Daily Papers

Deep learning models facilitate the discovery of molecules with tailored properties among billions of candidate compounds. However, the computational burden to develop and deploy state-of-the-art models continuously increases, limiting their scalability. Most large-scale models are unimodal in nature and overlook the potential to leverage complementary molecular data modalities. To address these shortcomings, this paper introduces the Graph-Language Alignment for Chemical Inference and Exploration using Representations (GLACIER) model, a student-teacher framework that integrates molecular graphs, SMILES strings, and physicochemical descriptors to learn rich molecular embeddings. Our framework consists of three stages: (1) we pretrain three student encoders on 100,000 drug-like molecules: a message-passing neural network for molecular graphs, a transformer-based encoder for SMILES strings, and a multilayer perceptron for physicochemical descriptors, (2) we fuse these student modalities using a novel Finsler geometry-aware module, and (3) distill complementary knowledge from large teacher models, including MiniMol and MolFormer, into a single lightweight model via contrastive learning. We demonstrate that GLACIER is a robust framework that delivers high predictive performance and computational efficiency in complex molecular property prediction tasks. Our code is publicly available at https://github.com/eemokey/glacier.

Recent Anomaly Detection methods achieve perfect detection and segmentation scores on well-established datasets, such as MVTec. However, many of these methods face challenges when foundational assumptions - such as consistent object scale, viewpoint, background, illumination, and centered placement - are violated. Those variations that occur render anomaly detection methods unusable in many real-world scenarios. To address these limitations, we introduce three key contributions: (1) a visual prompting pipeline that isolates objects using foreground-background masking; (2) a mechanism for unfreezing the teacher in student-teacher models to improve domain adaptability; and (3) a data augmentation strategy leveraging diffusion-generated synthetic images to enhance anomaly detection performance. We achieve a 3.5 percentage point improvement over the previous state-of-the-art on the challenging AeBAD dataset by using the Masked Multiscale Reconstruction (MMR) model as our backbone.

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

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

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

Most translation tasks among languages belong to the zero-resource translation problem where parallel corpora are unavailable. Multilingual neural machine translation (MNMT) enables one-pass translation using shared semantic space for all languages compared to the two-pass pivot translation but often underperforms the pivot-based method. In this paper, we propose a novel method, named as Unified Multilingual Multiple teacher-student Model for NMT (UM4). Our method unifies source-teacher, target-teacher, and pivot-teacher models to guide the student model for the zero-resource translation. The source teacher and target teacher force the student to learn the direct source to target translation by the distilled knowledge on both source and target sides. The monolingual corpus is further leveraged by the pivot-teacher model to enhance the student model. Experimental results demonstrate that our model of 72 directions significantly outperforms previous methods on the WMT benchmark.

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

Knowledge distillation involves transferring soft labels from a teacher to a student using a shared temperature-based softmax function. However, the assumption of a shared temperature between teacher and student implies a mandatory exact match between their logits in terms of logit range and variance. This side-effect limits the performance of student, considering the capacity discrepancy between them and the finding that the innate logit relations of teacher are sufficient for student to learn. To address this issue, we propose setting the temperature as the weighted standard deviation of logit and performing a plug-and-play Z-score pre-process of logit standardization before applying softmax and Kullback-Leibler divergence. Our pre-process enables student to focus on essential logit relations from teacher rather than requiring a magnitude match, and can improve the performance of existing logit-based distillation methods. We also show a typical case where the conventional setting of sharing temperature between teacher and student cannot reliably yield the authentic distillation evaluation; nonetheless, this challenge is successfully alleviated by our Z-score. We extensively evaluate our method for various student and teacher models on CIFAR-100 and ImageNet, showing its significant superiority. The vanilla knowledge distillation powered by our pre-process can achieve favorable performance against state-of-the-art methods, and other distillation variants can obtain considerable gain with the assistance of our pre-process.

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

In recent years, speech generation has seen remarkable progress, now achieving one-shot generation capability that is often virtually indistinguishable from real human voice. Integrating such advancements in speech generation with large language models might revolutionize a wide range of applications. However, certain applications, such as assistive conversational systems, require natural and conversational speech generation tools that also operate efficiently in real time. Current state-of-the-art models like VALL-E and SoundStorm, powered by hierarchical neural audio codecs, require large neural components and extensive training data to work well. In contrast, MQTTS aims to build more compact conversational TTS models while capitalizing on smaller-scale real-life conversational speech data. However, its autoregressive nature yields high inference latency and thus limits its real-time usage. In order to mitigate the current limitations of the state-of-the-art TTS models while capitalizing on their strengths, in this work we introduce the Pheme model series that 1) offers compact yet high-performing models, 2) allows for parallel speech generation of 3) natural conversational speech, and 4) it can be trained efficiently on smaller-scale conversational data, cutting data demands by more than 10x but still matching the quality of the autoregressive TTS models. We also show that through simple teacher-student distillation we can meet significant improvements in voice quality for single-speaker setups on top of pretrained Pheme checkpoints, relying solely on synthetic speech generated by much larger teacher models. Audio samples and pretrained models are available online.

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

The prior drift is crucial in Continual Test-Time Adaptation (CTTA) methods that only use unlabeled test data, as it can cause significant error propagation. In this paper, we introduce VCoTTA, a variational Bayesian approach to measure uncertainties in CTTA. At the source stage, we transform a pre-trained deterministic model into a Bayesian Neural Network (BNN) via a variational warm-up strategy, injecting uncertainties into the model. During the testing time, we employ a mean-teacher update strategy using variational inference for the student model and exponential moving average for the teacher model. Our novel approach updates the student model by combining priors from both the source and teacher models. The evidence lower bound is formulated as the cross-entropy between the student and teacher models, along with the Kullback-Leibler (KL) divergence of the prior mixture. Experimental results on three datasets demonstrate the method's effectiveness in mitigating prior drift within the CTTA framework.

Diffusion-based image super-resolution (SR) methods have shown promise in reconstructing high-resolution images with fine details from low-resolution counterparts. However, these approaches typically require tens or even hundreds of iterative samplings, resulting in significant latency. Recently, techniques have been devised to enhance the sampling efficiency of diffusion-based SR models via knowledge distillation. Nonetheless, when aligning the knowledge of student and teacher models, these solutions either solely rely on pixel-level loss constraints or neglect the fact that diffusion models prioritize varying levels of information at different time steps. To accomplish effective and efficient image super-resolution, we propose a time-aware diffusion distillation method, named TAD-SR. Specifically, we introduce a novel score distillation strategy to align the data distribution between the outputs of the student and teacher models after minor noise perturbation. This distillation strategy enables the student network to concentrate more on the high-frequency details. Furthermore, to mitigate performance limitations stemming from distillation, we integrate a latent adversarial loss and devise a time-aware discriminator that leverages diffusion priors to effectively distinguish between real images and generated images. Extensive experiments conducted on synthetic and real-world datasets demonstrate that the proposed method achieves comparable or even superior performance compared to both previous state-of-the-art (SOTA) methods and the teacher model in just one sampling step. Codes are available at https://github.com/LearningHx/TAD-SR.

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

Self-supervised learning (SSL) has made remarkable progress in visual representation learning. Some studies combine SSL with knowledge distillation (SSL-KD) to boost the representation learning performance of small models. In this study, we propose a Multi-mode Online Knowledge Distillation method (MOKD) to boost self-supervised visual representation learning. Different from existing SSL-KD methods that transfer knowledge from a static pre-trained teacher to a student, in MOKD, two different models learn collaboratively in a self-supervised manner. Specifically, MOKD consists of two distillation modes: self-distillation and cross-distillation modes. Among them, self-distillation performs self-supervised learning for each model independently, while cross-distillation realizes knowledge interaction between different models. In cross-distillation, a cross-attention feature search strategy is proposed to enhance the semantic feature alignment between different models. As a result, the two models can absorb knowledge from each other to boost their representation learning performance. Extensive experimental results on different backbones and datasets demonstrate that two heterogeneous models can benefit from MOKD and outperform their independently trained baseline. In addition, MOKD also outperforms existing SSL-KD methods for both the student and teacher models.

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

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

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

In this paper, we introduce a novel knowledge distillation approach for the semantic segmentation task. Unlike previous methods that rely on power-trained teachers or other modalities to provide additional knowledge, our approach does not require complex teacher models or information from extra sensors. Specifically, for the teacher model training, we propose to noise the label and then incorporate it into input to effectively boost the lightweight teacher performance. To ensure the robustness of the teacher model against the introduced noise, we propose a dual-path consistency training strategy featuring a distance loss between the outputs of two paths. For the student model training, we keep it consistent with the standard distillation for simplicity. Our approach not only boosts the efficacy of knowledge distillation but also increases the flexibility in selecting teacher and student models. To demonstrate the advantages of our Label Assisted Distillation (LAD) method, we conduct extensive experiments on five challenging datasets including Cityscapes, ADE20K, PASCAL-VOC, COCO-Stuff 10K, and COCO-Stuff 164K, five popular models: FCN, PSPNet, DeepLabV3, STDC, and OCRNet, and results show the effectiveness and generalization of our approach. We posit that incorporating labels into the input, as demonstrated in our work, will provide valuable insights into related fields. Code is available at https://github.com/skyshoumeng/Label_Assisted_Distillation.

Large language models (LLMs) have demonstrated remarkable performance across various downstream tasks. However, the high computational and memory requirements of LLMs are a major bottleneck. To address this, parameter-efficient fine-tuning (PEFT) methods such as low-rank adaptation (LoRA) have been proposed to reduce computational costs while ensuring minimal loss in performance. Additionally, knowledge distillation (KD) has been a popular choice for obtaining compact student models from teacher models. In this work, we present KD-LoRA, a novel fine-tuning method that combines LoRA with KD. Our results demonstrate that KD-LoRA achieves performance comparable to full fine-tuning (FFT) and LoRA while significantly reducing resource requirements. Specifically, KD-LoRA retains 98% of LoRA's performance on the GLUE benchmark, while being 40% more compact. Additionally, KD-LoRA reduces GPU memory usage by 30% compared to LoRA, while decreasing inference time by 30% compared to both FFT and LoRA. We evaluate KD-LoRA across three encoder-only models: BERT, RoBERTa, and DeBERTaV3. Code is available at https://github.com/rambodazimi/KD-LoRA.

