear dynamics.

Recent developments in Generative Artificial Intelligence (GenAI) have created significant uncertainty in education, particularly in terms of assessment practices. Against this backdrop, we present an updated version of the AI Assessment Scale (AIAS), a framework with two fundamental purposes: to facilitate open dialogue between educators and students about appropriate GenAI use and to support educators in redesigning assessments in an era of expanding AI capabilities. Grounded in social constructivist principles and designed with assessment validity in mind, the AIAS provides a structured yet flexible approach that can be adapted across different educational contexts. Building on implementation feedback from global adoption across both the K-12 and higher education contexts, this revision represents a significant change from the original AIAS. Among these changes is a new visual guide that moves beyond the original traffic light system and utilises a neutral colour palette that avoids implied hierarchies between the levels. The scale maintains five distinct levels of GenAI integration in assessment, from "No AI" to "AI Exploration", but has been refined to better reflect rapidly advancing technological capabilities and emerging pedagogical needs. This paper presents the theoretical foundations of the revised framework, provides detailed implementation guidance through practical vignettes, and discusses its limitations and future directions. As GenAI capabilities continue to expand, particularly in multimodal content generation, the AIAS offers a starting point for reimagining assessment design in an era of disruptive technologies.

Instruction tuning enhances the instruction following ability of large language models by finetuning with supervised instruction data. Previous work proposes in-context instruction tuning (ICIT) where specific positive or negative examples are incorporated into the prompt for better performance. In this work, we propose PACIT, a simple and effective in-context instruction tuning method, inspired by the pedagogical concept of desirable difficulty. The PACIT method unlocks the power of examples by encouraging the model to actively learn to grasp the distinctions between the positive and negative examples instead of merely reading. The model is expected to first verify the correctness of the provided example according to the task description, which is then set as the condition for generating a better response to the task instance. Our extensive experiments prove the effectiveness of PACIT, outperforming ICIT baseline on both in-domain and out-domain tasks up to 9.16 and 3.14 average ROUGE-L scores, respectively. Moreover, PACIT can notably enhance the performance of instruction tuning even when all positive and negative examples are generated with a self-instruct method.

Despite the highest classification accuracy in wide varieties of application areas, artificial neural network has one disadvantage. The way this Network comes to a decision is not easily comprehensible. The lack of explanation ability reduces the acceptability of neural network in data mining and decision system. This drawback is the reason why researchers have proposed many rule extraction algorithms to solve the problem. Recently, Deep Neural Network (DNN) is achieving a profound result over the standard neural network for classification and recognition problems. It is a hot machine learning area proven both useful and innovative. This paper has thoroughly reviewed various rule extraction algorithms, considering the classification scheme: decompositional, pedagogical, and eclectics. It also presents the evaluation of these algorithms based on the neural network structure with which the algorithm is intended to work. The main contribution of this review is to show that there is a limited study of rule extraction algorithm from DNN.

Understanding domain-specific theorems often requires more than just text-based reasoning; effective communication through structured visual explanations is crucial for deeper comprehension. While large language models (LLMs) demonstrate strong performance in text-based theorem reasoning, their ability to generate coherent and pedagogically meaningful visual explanations remains an open challenge. In this work, we introduce TheoremExplainAgent, an agentic approach for generating long-form theorem explanation videos (over 5 minutes) using Manim animations. To systematically evaluate multimodal theorem explanations, we propose TheoremExplainBench, a benchmark covering 240 theorems across multiple STEM disciplines, along with 5 automated evaluation metrics. Our results reveal that agentic planning is essential for generating detailed long-form videos, and the o3-mini agent achieves a success rate of 93.8% and an overall score of 0.77. However, our quantitative and qualitative studies show that most of the videos produced exhibit minor issues with visual element layout. Furthermore, multimodal explanations expose deeper reasoning flaws that text-based explanations fail to reveal, highlighting the importance of multimodal explanations.