A key property of deep neural networks (DNNs) is their ability to learn new features during training. This intriguing aspect of deep learning stands out most clearly in recently reported Grokking phenomena. While mainly reflected as a sudden increase in test accuracy, Grokking is also believed to be a beyond lazy-learning/Gaussian Process (GP) phenomenon involving feature learning. Here we apply a recent development in the theory of feature learning, the adaptive kernel approach, to two teacher-student models with cubic-polynomial and modular addition teachers. We provide analytical predictions on feature learning and Grokking properties of these models and demonstrate a mapping between Grokking and the theory of phase transitions. We show that after Grokking, the state of the DNN is analogous to the mixed phase following a first-order phase transition. In this mixed phase, the DNN generates useful internal representations of the teacher that are sharply distinct from those before the transition.

Domain adaptive detection aims to improve the generality of a detector, learned from the labeled source domain, on the unlabeled target domain. In this work, drawing inspiration from the concept of stability from the control theory that a robust system requires to remain consistent both externally and internally regardless of disturbances, we propose a novel framework that achieves unsupervised domain adaptive detection through stability analysis. In specific, we treat discrepancies between images and regions from different domains as disturbances, and introduce a novel simple but effective Network Stability Analysis (NSA) framework that considers various disturbances for domain adaptation. Particularly, we explore three types of perturbations including heavy and light image-level disturbances and instancelevel disturbance. For each type, NSA performs external consistency analysis on the outputs from raw and perturbed images and/or internal consistency analysis on their features, using teacher-student models. By integrating NSA into Faster R-CNN, we immediately achieve state-of-the-art results. In particular, we set a new record of 52.7% mAP on Cityscapes-to-FoggyCityscapes, showing the potential of NSA for domain adaptive detection. It is worth noticing, our NSA is designed for general purpose, and thus applicable to one-stage detection model (e.g., FCOS) besides the adopted one, as shown by experiments. https://github.com/tiankongzhang/NSA.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Early detection of wildfires is essential to prevent large-scale fires resulting in extensive environmental, structural, and societal damage. Uncrewed aerial vehicles (UAVs) can cover large remote areas effectively with quick deployment requiring minimal infrastructure and equipping them with small cameras and computers enables autonomous real-time detection. In remote areas, however, detection methods are limited to onboard computation due to the lack of high-bandwidth mobile networks. For accurate camera-based localisation, segmentation of the detected smoke is essential but training data for deep learning-based wildfire smoke segmentation is limited. This study shows how small specialised segmentation models can be trained using only bounding box labels, leveraging zero-shot foundation model supervision. The method offers the advantages of needing only fairly easily obtainable bounding box labels and requiring training solely for the smaller student network. The proposed method achieved 63.3% mIoU on a manually annotated and diverse wildfire dataset. The used model can perform in real-time at ~25 fps with a UAV-carried NVIDIA Jetson Orin NX computer while reliably recognising smoke, as demonstrated at real-world forest burning events. Code is available at: https://gitlab.com/fgi_nls/public/wildfire-real-time-segmentation

A widely adopted strategy for model enhancement is to use synthetic data generated by a stronger model for supervised fine-tuning (SFT). However, for emerging reasoning models like Qwen3-8B, this approach often fails to improve reasoning capabilities and can even lead to a substantial drop in performance. In this work, we identify substantial stylistic divergence between teacher generated data and the distribution of student as a major factor impacting SFT. To bridge this gap, we propose a Teacher-Student Cooperation Data Synthesis framework (TESSY), which interleaves teacher and student models to alternately generate style and non-style tokens. Consequently, TESSY produces synthetic sequences that inherit the advanced reasoning capabilities of the teacher while maintaining stylistic consistency with the distribution of the student. In experiments on code generation using GPT-OSS-120B as the teacher, fine-tuning Qwen3-8B on teacher-generated data leads to performance drops of 3.25% on LiveCodeBench-Pro and 10.02% on OJBench, whereas TESSY achieves improvements of 11.25% and 6.68%.

Training student models on synthetic data generated by strong teacher models is a promising way to distilling the capabilities of teachers. However, recent studies show that stronger models are not always optimal teachers, revealing a mismatch between teacher outputs and student learnability. To address this issue, we propose PerSyn (Personalized data Synthesis), a novel synthesis strategy that operates under a new ``Route then Generate'' paradigm to create data tailored to each student model, enabling it to learn more effectively. Specifically, PerSyn first assigns each prompt to its optimal teacher via a query-level router that jointly considers student learnability and teacher response quality. Each teacher then synthesizes data only for its assigned prompts, making the process more efficient than the conventional ``Generate then Select'' paradigm, where all teachers must generate parallel responses for the entire prompt set before constructing the final dataset. Extensive experiments across different model families and scales demonstrate that PerSyn consistently achieves superior or comparable performance to all baselines in instruct tuning and math reasoning settings. Further analysis verifies the effectiveness of PerSyn and offers extra insights to propel future research.

Using large teacher models to guide the training of smaller student models has become the prevailing paradigm for efficient and effective learning. However, vocabulary mismatches between teacher and student language models pose significant challenges in language modeling, resulting in divergent token sequences and output distributions. To overcome these limitations, we propose Vocabulary-agnostic Teacher Guided Language Modeling (VocAgnoLM), a novel approach that bridges the gap caused by vocabulary mismatch through two key methods: (1) Token-level Lexical Alignment, which aligns token sequences across mismatched vocabularies, and (2) Teacher Guided Loss, which leverages the loss of teacher model to guide effective student training. We demonstrate its effectiveness in language modeling with 1B student model using various 7B teacher models with different vocabularies. Notably, with Qwen2.5-Math-Instruct, a teacher model sharing only about 6% of its vocabulary with TinyLlama, VocAgnoLM achieves a 46% performance improvement compared to naive continual pretraining. Furthermore, we demonstrate that VocAgnoLM consistently benefits from stronger teacher models, providing a robust solution to vocabulary mismatches in language modeling.

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

Vision-Language Models (VLMs) have achieved remarkable progress, yet their large scale often renders them impractical for resource-constrained environments. This paper introduces Unified Reinforcement and Imitation Learning (RIL), a novel and efficient training algorithm designed to create powerful, lightweight VLMs. RIL distinctively combines the strengths of reinforcement learning with adversarial imitation learning. This enables smaller student VLMs not only to mimic the sophisticated text generation of large teacher models but also to systematically improve their generative capabilities through reinforcement signals. Key to our imitation framework is an LLM-based discriminator that adeptly distinguishes between student and teacher outputs, complemented by guidance from multiple large teacher VLMs to ensure diverse learning. This unified learning strategy, leveraging both reinforcement and imitation, empowers student models to achieve significant performance gains, making them competitive with leading closed-source VLMs. Extensive experiments on diverse vision-language benchmarks demonstrate that RIL significantly narrows the performance gap with state-of-the-art open- and closed-source VLMs and, in several instances, surpasses them.

Large language models (LLMs) excel at answering questions but remain passive learners--absorbing static data without the ability to question and refine knowledge. This paper explores how LLMs can transition to interactive, question-driven learning through student-teacher dialogues. We introduce INTERACT (INTEReractive Learning for Adaptive Concept Transfer), a framework in which a "student" LLM engages a "teacher" LLM through iterative inquiries to acquire knowledge across 1,347 contexts, including song lyrics, news articles, movie plots, academic papers, and images. Our experiments show that across a wide range of scenarios and LLM architectures, interactive learning consistently enhances performance, achieving up to a 25% improvement, with 'cold-start' student models matching static learning baselines in as few as five dialogue turns. Interactive setups can also mitigate the disadvantages of weaker teachers, showcasing the robustness of question-driven learning.

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

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

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

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

High-quality labeled data is essential for training accurate document conversion models, particularly in domains with complex formats such as tables, formulas, and multi-column text. However, manual annotation is both costly and time-consuming, while automatic labeling using existing models often lacks accuracy in handling such challenging scenarios. Consequently, training student models by distilling outputs from teacher models can significantly limit their performance in real-world applications. In this paper, we propose a fully automated, distillation-free framework comprising two stages for constructing high-quality document extraction datasets and models capable of handling diverse document formats and layouts. In the first stage, we introduce a method for generating large-scale, diverse synthetic data, which enables a model to extract key elements in a unified format with strong initial performance. In the second stage, we present a self-improvement approach that further adapts the model, initially trained on synthetic data, to real-world documents. Specifically, we first use the fine-tuned model to annotate real documents, then apply a suite of filtering strategies to verify annotation quality, and finally retrain the model on the verified dataset. By iteratively repeating this process, we progressively enhance both the model's conversion capabilities and the quality of the generated data. We train a public POINTS-1.5 model to obtain POINTS-Reader, which surpasses many existing public and proprietary models of comparable or larger size. Our model is available at https://github.com/Tencent/POINTS-Reader.

Large language models (LLMs) achieve state-of-the-art (SOTA) performance across language tasks, but are costly to deploy due to their size and resource demands. Knowledge Distillation (KD) addresses this by training smaller Student models to mimic larger Teacher models, improving efficiency without significant performance loss. Dual-Space Knowledge Distillation with Cross-Model Attention (DSKD-CMA) has emerged as a SOTA method for KD between LLMs with distinct tokenizers, yet its internal workings remain largely opaque. In this work, we systematically analyse the attention mechanism of DSKD-CMA through manual token alignment probing and heatmap visualisations, revealing both strengths and limitations. Building on this, we introduce a novel method, DSKD-CMA-GA, based on Generative Adversarial (GA) learning, to address the mismatched distributions between the keys and queries computed from distinct models. Experiments show modest but consistent ROUGE-L gains in text generation quality, particularly on out-of-distribution data (+0.37 on average), narrowing the gap between cross- and same-tokenizer KD.

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

On-policy distillation is a promising approach for transferring knowledge between language models, where a student learns from dense token-level signals along its own trajectories. This framework typically uses reverse KL divergence, encouraging the student to match the teacher's high-confidence predictions. However, we show that the mode-seeking property of reverse KL reduces generation diversity and yields unstable learning signals when the teacher distribution has high entropy. To address this, we introduce Entropy-Aware On-Policy Distillation. Our key idea is augmenting the standard reverse KL objective with forward KL when teacher entropy is high, capturing the full range of plausible outputs while retaining precise imitation elsewhere. It balances mode-seeking precision with mode-covering robustness without sacrificing on-policy training efficiency. Experiments show that our method maintains generation diversity (sustained token-level entropy) and improves student-teacher alignment (lower forward KL on high-entropy tokens). Across six math reasoning benchmarks, this yields Pass@8 accuracy gains of +1.37 for Qwen3-0.6B-Base, +2.39 for Qwen3-1.7B-Base, and +5.05 for Qwen3-4B-Base compared to baseline on-policy distillation methods. These results demonstrate that accounting for teacher uncertainty is essential for maintaining diversity and achieving effective knowledge transfer.

While large language models (LLMs) show impressive decision-making abilities, current methods lack a mechanism for automatic self-improvement from errors during task execution. We propose LEAP, an iterative fine-tuning framework that continually improves LLM agents using feedback from AI expert teachers. Our key insight is to equip the expert teachers with a privileged state -- information that is available during training but hidden at test time. This allows even weak experts to provide precise guidance, significantly improving the student agent's performance without access to privileged information at test time. We evaluate LEAP on diverse decision-making benchmarks, including text-based games (ALFWorld), web navigation (WebShop), and interactive coding (Intercode Bash). Our experiments show that LEAP (1) outperforms behavior cloning and ReAct baselines (2) enables weak student models (e.g., Llama3-8B) to exceed the performance of strong teacher models (GPT4-o), and (3) allows weak models to self-improve using privileged versions of themselves. We also provide a theoretical analysis showing that LEAP's success hinges on balancing privileged information with the student's realizability, which we empirically validate. Our code is available at https://leap-llm.github.io

Model distillation has become essential for creating smaller, deployable language models that retain larger system capabilities. However, widespread deployment raises concerns about resilience to adversarial manipulation. This paper investigates vulnerability of distilled models to adversarial injection of biased content during training. We demonstrate that adversaries can inject subtle biases into teacher models through minimal data poisoning, which propagates to student models and becomes significantly amplified. We propose two propagation modes: Untargeted Propagation, where bias affects multiple tasks, and Targeted Propagation, focusing on specific tasks while maintaining normal behavior elsewhere. With only 25 poisoned samples (0.25% poisoning rate), student models generate biased responses 76.9% of the time in targeted scenarios - higher than 69.4% in teacher models. For untargeted propagation, adversarial bias appears 6x-29x more frequently in student models on unseen tasks. We validate findings across six bias types (targeted advertisements, phishing links, narrative manipulations, insecure coding practices), various distillation methods, and different modalities spanning text and code generation. Our evaluation reveals shortcomings in current defenses - perplexity filtering, bias detection systems, and LLM-based autorater frameworks - against these attacks. Results expose significant security vulnerabilities in distilled models, highlighting need for specialized safeguards. We propose practical design principles for building effective adversarial bias mitigation strategies.

We focus on the Source Free Object Detection (SFOD) problem, when source data is unavailable during adaptation, and the model must adapt to the unlabeled target domain. In medical imaging, several approaches have leveraged a semi-supervised student-teacher architecture to bridge domain discrepancy. Context imbalance in labeled training data and significant domain shifts between domains can lead to biased teacher models that produce inaccurate pseudolabels, degrading the student model's performance and causing a mode collapse. Class imbalance, particularly when one class significantly outnumbers another, leads to contextual bias. To tackle the problem of context bias and the significant performance drop of the student model in the SFOD setting, we introduce Grounded Teacher (GT) as a standard framework. In this study, we model contextual relationships using a dedicated relational context module and leverage it to mitigate inherent biases in the model. This approach enables us to apply augmentations to closely related classes, across and within domains, enhancing the performance of underrepresented classes while keeping the effect on dominant classes minimal. We further improve the quality of predictions by implementing an expert foundational branch to supervise the student model. We validate the effectiveness of our approach in mitigating context bias under the SFOD setting through experiments on three medical datasets supported by comprehensive ablation studies. All relevant resources, including preprocessed data, trained model weights, and code, are publicly available at this https://github.com/Tajamul21/Grounded_Teacher.

Existing Flow Matching (FM) text-to-image models suffer from two critical bottlenecks under multi-task alignment: the reward sparsity induced by scalar-valued rewards, and the gradient interference arising from jointly optimizing heterogeneous objectives, which together give rise to a 'seesaw effect' of competing metrics and pervasive reward hacking. Inspired by the success of On-Policy Distillation (OPD) in the large language model community, we propose Flow-OPD, the first unified post-training framework that integrates on-policy distillation into Flow Matching models. Flow-OPD adopts a two-stage alignment strategy: it first cultivates domain-specialized teacher models via single-reward GRPO fine-tuning, allowing each expert to reach its performance ceiling in isolation; it then establishes a robust initial policy through a Flow-based Cold-Start scheme and seamlessly consolidates heterogeneous expertise into a single student via a three-step orchestration of on-policy sampling, task-routing labeling, and dense trajectory-level supervision. We further introduce Manifold Anchor Regularization (MAR), which leverages a task-agnostic teacher to provide full-data supervision that anchors generation to a high-quality manifold, effectively mitigating the aesthetic degradation commonly observed in purely RL-driven alignment. Built upon Stable Diffusion 3.5 Medium, Flow-OPD raises the GenEval score from 63 to 92 and the OCR accuracy from 59 to 94, yielding an overall improvement of roughly 10 points over vanilla GRPO, while preserving image fidelity and human-preference alignment and exhibiting an emergent 'teacher-surpassing' effect. These results establish Flow-OPD as a scalable alignment paradigm for building generalist text-to-image models.

In the field of large language models (LLMs), Knowledge Distillation (KD) is a critical technique for transferring capabilities from teacher models to student models. However, existing KD methods face limitations and challenges in distillation of LLMs, including efficiency and insufficient measurement capabilities of traditional KL divergence. It is shown that LLMs can serve as an implicit reward function, which we define as a supplement to KL divergence. In this work, we propose Direct Preference Knowledge Distillation (DPKD) for LLMs. DPKD utilizes distribution divergence to represent the preference loss and implicit reward function. We re-formulate KD of LLMs into two stages: first optimizing and objective consisting of implicit reward and reverse KL divergence and then improving the preference probability of teacher outputs over student outputs. We conducted experiments and analysis on various datasets with LLM parameters ranging from 120M to 13B and demonstrate the broad applicability and effectiveness of our DPKD approach. Meanwhile, we prove the value and effectiveness of the introduced implicit reward and output preference in KD through experiments and theoretical analysis. The DPKD method outperforms the baseline method in both output response precision and exact match percentage. Code and data are available at https://aka.ms/dpkd.

One of the most significant challenges in Music Emotion Recognition (MER) comes from the fact that emotion labels can be heterogeneous across datasets with regard to the emotion representation, including categorical (e.g., happy, sad) versus dimensional labels (e.g., valence-arousal). In this paper, we present a unified multitask learning framework that combines these two types of labels and is thus able to be trained on multiple datasets. This framework uses an effective input representation that combines musical features (i.e., key and chords) and MERT embeddings. Moreover, knowledge distillation is employed to transfer the knowledge of teacher models trained on individual datasets to a student model, enhancing its ability to generalize across multiple tasks. To validate our proposed framework, we conducted extensive experiments on a variety of datasets, including MTG-Jamendo, DEAM, PMEmo, and EmoMusic. According to our experimental results, the inclusion of musical features, multitask learning, and knowledge distillation significantly enhances performance. In particular, our model outperforms the state-of-the-art models, including the best-performing model from the MediaEval 2021 competition on the MTG-Jamendo dataset. Our work makes a significant contribution to MER by allowing the combination of categorical and dimensional emotion labels in one unified framework, thus enabling training across datasets.

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

Training vision-language models (VLMs) for complex reasoning remains a challenging task, i.a. due to the scarcity of high-quality image-text reasoning data. Conversely, text-based reasoning resources are abundant and scalable, but it is still an open question how to leveraging them for VLM reasoning. To address this problem, we propose VOLD, a framework to transfer reasoning capabilities from text-only teacher models to VLM student models. To this end, VOLD combines reinforcement learning via Group Relative Policy Optimization (GRPO) with on-policy distillation, which allows the student reasoning traces to be guided by the teacher model, resulting in a significant gain over using GRPO alone. We further show that a cold-start alignment is essential for an effective transfer during the online training phase in this scenario and that without sufficient distributional alignment between teacher and student, on-policy distillation fails to provide meaningful guidance. We evaluate VOLD across diverse benchmarks including MMMU-Pro, MathVision, MathVista, and LogicVista, showing that VOLD outperforms the baseline model significantly and improves over the state of the art by a margin. Our ablation shows the importance of a cold-start alignment via SFT for on-policy distillation with a text-only teacher.

Recent efforts leverage knowledge distillation techniques to develop lightweight and practical sentiment analysis models. These methods are grounded in human-written instructions and large-scale user texts. Despite the promising results, two key challenges remain: (1) manually written instructions are limited in diversity and quantity, making them insufficient to ensure comprehensive coverage of distilled knowledge; (2) large-scale user texts incur high computational cost, hindering the practicality of these methods. To this end, we introduce CompEffDist, a comprehensive and efficient distillation framework for sentiment analysis. Our framework consists of two key modules: attribute-based automatic instruction construction and difficulty-based data filtering, which correspondingly tackle the aforementioned challenges. Applying our method across multiple model series (Llama-3, Qwen-3, and Gemma-3), we enable 3B student models to match the performance of 20x larger teacher models on most tasks. In addition, our approach greatly outperforms baseline methods in data efficiency, attaining the same performance level with only 10% of the data.

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

Large Language Models (LLMs) excel in reasoning tasks through Chain-of-Thought (CoT) prompting. However, CoT prompting greatly increases computational demands, which has prompted growing interest in distilling CoT capabilities into Small Language Models (SLMs). This study systematically examines the factors influencing CoT distillation, including the choice of granularity, format and teacher model. Through experiments involving four teacher models and seven student models across seven mathematical and commonsense reasoning datasets, we uncover three key findings: (1) Unlike LLMs, SLMs exhibit a non-monotonic relationship with granularity, with stronger models benefiting from finer-grained reasoning and weaker models performing better with simpler CoT supervision; (2) CoT format significantly impacts LLMs but has minimal effect on SLMs, likely due to their reliance on supervised fine-tuning rather than pretraining preferences; (3) Stronger teacher models do NOT always produce better student models, as diversity and complexity in CoT supervision can outweigh accuracy alone. These findings emphasize the need to tailor CoT strategies to specific student model, offering actionable insights for optimizing CoT distillation in SLMs. The code and datasets are available at https://github.com/EIT-NLP/Distilling-CoT-Reasoning.

Data-centric distillation, including data augmentation, selection, and mixing, offers a promising path to creating smaller, more efficient student Large Language Models (LLMs) that retain strong reasoning abilities. However, there still lacks a comprehensive benchmark to systematically assess the effect of each distillation approach. This paper introduces DC-CoT, the first data-centric benchmark that investigates data manipulation in chain-of-thought (CoT) distillation from method, model and data perspectives. Utilizing various teacher models (e.g., o4-mini, Gemini-Pro, Claude-3.5) and student architectures (e.g., 3B, 7B parameters), we rigorously evaluate the impact of these data manipulations on student model performance across multiple reasoning datasets, with a focus on in-distribution (IID) and out-of-distribution (OOD) generalization, and cross-domain transfer. Our findings aim to provide actionable insights and establish best practices for optimizing CoT distillation through data-centric techniques, ultimately facilitating the development of more accessible and capable reasoning models. The dataset can be found at https://huggingface.co/datasets/rana-shahroz/DC-COT, while our code is shared in https://anonymous.4open.science/r/DC-COT-FF4C/.