We present Aryabhata 1.0, a compact 7B parameter math reasoning model optimized for the Indian academic exam, the Joint Entrance Examination (JEE). Despite rapid progress in large language models (LLMs), current models often remain unsuitable for educational use. Aryabhata 1.0 is built by merging strong open-weight reasoning models, followed by supervised fine-tuning (SFT) with curriculum learning on verified chain-of-thought (CoT) traces curated through best-of-n rejection sampling. To further boost performance, we apply reinforcement learning with verifiable rewards (RLVR) using A2C objective with group-relative advantage estimation alongwith novel exploration strategies such as Adaptive Group Resizing and Temperature Scaling. Evaluated on both in-distribution (JEE Main 2025) and out-of-distribution (MATH, GSM8K) benchmarks, Aryabhata outperforms existing models in accuracy and efficiency, while offering pedagogically useful step-by-step reasoning. We release Aryabhata as a foundation model to advance exam-centric, open-source small language models. This marks our first open release for community feedback (https://huggingface.co/PhysicsWallahAI/Aryabhata-1.0{Aryabhata 1.0 on Hugging Face}); PW is actively training future models to further improve learning outcomes for students.

Large language models (LLMs) have made significant advances in complex reasoning tasks, yet they remain bottlenecked by two core challenges: architectural inefficiency due to reliance on Transformers, and a lack of structured fine-tuning for high-difficulty domains. We introduce \ourmodel, an attention-free language model that addresses both issues through architectural and data-centric innovations. Built on the state space dual (SSD) layers of Mamba-2, our model eliminates the need for self-attention and key-value caching, enabling fixed-memory, constant-time inference. To train it for complex reasoning, we propose a two-phase curriculum fine-tuning strategy based on the PromptCoT synthesis paradigm, which generates pedagogically structured problems via abstract concept selection and rationale-guided generation. On benchmark evaluations, \ourmodel-7B outperforms strong Transformer and hybrid models of comparable scale, and even surpasses the much larger Gemma3-27B by 2.6\% on AIME 24, 0.6\% on AIME 25, and 3.0\% on Livecodebench. These results highlight the potential of state space models as efficient and scalable alternatives to attention-based architectures for high-capacity reasoning.

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.

The advent of Intelligent Tutoring Systems (ITSs) has marked a paradigm shift in education, enabling highly personalized learning pathways. However, true personalization requires adapting to learners' complex knowledge states (multi-source) and diverse goals (multi-sink); existing ITSs often lack the necessary structural-reasoning capability and knowledge dynamism to generate genuinely effective learning paths, and they lack scientifically rigorous validation paradigms. In this paper we propose GraphMASAL (A Graph-based Multi-Agent System for Adaptive Learning), which integrates (i) a dynamic knowledge graph for persistent, stateful learner modeling; (ii) a LangGraph-orchestrated trio of agents (Diagnostician, Planner, Tutor); (iii) a knowledge-graph-grounded two-stage neural IR component (dual-encoder dense retrieval with cross-encoder listwise re-ranking and calibrated score fusion); and (iv) a multi-source multi-sink (MSMS) planning engine with a cognitively grounded cost and an approximation guarantee via greedy set cover. Under blinded automated evaluations with matched inputs and inference settings across diverse student profiles, GraphMASAL consistently outperforms LLM prompting and structured ablations in planning--achieving stronger structural/sequence alignment of learning paths, higher coverage of weak concepts, and lower learning cost--while also surpassing prompt-based baselines in cognitive diagnosis. Agreement with expert/LLM-proxy ratings further supports the validity of our evaluation protocol. These findings indicate that grounding LLM agents in a dynamic knowledge graph, coupled with optimization under educational constraints, yields reliable, interpretable, and pedagogically plausible learning plans, advancing personalized and goal-oriented education.

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

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

Supervised Fine-Tuning (SFT) Large Language Models (LLM) fundamentally rely on high-quality training data. While data selection and data synthesis are two common strategies to improve data quality, existing approaches often face limitations in static dataset curation that fail to adapt to evolving model capabilities. In this paper, we introduce Middo, a self-evolving Model-informed dynamic data optimization framework that uses model-aware data selection and context-preserving data refinement. Unlike conventional one-off filtering/synthesis methods, our framework establishes a closed-loop optimization system: (1) A self-referential diagnostic module proactively identifies suboptimal samples through tri-axial model signals - loss patterns (complexity), embedding cluster dynamics (diversity), and self-alignment scores (quality); (2) An adaptive optimization engine then transforms suboptimal samples into pedagogically valuable training points while preserving semantic integrity; (3) This optimization process continuously evolves with model capability through dynamic learning principles. Experiments on multiple benchmarks demonstrate that our \method consistently enhances the quality of seed data and boosts LLM's performance with improving accuracy by 7.15% on average while maintaining the original dataset scale. This work establishes a new paradigm for sustainable LLM training through dynamic human-AI co-evolution of data and models. Our datasets, models, and code are coming soon.