Monocular depth estimation is a crucial task in computer vision. While existing methods have shown impressive results under standard conditions, they often face challenges in reliably performing in scenarios such as low-light or rainy conditions due to the absence of diverse training data. This paper introduces a novel approach named Stealing Stable Diffusion (SSD) prior for robust monocular depth estimation. The approach addresses this limitation by utilizing stable diffusion to generate synthetic images that mimic challenging conditions. Additionally, a self-training mechanism is introduced to enhance the model's depth estimation capability in such challenging environments. To enhance the utilization of the stable diffusion prior further, the DINOv2 encoder is integrated into the depth model architecture, enabling the model to leverage rich semantic priors and improve its scene understanding. Furthermore, a teacher loss is introduced to guide the student models in acquiring meaningful knowledge independently, thus reducing their dependency on the teacher models. The effectiveness of the approach is evaluated on nuScenes and Oxford RobotCar, two challenging public datasets, with the results showing the efficacy of the method. Source code and weights are available at: https://github.com/hitcslj/SSD.

Advanced reasoning typically requires Chain-of-Thought prompting, which is accurate but incurs prohibitive latency and substantial test-time inference costs. The standard alternative, fine-tuning smaller models, often sacrifices interpretability while introducing significant resource and operational overhead. To address these limitations, we introduce Prompt-Level Distillation (PLD). We extract explicit reasoning patterns from a Teacher model and organize them into a structured list of expressive instructions for the Student model's System Prompt. Evaluated using Gemma-3 4B, PLD improved Macro F1 scores on StereoSet (57\% to 90.0\%) and Contract-NLI (67\% to 83\%), while increasing LogiQA accuracy to 70\%. Similar results on Mistral Small 3.1 demonstrate cross-architecture generalizability, enabling these compact models to match frontier performance with negligible latency overhead. These expressive instructions render the decision-making process transparent, allowing for full human verification of logic, making this approach ideal for regulated industries such as law, finance, and content moderation, as well as high-volume use cases and edge devices.

Efficient deployment of large audio-language models for speech translation remains challenging due to their significant computational requirements. In this paper, we address this challenge through our system submissions to the "Model Compression" track at the International Conference on Spoken Language Translation (IWSLT 2025). We experiment with a combination of approaches including iterative layer pruning based on layer importance evaluation, low-rank adaptation with 4-bit quantization (QLoRA), and knowledge distillation. In our experiments, we use Qwen2-Audio-7B-Instruct for speech translation into German and Chinese. Our pruned (student) models achieve up to a 50% reduction in both model parameters and storage footprint, while retaining 97-100% of the translation quality of the in-domain (teacher) models.

In recent years, knowledge distillation has been proved to be an effective solution for model compression. This approach can make lightweight student models acquire the knowledge extracted from cumbersome teacher models. However, previous distillation methods of detection have weak generalization for different detection frameworks and rely heavily on ground truth (GT), ignoring the valuable relation information between instances. Thus, we propose a novel distillation method for detection tasks based on discriminative instances without considering the positive or negative distinguished by GT, which is called general instance distillation (GID). Our approach contains a general instance selection module (GISM) to make full use of feature-based, relation-based and response-based knowledge for distillation. Extensive results demonstrate that the student model achieves significant AP improvement and even outperforms the teacher in various detection frameworks. Specifically, RetinaNet with ResNet-50 achieves 39.1% in mAP with GID on COCO dataset, which surpasses the baseline 36.2% by 2.9%, and even better than the ResNet-101 based teacher model with 38.1% AP.

We learn rich natural sound representations by capitalizing on large amounts of unlabeled sound data collected in the wild. We leverage the natural synchronization between vision and sound to learn an acoustic representation using two-million unlabeled videos. Unlabeled video has the advantage that it can be economically acquired at massive scales, yet contains useful signals about natural sound. We propose a student-teacher training procedure which transfers discriminative visual knowledge from well established visual recognition models into the sound modality using unlabeled video as a bridge. Our sound representation yields significant performance improvements over the state-of-the-art results on standard benchmarks for acoustic scene/object classification. Visualizations suggest some high-level semantics automatically emerge in the sound network, even though it is trained without ground truth labels.

Though pre-training vision-language models have demonstrated significant benefits in boosting video-text retrieval performance from large-scale web videos, fine-tuning still plays a critical role with manually annotated clips with start and end times, which requires considerable human effort. To address this issue, we explore an alternative cheaper source of annotations, single timestamps, for video-text retrieval. We initialise clips from timestamps in a heuristic way to warm up a retrieval model. Then a video clip editing method is proposed to refine the initial rough boundaries to improve retrieval performance. A student-teacher network is introduced for video clip editing. The teacher model is employed to edit the clips in the training set whereas the student model trains on the edited clips. The teacher weights are updated from the student's after the student's performance increases. Our method is model agnostic and applicable to any retrieval models. We conduct experiments based on three state-of-the-art retrieval models, COOT, VideoCLIP and CLIP4Clip. Experiments conducted on three video retrieval datasets, YouCook2, DiDeMo and ActivityNet-Captions show that our edited clips consistently improve retrieval performance over initial clips across all the three retrieval models.

Few-step diffusion or flow-based generative models typically distill a velocity-predicting teacher into a student that predicts a shortcut towards denoised data. This format mismatch has led to complex distillation procedures that often suffer from a quality-diversity trade-off. To address this, we propose policy-based flow models (pi-Flow). pi-Flow modifies the output layer of a student flow model to predict a network-free policy at one timestep. The policy then produces dynamic flow velocities at future substeps with negligible overhead, enabling fast and accurate ODE integration on these substeps without extra network evaluations. To match the policy's ODE trajectory to the teacher's, we introduce a novel imitation distillation approach, which matches the policy's velocity to the teacher's along the policy's trajectory using a standard ell_2 flow matching loss. By simply mimicking the teacher's behavior, pi-Flow enables stable and scalable training and avoids the quality-diversity trade-off. On ImageNet 256^2, it attains a 1-NFE FID of 2.85, outperforming MeanFlow of the same DiT architecture. On FLUX.1-12B and Qwen-Image-20B at 4 NFEs, pi-Flow achieves substantially better diversity than state-of-the-art few-step methods, while maintaining teacher-level quality.

Analyzing memes on the internet has emerged as a crucial endeavor due to the impact this multi-modal form of content wields in shaping online discourse. Memes have become a powerful tool for expressing emotions and sentiments, possibly even spreading hate and misinformation, through humor and sarcasm. In this paper, we present the overview of the Memotion 3 shared task, as part of the DeFactify 2 workshop at AAAI-23. The task released an annotated dataset of Hindi-English code-mixed memes based on their Sentiment (Task A), Emotion (Task B), and Emotion intensity (Task C). Each of these is defined as an individual task and the participants are ranked separately for each task. Over 50 teams registered for the shared task and 5 made final submissions to the test set of the Memotion 3 dataset. CLIP, BERT modifications, ViT etc. were the most popular models among the participants along with approaches such as Student-Teacher model, Fusion, and Ensembling. The best final F1 score for Task A is 34.41, Task B is 79.77 and Task C is 59.82.

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

In this paper, we propose a novel cross-modal distillation method, called TinyCLIP, for large-scale language-image pre-trained models. The method introduces two core techniques: affinity mimicking and weight inheritance. Affinity mimicking explores the interaction between modalities during distillation, enabling student models to mimic teachers' behavior of learning cross-modal feature alignment in a visual-linguistic affinity space. Weight inheritance transmits the pre-trained weights from the teacher models to their student counterparts to improve distillation efficiency. Moreover, we extend the method into a multi-stage progressive distillation to mitigate the loss of informative weights during extreme compression. Comprehensive experiments demonstrate the efficacy of TinyCLIP, showing that it can reduce the size of the pre-trained CLIP ViT-B/32 by 50%, while maintaining comparable zero-shot performance. While aiming for comparable performance, distillation with weight inheritance can speed up the training by 1.4 - 7.8 times compared to training from scratch. Moreover, our TinyCLIP ViT-8M/16, trained on YFCC-15M, achieves an impressive zero-shot top-1 accuracy of 41.1% on ImageNet, surpassing the original CLIP ViT-B/16 by 3.5% while utilizing only 8.9% parameters. Finally, we demonstrate the good transferability of TinyCLIP in various downstream tasks. Code and models will be open-sourced at https://aka.ms/tinyclip.

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

While the wide adoption of refusal training in large language models (LLMs) has showcased improvements in model safety, recent works have highlighted shortcomings due to the shallow nature of these alignment methods. To this end, the work on Deliberative alignment proposed distilling reasoning capabilities from stronger reasoning models, thereby instilling deeper safety in LLMs. In this work, we study the impact of deliberative alignment in language models. First, we show that despite being larger in model size and stronger in safety capability, there exists an alignment gap between teacher and student language models, which affects both the safety and general utility of the student model. Furthermore, we show that models aligned through deliberative alignment can retain unsafe behaviors from the base model despite learning the reasoning patterns of larger reasoning models. Building upon this observation, we propose a BoN sampling method that attributes the unsafe behavior back to the base LLMs in the latent space, thereby down-ranking unsafe responses to gain a meaningful improvement in model safety across multiple safety benchmarks with minimal loss in utility. In particular, across 7 teacher models and 6 student models of different classes and sizes, we show an average attack success rate (ASR) reduction of 28.2% in DAN, 31.3% in WildJailbreak and 35.4 % in StrongREJECT benchmarks. We further show that these safety gains prevail post RL training, thus highlighting the uncertainty in safety reasoning and it's explicit attribution to the base model.

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

Large vision Transformers (ViTs) driven by self-supervised pre-training mechanisms achieved unprecedented progress. Lightweight ViT models limited by the model capacity, however, benefit little from those pre-training mechanisms. Knowledge distillation defines a paradigm to transfer representations from large (teacher) models to small (student) ones. However, the conventional single-stage distillation easily gets stuck on task-specific transfer, failing to retain the task-agnostic knowledge crucial for model generalization. In this study, we propose generic-to-specific distillation (G2SD), to tap the potential of small ViT models under the supervision of large models pre-trained by masked autoencoders. In generic distillation, decoder of the small model is encouraged to align feature predictions with hidden representations of the large model, so that task-agnostic knowledge can be transferred. In specific distillation, predictions of the small model are constrained to be consistent with those of the large model, to transfer task-specific features which guarantee task performance. With G2SD, the vanilla ViT-Small model respectively achieves 98.7%, 98.1% and 99.3% the performance of its teacher (ViT-Base) for image classification, object detection, and semantic segmentation, setting a solid baseline for two-stage vision distillation. Code will be available at https://github.com/pengzhiliang/G2SD.

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

Diffusion models have revolutionized image and video generation, achieving unprecedented visual quality. However, their reliance on transformer architectures incurs prohibitively high computational costs, particularly when extending generation to long videos. Recent work has explored autoregressive formulations for long video generation, typically by distilling from short-horizon bidirectional teachers. Nevertheless, given that teacher models cannot synthesize long videos, the extrapolation of student models beyond their training horizon often leads to pronounced quality degradation, arising from the compounding of errors within the continuous latent space. In this paper, we propose a simple yet effective approach to mitigate quality degradation in long-horizon video generation without requiring supervision from long-video teachers or retraining on long video datasets. Our approach centers on exploiting the rich knowledge of teacher models to provide guidance for the student model through sampled segments drawn from self-generated long videos. Our method maintains temporal consistency while scaling video length by up to 20x beyond teacher's capability, avoiding common issues such as over-exposure and error-accumulation without recomputing overlapping frames like previous methods. When scaling up the computation, our method shows the capability of generating videos up to 4 minutes and 15 seconds, equivalent to 99.9% of the maximum span supported by our base model's position embedding and more than 50x longer than that of our baseline model. Experiments on standard benchmarks and our proposed improved benchmark demonstrate that our approach substantially outperforms baseline methods in both fidelity and consistency. Our long-horizon videos demo can be found at https://self-forcing-plus-plus.github.io/

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

Algorithmic efficiency techniques such as distillation (hinton2015distillation) are useful in improving model quality without increasing serving costs, provided a larger teacher model is available for a smaller student model to learn from during training. Standard distillation methods are limited to only forcing the student to match the teacher's outputs. Given the costs associated with training a large model, we believe we should be extracting more useful information from a teacher model than by just making the student match the teacher's outputs. In this paper, we introduce \guide (Guided Initialization and Distillation of Embeddings). \guide can be considered a distillation technique that forces the student to match the teacher in the parameter space. Using \guide we show 25-26\% reduction in the teacher-student quality gap when using large student models (400M - 1B parameters) trained on approx 20B tokens. We also present a thorough analysis demonstrating that \guide can be combined with knowledge distillation with near additive improvements. Furthermore, we show that applying \guide alone leads to substantially better model quality than applying knowledge distillation by itself. Most importantly, \guide introduces no training or inference overhead and hence any model quality gains from our method are virtually free.

Although modern multilingual Automatic Speech Recognition (ASR) systems support several Nigerian languages, their performance consistently lags behind high-resource languages like English and French. Nigerian languages present unique modelling hurdles, including acute data scarcity, inconsistent orthography, tonal diacritics, diverse accents, frequent code-switching, and localized named entities. To address these challenges, we developed a multilingual ASR framework utilizing a two-stage distillation process. First, we employ student-teacher knowledge distillation from existing monolingual models, conditioned on robust language-specific N-gram language models. Second, we perform iterative self improvement using pseudo-labelled data to further refine accuracy. Our method significantly bridges the performance gap, achieving on average a relative Word Error Rate (WER) reduction of 29 % over monolingual baselines. Our models also outperform state-of-the-art multilingual models across major benchmarks, including Common Voice and Fleurs. We introduce Sometin Beta Pass Notin (SBPN), a foundational multilingual ASR model covering Yorùbá, Hausa, Igbo, Nigerian Pidgin, and Nigerian English. SBPN is released in two sizes: SBPN-Base (120 M parameters) and SBPN-Large (600 M parameters). By releasing these as open foundation models, we aim to provide ASR resources for further research into the rich phonetic and cultural landscape of the region.

Accelerating the sampling speed of diffusion models remains a significant challenge. Recent score distillation methods distill a heavy teacher model into an one-step student generator, which is optimized by calculating the difference between the two score functions on the samples generated by the student model. However, there is a score mismatch issue in the early stage of the distillation process, because existing methods mainly focus on using the endpoint of pre-trained diffusion models as teacher models, overlooking the importance of the convergence trajectory between the student generator and the teacher model. To address this issue, we extend the score distillation process by introducing the entire convergence trajectory of teacher models and propose Distribution Backtracking Distillation (DisBack) for distilling student generators. DisBask is composed of two stages: Degradation Recording and Distribution Backtracking. Degradation Recording is designed to obtain the convergence trajectory of teacher models, which records the degradation path from the trained teacher model to the untrained initial student generator. The degradation path implicitly represents the intermediate distributions of teacher models. Then Distribution Backtracking trains a student generator to backtrack the intermediate distributions for approximating the convergence trajectory of teacher models. Extensive experiments show that DisBack achieves faster and better convergence than the existing distillation method and accomplishes comparable generation performance. Notably, DisBack is easy to implement and can be generalized to existing distillation methods to boost performance. Our code is publicly available on https://github.com/SYZhang0805/DisBack.

On-policy distillation offers dense, per-token supervision for training reasoning models; however, it remains unclear under which conditions this signal is beneficial and under which it is detrimental. Which teacher model should be used, and in the case of self-distillation, which specific context should serve as the supervisory signal? Does the optimal choice vary from one token to the next? At present, addressing these questions typically requires costly training runs whose aggregate performance metrics obscure the dynamics at the level of individual tokens. We introduce a training-free diagnostic framework that operates at the highest resolution: per token, per question, and per teacher. We derive an ideal per-node gradient defined as the parameter update that maximally increases the student's probability of success. We then develop a scalable targeted-rollout algorithm to estimate this gradient efficiently, even for long chains of intermediate thoughts. The gradient alignment score, defined as the cosine similarity between this ideal gradient and any given distillation gradient, quantifies the extent to which a particular configuration approximates the ideal signal. Across a range of self-distillation settings and external teacher models, we observe that distillation guidance exhibits substantially higher alignment with the ideal on incorrect rollouts than on correct ones, where the student already performs well and the teacher's signal tends to become noisy. Furthermore, we find that the optimal distillation context depends jointly on the student model's capacity and the target task, and that no single universally effective configuration emerges. These findings motivate the use of per-task, per-token diagnostic analyses for distillation.

Electrocardiogram (ECG) is a widely used tool for assessing cardiac function due to its low cost and accessibility. Emergent research shows that ECGs can help make predictions on key outcomes traditionally derived from more complex modalities such as echocardiograms (ECHO), enabling the use of ECGs as a more accessible method to predict broader measurements of cardiac function. ECHO, in particular, are of great importance because they require considerable hospital resources while playing a key role in clinical cardiac assessment. To aid this use case, we introduce EchoingECG, a probabilistic student-teacher model that leverages uncertainty-aware ECG embeddings and ECHO supervision to improve ECG-based cardiac function prediction. Our approach integrates Probabilistic Cross-Modal Embeddings (PCME++), a probabilistic contrastive framework, with ECHO-CLIP, a vision-language pre-trained model trained on ECHO-text pairs, to distill ECHO knowledge into ECG representations. Through experiments and external validation, we showed that EchoingECG outperforms state-of-the-art foundation ECG models in zero-shot, few-shot, and fine-tune settings for ECHO predictions based on ECG. We also highlighted that variance estimation (enabled through our method) enhanced our understanding of model performance by identifying underlying regions of uncertainty within ECGs. The code is available: https://github.com/mcintoshML/EchoingECG.

Distilled video generation models offer fast and efficient synthesis but struggle with motion customization when guided by reference videos, especially under training-free settings. Existing training-free methods, originally designed for standard diffusion models, fail to generalize due to the accelerated generative process and large denoising steps in distilled models. To address this, we propose MotionEcho, a novel training-free test-time distillation framework that enables motion customization by leveraging diffusion teacher forcing. Our approach uses high-quality, slow teacher models to guide the inference of fast student models through endpoint prediction and interpolation. To maintain efficiency, we dynamically allocate computation across timesteps according to guidance needs. Extensive experiments across various distilled video generation models and benchmark datasets demonstrate that our method significantly improves motion fidelity and generation quality while preserving high efficiency. Project page: https://euminds.github.io/motionecho/

Multimodal Large Language Models (MLLMs) have achieved remarkable progress on vision-language tasks, but they may also memorize and expose sensitive or restricted knowledge, raising concerns about privacy and broader safety risks. Machine Unlearning (MU) provides a promising way to remove targeted undesirable knowledge from trained models without retraining from scratch while preserving general model utility. Nevertheless, effective unlearning in MLLMs remains particularly challenging. Existing training-based methods often struggle to balance unlearning effectiveness and model utility. In contrast, training-free methods such as in-context unlearning preserve model utility by avoiding parameter updates, but they do not remove memorized knowledge at the parameter level and may remain vulnerable to reverse-engineering attacks. More importantly, in-context unlearning is insufficient in multimodal settings, where visual inputs can provide strong conditioning signals and induce undesirable outputs. To address these challenges, we propose Visual-Noise Guided In-Context Distillation (VGID), a distillation-based framework for MLLM unlearning. VGID dynamically constructs an unlearning-oriented teacher distribution from the frozen base model through dual-modal intervention that combines visual perturbation with textual in-context unlearning. The resulting intervention-induced distribution serves as a teacher signal for distillation, guiding the student model toward parameter-level unlearning without requiring external teacher models or explicit undesirable response annotations. Experimental results show that VGID achieves strong unlearning effectiveness while preserving competitive model utility, reducing forget set ROUGE-L by 0.371 with only a 0.055 drop in retain set ROUGE-L in a representative setting.

Large language models have recently enabled a generative paradigm for query expansion, but their high inference cost makes direct deployment difficult in practical retrieval systems. To address this issue, a retrieval-feedback-driven distillation and preference-alignment framework is proposed to transfer retrieval-friendly expansion behavior from a strong teacher model to a compact student model. Rather than relying on few-shot exemplars at inference time, the framework first leverages two complementary types of teacher-generated expansions, produced under zero-shot and few-shot prompting conditions, as supervision signals for distillation and as candidate pools for preference construction. A retrieval-metric-driven strategy is then introduced to automatically form chosen/rejected expansion pairs according to nDCG@10 differences, and Direct Preference Optimization is applied to explicitly align generation preferences with retrieval objectives. Experiments on TREC DL19/20/21 and MIRACL-zh show that the proposed approach preserves strong retrieval effectiveness while substantially reducing inference cost. In particular, the distilled Qwen3-4B model reaches about 97% of the teacher (DeepSeek-685B) model's nDCG@10 performance on DL19, and remains effective on the Chinese MIRACL-zh benchmark, demonstrating strong practicality across both English and Chinese retrieval settings.

Dense visual prediction tasks, such as detection and segmentation, are crucial for time-critical applications (e.g., autonomous driving and video surveillance). While deep models achieve strong performance, their efficiency remains a challenge. Knowledge distillation (KD) is an effective model compression technique, but existing feature-based KD methods rely on static, teacher-driven feature selection, failing to adapt to the student's evolving learning state or leverage dynamic student-teacher interactions. To address these limitations, we propose Adaptive student-teacher Cooperative Attention Masking for Knowledge Distillation (ACAM-KD), which introduces two key components: (1) Student-Teacher Cross-Attention Feature Fusion (STCA-FF), which adaptively integrates features from both models for a more interactive distillation process, and (2) Adaptive Spatial-Channel Masking (ASCM), which dynamically generates importance masks to enhance both spatial and channel-wise feature selection. Unlike conventional KD methods, ACAM-KD adapts to the student's evolving needs throughout the entire distillation process. Extensive experiments on multiple benchmarks validate its effectiveness. For instance, on COCO2017, ACAM-KD improves object detection performance by up to 1.4 mAP over the state-of-the-art when distilling a ResNet-50 student from a ResNet-101 teacher. For semantic segmentation on Cityscapes, it boosts mIoU by 3.09 over the baseline with DeepLabV3-MobileNetV2 as the student model.

In this paper, we question if well pre-trained vision transformer (ViT) models could be used as teachers that exhibit scalable properties to advance cross architecture knowledge distillation (KD) research, in the context of using large-scale datasets for evaluation. To make this possible, our analysis underlines the importance of seeking effective strategies to align (1) feature computing paradigm differences, (2) model scale differences, and (3) knowledge density differences. By combining three coupled components namely cross attention projector, dual-view feature mimicking and teacher parameter perception tailored to address the above problems, we present a simple and effective KD method, called ScaleKD. Our method can train student backbones that span across a variety of convolutional neural network (CNN), multi-layer perceptron (MLP), and ViT architectures on image classification datasets, achieving state-of-the-art distillation performance. For instance, taking a well pre-trained Swin-L as the teacher model, our method gets 75.15%|82.03%|84.16%|78.63%|81.96%|83.93%|83.80%|85.53% top-1 accuracies for MobileNet-V1|ResNet-50|ConvNeXt-T|Mixer-S/16|Mixer-B/16|ViT-S/16|Swin-T|ViT-B/16 models trained on ImageNet-1K dataset from scratch, showing 3.05%|3.39%|2.02%|4.61%|5.52%|4.03%|2.62%|3.73% absolute gains to the individually trained counterparts. Intriguingly, when scaling up the size of teacher models or their pre-training datasets, our method showcases the desired scalable properties, bringing increasingly larger gains to student models. The student backbones trained by our method transfer well on downstream MS-COCO and ADE20K datasets. More importantly, our method could be used as a more efficient alternative to the time-intensive pre-training paradigm for any target student model if a strong pre-trained ViT is available, reducing the amount of viewed training samples up to 195x.

Pre-trained vision-language (V-L) models such as CLIP have shown excellent performance in many downstream cross-modal tasks. However, most of them are only applicable to the English context. Subsequent research has focused on this problem and proposed improved models, such as CN-CLIP and AltCLIP, to facilitate their applicability to Chinese and even other languages. Nevertheless, these models suffer from high latency and a large memory footprint in inference, which limits their further deployment on resource-constrained edge devices. In this work, we propose a conceptually simple yet effective multilingual CLIP Compression framework and train a lightweight multilingual vision-language model, called DC-CLIP, for both Chinese and English context. In this framework, we collect high-quality Chinese and English text-image pairs and design two training stages, including multilingual vision-language feature distillation and alignment. During the first stage, lightweight image/text student models are designed to learn robust visual/multilingual textual feature representation ability from corresponding teacher models, respectively. Subsequently, the multilingual vision-language alignment stage enables effective alignment of visual and multilingual textual features to further improve the model's multilingual performance. Comprehensive experiments in zero-shot image classification, conducted based on the ELEVATER benchmark, showcase that DC-CLIP achieves superior performance in the English context and competitive performance in the Chinese context, even with less training data, when compared to existing models of similar parameter magnitude. The evaluation demonstrates the effectiveness of our designed training mechanism.

Multimodal large language models (MLLMs) have demonstrated remarkable capabilities in vision-language answering tasks. Despite their strengths, these models often encounter challenges in achieving complex reasoning tasks such as mathematical problem-solving. Previous works have focused on fine-tuning on specialized mathematical datasets. However, these datasets are typically distilled directly from teacher models, which capture only static reasoning patterns and leaving substantial gaps compared to student models. This reliance on fixed teacher-derived datasets not only restricts the model's ability to adapt to novel or more intricate questions that extend beyond the confines of the training data, but also lacks the iterative depth needed for robust generalization. To overcome these limitations, we propose \method, a Mathematical Self-Evolving framework for MLLMs. In contrast to traditional one-shot fine-tuning paradigms, \method iteratively refines the model through cycles of inference, reflection, and reward-based feedback. Specifically, we leverage iterative fine-tuning by incorporating correct reasoning paths derived from previous-stage inference and integrating reflections from a specialized Outcome Reward Model (ORM). To verify the effectiveness of \method, we evaluate it on a suite of challenging benchmarks, demonstrating significant performance gains over backbone models. Notably, our experimental results on MathVL-test surpass the leading open-source multimodal mathematical reasoning model QVQ. Our code and models are available at https://zheny2751\allowbreak-dotcom.github.io/\allowbreak MathSE.github.io/.

We introduce Dark3R, a framework for structure from motion in the dark that operates directly on raw images with signal-to-noise ratios (SNRs) below -4 dB -- a regime where conventional feature- and learning-based methods break down. Our key insight is to adapt large-scale 3D foundation models to extreme low-light conditions through a teacher--student distillation process, enabling robust feature matching and camera pose estimation in low light. Dark3R requires no 3D supervision; it is trained solely on noisy--clean raw image pairs, which can be either captured directly or synthesized using a simple Poisson--Gaussian noise model applied to well-exposed raw images. To train and evaluate our approach, we introduce a new, exposure-bracketed dataset that includes sim42,000 multi-view raw images with ground-truth 3D annotations, and we demonstrate that Dark3R achieves state-of-the-art structure from motion in the low-SNR regime. Further, we demonstrate state-of-the-art novel view synthesis in the dark using Dark3R's predicted poses and a coarse-to-fine radiance field optimization procedure.

Diffusion-based stylization methods typically denoise from a specific partial noise state for image-to-image and video-to-video tasks. This multi-step diffusion process is computationally expensive and hinders real-world application. A promising solution to speed up the process is to obtain few-step consistency models through trajectory distillation. However, current consistency models only force the initial-step alignment between the probability flow ODE (PF-ODE) trajectories of the student and the imperfect teacher models. This training strategy can not ensure the consistency of whole trajectories. To address this issue, we propose single trajectory distillation (STD) starting from a specific partial noise state. We introduce a trajectory bank to store the teacher model's trajectory states, mitigating the time cost during training. Besides, we use an asymmetric adversarial loss to enhance the style and quality of the generated images. Extensive experiments on image and video stylization demonstrate that our method surpasses existing acceleration models in terms of style similarity and aesthetic evaluations. Our code and results will be available on the project page: https://single-trajectory-distillation.github.io.

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

Arabic is known to present unique challenges for Automatic Speech Recognition (ASR). On one hand, its rich linguistic diversity and wide range of dialects complicate the development of robust, inclusive models. On the other, current multilingual ASR models are compute-intensive and lack proper comprehensive evaluations. In light of these challenges, we distill knowledge from large teacher models into smaller student variants that are more efficient. We also introduce a novel human-annotated dataset covering five under-represented Arabic dialects for evaluation. We further evaluate both our models and existing SoTA multilingual models on both standard available benchmarks and our new dialectal data. Our best-distilled model's overall performance (45.0\% WER) surpasses that of a SoTA model twice its size (SeamlessM4T-large-v2, WER=47.0\%) and its teacher model (Whisper-large-v2, WER=55.1\%), and its average performance on our new dialectal data (56.9\% WER) outperforms all other models. To gain more insight into the poor performance of these models on dialectal data, we conduct an error analysis and report the main types of errors the different models tend to make. The GitHub repository for the project is available at https://github.com/UBC-NLP/distill-whisper-ar.

3D Gaussian Splatting (3DGS) has exhibited remarkable efficacy in novel view synthesis (NVS). However, it suffers from a significant drawback: achieving high-fidelity rendering typically necessitates a large number of 3D Gaussians, resulting in substantial memory consumption and storage requirements. To address this challenge, we propose the first knowledge distillation framework for 3DGS, featuring various teacher models, including vanilla 3DGS, noise-augmented variants, and dropout-regularized versions. The outputs of these teachers are aggregated to guide the optimization of a lightweight student model. To distill the hidden geometric structure, we propose a structural similarity loss to boost the consistency of spatial geometric distributions between the student and teacher model. Through comprehensive quantitative and qualitative evaluations across diverse datasets, the proposed Distilled-3DGS, a simple yet effective framework without bells and whistles, achieves promising rendering results in both rendering quality and storage efficiency compared to state-of-the-art methods. Project page: https://distilled3dgs.github.io . Code: https://github.com/lt-xiang/Distilled-3DGS .

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

Graph Convolutional Neural Networks (GCNs) possess strong capabilities for processing graph data in non-grid domains. They can capture the topological logical structure and node features in graphs and integrate them into nodes' final representations. GCNs have been extensively studied in various fields, such as recommendation systems, social networks, and protein molecular structures. With the increasing application of graph neural networks, research has focused on improving their performance while compressing their size. In this work, a plug-in module named Graph Knowledge Enhancement and Distillation Module (GKEDM) is proposed. GKEDM can enhance node representations and improve the performance of GCNs by extracting and aggregating graph information via multi-head attention mechanism. Furthermore, GKEDM can serve as an auxiliary transferor for knowledge distillation. With a specially designed attention distillation method, GKEDM can distill the knowledge of large teacher models into high-performance and compact student models. Experiments on multiple datasets demonstrate that GKEDM can significantly improve the performance of various GCNs with minimal overhead. Furthermore, it can efficiently transfer distilled knowledge from large teacher networks to small student networks via attention distillation.

Self-attention serves as the core foundation of large-scale transformer pretraining, but its quadratic token interaction cost makes inference expensive. Replacing attention with simpler sequential modules is appealing, yet naive substitution is often lossy, especially at larger scales. This paper revisits attention replacement through the lens of sparsity. Based on the observation of diverse sparsity patterns across transformer layers, we posit that pretrained transformers decompose the complex token dependency across tokens into various sequence-to-sequence mappings of diverse complexities, where some layer functionalities can be approximated and replaced with much simpler sequential modules without loss. We evaluate this premise using a plug-and-play layer-wise distillation framework to approximate and replace attention functionalities in pretrained vision transformer models. Controlled group-wise replacements under a fixed training budget reveal a clear pattern: substituting layers with sparser attention incurs substantially smaller accuracy drops than replacing denser ones. We further impose explicit attention sparsity on the pretrained ViT via AViT-style token retention and perform sparsity-guided distillation for sequential replacing models, where we see increasing teacher sparsity consistently reduces the student-teacher gap. The proposed method achieves efficient attention replacement for reduced parameter size and latency through the guidance of attention sparsity.

Agent skills can remarkably improve task success rates by using human-written procedural documents, but their quality is difficult to assess without environment-grounded verification. Existing skill generation methods heavily rely on preference logs rather than direct environment interaction, often yielding negligible or even degraded gains. We identify that it is a fundamental timing bottleneck: robust skills should be posterior-based, distilled from empirical environment interaction rather than prior plans. In this study, we introduce the Posterior Distillation Index (PDI), a trajectory-level metric that quantifies how well a distilled skill is grounded in the task-environment evidence. To operationalize PDI, we present SPARK (Structured Pipelines for Autonomous Runnable tasKs and sKill generation) for preserving task execution evidence towards full trajectory-level analysis. SPARK generates environment-verified trajectories used to compute PDI, and it applies PDI as an online diagnostic and intervention signal to ensure posterior skill formation. Across 86 runnable tasks, SPARK-generated skills consistently surpass no-skill baselines and outperform human-written skills on student models (inference cost up to 1,000x cheaper than teacher models). These findings show that PDI-guided distillation produces efficient and transferable skills grounded in the task-environment interaction. We release our code at https://github.com/EtaYang10th/spark-skills .

RGB-Thermal (RGB-T) semantic segmentation is essential for robotic systems operating in low-light or dark environments. However, traditional approaches often overemphasize modality balance, resulting in limited robustness and severe performance degradation when sensor signals are partially missing. Recent advances such as cross-modal knowledge distillation and modality-adaptive fine-tuning attempt to enhance cross-modal interaction, but they typically decouple modality fusion and modality adaptation, requiring multi-stage training with frozen models or teacher-student frameworks. We present RTFDNet, a three-branch encoder-decoder that unifies fusion and decoupling for robust RGB-T segmentation. Synergistic Feature Fusion (SFF) performs channel-wise gated exchange and lightweight spatial attention to inject complementary cues. Cross-Modal Decouple Regularization (CMDR) isolates modality-specific components from the fused representation and supervises unimodal decoders via stop-gradient targets. Region Decouple Regularization (RDR) enforces class-selective prediction consistency in confident regions while blocking gradients to the fusion branch. This feedback loop strengthens unimodal paths without degrading the fused stream, enabling efficient standalone inference at test time. Extensive experiments demonstrate the effectiveness of RTFDNet, showing consistent performance across varying modality conditions. Our implementation will be released to facilitate further research. Our source code are publicly available at https://github.com/curapima/RTFDNet.

Convolutional neural networks (CNNs) have been widely used in efficient image super-resolution. However, for CNN-based methods, performance gains often require deeper networks and larger feature maps, which increase complexity and inference costs. Inspired by LoRA's success in fine-tuning large language models, we explore its application to lightweight models and propose Distillation-Supervised Convolutional Low-Rank Adaptation (DSCLoRA), which improves model performance without increasing architectural complexity or inference costs. Specifically, we integrate ConvLoRA into the efficient SR network SPAN by replacing the SPAB module with the proposed SConvLB module and incorporating ConvLoRA layers into both the pixel shuffle block and its preceding convolutional layer. DSCLoRA leverages low-rank decomposition for parameter updates and employs a spatial feature affinity-based knowledge distillation strategy to transfer second-order statistical information from teacher models (pre-trained SPAN) to student models (ours). This method preserves the core knowledge of lightweight models and facilitates optimal solution discovery under certain conditions. Experiments on benchmark datasets show that DSCLoRA improves PSNR and SSIM over SPAN while maintaining its efficiency and competitive image quality. Notably, DSCLoRA ranked first in the Overall Performance Track of the NTIRE 2025 Efficient Super-Resolution Challenge. Our code and models are made publicly available at https://github.com/Yaozzz666/DSCF-SR.

Large Foundation Models like Dust3r can produce high quality outputs such as pointmaps, camera intrinsics, and depth estimation, given stereo-image pairs as input. However, the application of these outputs on tasks like Visual Localization requires a large amount of inference time and compute resources. To address these limitations, in this paper, we propose the use of a knowledge distillation pipeline, where we aim to build a student-teacher model with Dust3r as the teacher and explore multiple architectures of student models that are trained using the 3D reconstructed points output by Dust3r. Our goal is to build student models that can learn scene-specific representations and output 3D points with replicable performance such as Dust3r. The data set we used to train our models is 12Scenes. We test two main architectures of models: a CNN-based architecture and a Vision Transformer based architecture. For each architecture, we also compare the use of pre-trained models against models built from scratch. We qualitatively compare the reconstructed 3D points output by the student model against Dust3r's and discuss the various features learned by the student model. We also perform ablation studies on the models through hyperparameter tuning. Overall, we observe that the Vision Transformer presents the best performance visually and quantitatively.

Despite recent community revelations about the advancements and potential applications of Large Language Models (LLMs) in understanding Text-Attributed Graph (TAG), the deployment of LLMs for production is hindered by its high computational and storage requirements, as well as long latencies during model inference. Simultaneously, although traditional Graph Neural Networks (GNNs) are light weight and adept at learning structural features of graphs, their ability to grasp the complex semantics in TAG is somewhat constrained for real applications. To address these limitations, we concentrate on the downstream task of node classification in TAG and propose a novel graph knowledge distillation framework, termed Linguistic Graph Knowledge Distillation (LinguGKD), using LLMs as teacher models and GNNs as student models for knowledge distillation. It involves TAG-oriented instruction tuning of LLM on designed tailored prompts, followed by propagating knowledge and aligning the hierarchically learned node features from the teacher LLM to the student GNN in latent space, employing a layer-adaptive contrastive learning strategy. Through extensive experiments on a variety of LLM and GNN models and multiple benchmark datasets, the proposed LinguGKD significantly boosts the student GNN's predictive accuracy and convergence rate, without the need of extra data or model parameters. Compared to teacher LLM, distilled GNN achieves superior inference speed equipped with much fewer computing and storage demands, when surpassing the teacher LLM's classification accuracy on some of benchmark datasets.

Training small language-model agents for long-horizon interactive tasks requires both fast imitation and reward-driven improvement. On-policy distillation (OPD) provides dense teacher guidance and typically improves rapidly in the early stage, but its gains saturate once the student approaches the teacher, limiting the final performance ceiling. Reinforcement learning (RL) directly optimizes environment rewards and encourages exploratory improvement toward a higher reward-defined ceiling, but sparse and delayed feedback makes early-stage learning much less efficient than OPD. In this paper, we propose ATOD (Annealed Turn-aware On-policy Distillation), a hybrid online distillation algorithm that explicitly exploits this complementarity. (1) ATOD uses an annealed OPD-RL schedule: OPD dominates early training to approach teacher-level behavior, while RL is gradually strengthened to drive reward-based exploration. (2) ATOD introduces Turn-level Disagreement-Uncertainty Reweighting (T-DUR), which softly amplifies high-utility turns and improves dense supervision in long trajectories. Experiments on ALFWorld, WebShop, and Search-QA show that ATOD consistently outperforms competing post-training baselines: across the three student sizes, ATOD improves average success rate by 3.03 points over OPD and 23.62 points over GRPO, while surpassing the corresponding teacher models by 2.16 points.

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

With the ever-increasing number of news stories available online, classifying them by topic, regardless of the language they are written in, has become crucial for enhancing readers' access to relevant content. To address this challenge, we propose a teacher-student framework based on large language models (LLMs) for developing multilingual news classification models of reasonable size with no need for manual data annotation. The framework employs a Generative Pretrained Transformer (GPT) model as the teacher model to develop an IPTC Media Topic training dataset through automatic annotation of news articles in Slovenian, Croatian, Greek, and Catalan. The teacher model exhibits a high zero-shot performance on all four languages. Its agreement with human annotators is comparable to that between the human annotators themselves. To mitigate the computational limitations associated with the requirement of processing millions of texts daily, smaller BERT-like student models are fine-tuned on the GPT-annotated dataset. These student models achieve high performance comparable to the teacher model. Furthermore, we explore the impact of the training data size on the performance of the student models and investigate their monolingual, multilingual and zero-shot cross-lingual capabilities. The findings indicate that student models can achieve high performance with a relatively small number of training instances, and demonstrate strong zero-shot cross-lingual abilities. Finally, we publish the best-performing news topic classifier, enabling multilingual classification with the top-level categories of the IPTC Media Topic schema.

Self-supervised learning (SSL) has emerged as a popular approach for learning audio representations. One goal of audio self-supervised pre-training is to transfer knowledge to downstream audio tasks, generally including clip-level and frame-level tasks. While frame-level tasks are important for fine-grained acoustic scene/event understanding, prior studies primarily evaluate on clip-level downstream tasks. In order to tackle both clip-level and frame-level tasks, this paper proposes Audio Teacher-Student Transformer (ATST), with a clip-level version (named ATST-Clip) and a frame-level version (named ATST-Frame), responsible for learning clip-level and frame-level representations, respectively. Both methods use a Transformer encoder and a teacher-student training scheme. We have carefully designed the view creation strategy for ATST-Clip and ATST-Frame. Specifically, ATST-Clip uses segment-wise data augmentations, and ATST-Frame integrates frame-wise data augmentations and masking. Experimental results show that our ATST-Frame model obtains state-of-the-art (SOTA) performances on most of the clip-level and frame-level downstream tasks. Especially, it outperforms other models by a large margin on the frame-level sound event detection task. In addition, the performance can be further improved by combining the two models through knowledge distillation. Our code is available online.

Purpose: Automating tasks such as lung tumor localization and segmentation in radiological images can free valuable time for radiologists and other clinical personnel. Convolutional neural networks may be suited for such tasks, but require substantial amounts of labeled data to train. Obtaining labeled data is a challenge, especially in the medical domain. Methods: This paper investigates the use of a teacher-student design to utilize datasets with different types of supervision to train an automatic model performing pulmonary tumor segmentation on computed tomography images. The framework consists of two models: the student that performs end-to-end automatic tumor segmentation and the teacher that supplies the student additional pseudo-annotated data during training. Results: Using only a small proportion of semantically labeled data and a large number of bounding box annotated data, we achieved competitive performance using a teacher-student design. Models trained on larger amounts of semantic annotations did not perform better than those trained on teacher-annotated data. Conclusions: Our results demonstrate the potential of utilizing teacher-student designs to reduce the annotation load, as less supervised annotation schemes may be performed, without any real degradation in segmentation accuracy.

While various models and computational tools have been proposed for structure and property analysis of molecules, generating molecules that conform to all desired structures and properties remains a challenge. Here, we introduce a multi-constraint molecular generation large language model, TSMMG, which, akin to a student, incorporates knowledge from various small models and tools, namely, the 'teachers'. To train TSMMG, we construct a large set of text-molecule pairs by extracting molecular knowledge from these 'teachers', enabling it to generate novel molecules that conform to the descriptions through various text prompts. We experimentally show that TSMMG remarkably performs in generating molecules meeting complex, natural language-described property requirements across two-, three-, and four-constraint tasks, with an average molecular validity of over 99% and success ratio of 82.58%, 68.03%, and 67.48%, respectively. The model also exhibits adaptability through zero-shot testing, creating molecules that satisfy combinations of properties that have not been encountered. It can comprehend text inputs with various language styles, extending beyond the confines of outlined prompts, as confirmed through empirical validation. Additionally, the knowledge distillation feature of TSMMG contributes to the continuous enhancement of small models, while the innovative approach to dataset construction effectively addresses the issues of data scarcity and quality, which positions TSMMG as a promising tool in the domains of drug discovery and materials science.

Voice activity detection is an essential pre-processing component for speech-related tasks such as automatic speech recognition (ASR). Traditional supervised VAD systems obtain frame-level labels from an ASR pipeline by using, e.g., a Hidden Markov model. These ASR models are commonly trained on clean and fully transcribed data, limiting VAD systems to be trained on clean or synthetically noised datasets. Therefore, a major challenge for supervised VAD systems is their generalization towards noisy, real-world data. This work proposes a data-driven teacher-student approach for VAD, which utilizes vast and unconstrained audio data for training. Unlike previous approaches, only weak labels during teacher training are required, enabling the utilization of any real-world, potentially noisy dataset. Our approach firstly trains a teacher model on a source dataset (Audioset) using clip-level supervision. After training, the teacher provides frame-level guidance to a student model on an unlabeled, target dataset. A multitude of student models trained on mid- to large-sized datasets are investigated (Audioset, Voxceleb, NIST SRE). Our approach is then respectively evaluated on clean, artificially noised, and real-world data. We observe significant performance gains in artificially noised and real-world scenarios. Lastly, we compare our approach against other unsupervised and supervised VAD methods, demonstrating our method's superiority.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

This paper investigates the integration of the Learning Using Privileged Information (LUPI) paradigm in object detection to exploit fine-grained, descriptive information available during training but not at inference. We introduce a general, model-agnostic methodology for injecting privileged information-such as bounding box masks, saliency maps, and depth cues-into deep learning-based object detectors through a teacher-student architecture. Experiments are conducted across five state-of-the-art object detection models and multiple public benchmarks, including UAV-based litter detection datasets and Pascal VOC 2012, to assess the impact on accuracy, generalization, and computational efficiency. Our results demonstrate that LUPI-trained students consistently outperform their baseline counterparts, achieving significant boosts in detection accuracy with no increase in inference complexity or model size. Performance improvements are especially marked for medium and large objects, while ablation studies reveal that intermediate weighting of teacher guidance optimally balances learning from privileged and standard inputs. The findings affirm that the LUPI framework provides an effective and practical strategy for advancing object detection systems in both resource-constrained and real-world settings.

Recently, Large Language Models (LLMs) have demonstrated significant potential for data annotation, markedly reducing the labor costs associated with downstream applications. However, existing methods mostly adopt an aggressive strategy by prompting LLM to determine a single gold label for each unlabeled sample. Due to the inherent uncertainty within LLMs, they often produce incorrect labels for difficult samples, severely compromising the data quality for downstream applications. Motivated by ambiguity aversion in human behaviors, we propose a novel candidate annotation paradigm wherein large language models are encouraged to output all possible labels when incurring uncertainty. To ensure unique labels are provided for downstream tasks, we develop a teacher-student framework CanDist that distills candidate annotations with a Small Language Model (SLM). We further provide a rigorous justification demonstrating that distilling candidate annotations from the teacher LLM offers superior theoretical guarantees compared to directly using single annotations. Extensive experiments across six text classification tasks validate the effectiveness of our proposed method. The source code is available at https://github.com/MingxuanXia/CanDist.

In this paper, we propose a new Self-Supervised Learning (SSL) algorithm called data2vec-aqc, for speech representation learning from unlabeled speech data. Our goal is to improve SSL for speech in domains where both unlabeled and labeled data are limited. Building on the recently introduced data2vec, we introduce additional modules to the data2vec framework that leverage the benefit of data augmentations, quantized representations, and clustering. The interaction between these modules helps solve the cross-contrastive loss as an additional self-supervised objective. data2vec-aqc achieves up to 14.1% and 20.9% relative WER improvement over the existing state-of-the-art data2vec system over the test-clean and test-other sets, respectively of LibriSpeech, without the use of any language model (LM). Our proposed model also achieves up to 17.8\% relative WER gains over the baseline data2vec when fine-tuned on a subset of the Switchboard dataset. Code: https://github.com/Speech-Lab-IITM/data2vec-aqc.

We present the first neural relighting approach for rendering high-fidelity personalized hands that can be animated in real-time under novel illumination. Our approach adopts a teacher-student framework, where the teacher learns appearance under a single point light from images captured in a light-stage, allowing us to synthesize hands in arbitrary illuminations but with heavy compute. Using images rendered by the teacher model as training data, an efficient student model directly predicts appearance under natural illuminations in real-time. To achieve generalization, we condition the student model with physics-inspired illumination features such as visibility, diffuse shading, and specular reflections computed on a coarse proxy geometry, maintaining a small computational overhead. Our key insight is that these features have strong correlation with subsequent global light transport effects, which proves sufficient as conditioning data for the neural relighting network. Moreover, in contrast to bottleneck illumination conditioning, these features are spatially aligned based on underlying geometry, leading to better generalization to unseen illuminations and poses. In our experiments, we demonstrate the efficacy of our illumination feature representations, outperforming baseline approaches. We also show that our approach can photorealistically relight two interacting hands at real-time speeds. https://sh8.io/#/relightable_hands

Enhancing reasoning capabilities in small language models is critical for specialized applications such as medical question answering, particularly in underrepresented languages like Persian. In this study, we employ Reinforcement Learning with AI Feedback (RLAIF) and Direct preference optimization (DPO) to improve the reasoning skills of a general-purpose Persian language model. To achieve this, we translated a multiple-choice medical question-answering dataset into Persian and used RLAIF to generate rejected-preferred answer pairs, which are essential for DPO training. By prompting both teacher and student models to produce Chain-of-Thought (CoT) reasoning responses, we compiled a dataset containing correct and incorrect reasoning trajectories. This dataset, comprising 2 million tokens in preferred answers and 2.5 million tokens in rejected ones, was used to train a baseline model, significantly enhancing its medical reasoning capabilities in Persian. Remarkably, the resulting model outperformed its predecessor, gaokerena-V, which was trained on approximately 57 million tokens, despite leveraging a much smaller dataset. These results highlight the efficiency and effectiveness of reasoning-focused training approaches in developing domain-specific language models with limited data availability.

Vision Language Models (VLMs) have demonstrated remarkable performance in open-world zero-shot visual recognition. However, their potential in space-related applications remains largely unexplored. In the space domain, accurate manual annotation is particularly challenging due to factors such as low visibility, illumination variations, and object blending with planetary backgrounds. Developing methods that can detect and segment spacecraft and orbital targets without requiring extensive manual labeling is therefore of critical importance. In this work, we propose an annotation-free detection and segmentation pipeline for space targets using VLMs. Our approach begins by automatically generating pseudo-labels for a small subset of unlabeled real data with a pre-trained VLM. These pseudo-labels are then leveraged in a teacher-student label distillation framework to train lightweight models. Despite the inherent noise in the pseudo-labels, the distillation process leads to substantial performance gains over direct zero-shot VLM inference. Experimental evaluations on the SPARK-2024, SPEED+, and TANGO datasets on segmentation tasks demonstrate consistent improvements in average precision (AP) by up to 10 points. Code and models are available at https://github.com/giddyyupp/annotation-free-spacecraft-segmentation.

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

Latent Chain-of-Thought (Latent-CoT) aims to enable step-by-step computation without emitting long rationales, yet its mechanisms remain unclear. We study CODI, a continuous-thought teacher-student distillation model, on strictly sequential polynomial-iteration tasks. Using logit-lens decoding, linear probes, attention analysis, and activation patching, we localize intermediate-state representations and trace their routing to the final readout. On two- and three-hop tasks, CODI forms the full set of bridge states that become decodable across latent-thought positions, while the final input follows a separate near-direct route; predictions arise via late fusion at the end-of-thought boundary. For longer hop lengths, CODI does not reliably execute a full latent rollout, instead exhibiting a partial latent reasoning path that concentrates on late intermediates and fuses them with the last input at the answer readout position. Ablations show that this partial pathway can collapse under regime shifts, including harder optimization. Overall, we delineate when CODI-style latent-CoT yields faithful iterative computation versus compressed or shortcut strategies, and highlight challenges in designing robust latent-CoT objectives for sequential reasoning.

Reliable pelvic bone segmentation (PBS) from CT is essential for robot-assisted pelvic trauma surgery, yet deploying a source-trained model to a new hospital suffers from severe performance degradation due to cross-center domain shifts. While test-time adaptation (TTA) enables online model adaptation without accessing source data, existing methods show limited effectiveness for PBS, facing challenges including boundary degradation, anatomical inconsistency under domain shifts, and voxel-level class imbalance. To address these challenges, we propose a novel closed-loop dynamic Reliability-Guided TTA framework (ReGA) for PBS. Specifically, we introduce a pseudo-label reliability criterion termed Segmentation Inference Consistency Evaluation (SICE), which jointly measures region overlap and boundary deviation via dropout-based ensemble predictions. Based on SICE, a trust-weighted refinement module adaptively updates features to mitigate boundary errors in pseudo-labels. Furthermore, a confidence-weighted region-level contrastive learning strategy is proposed to enforce anatomical consistency. Finally, ReGA follows the teacher-student (TS) scheme to alleviate voxel-level class imbalance. Experiments on three heterogeneous 3D pelvic CT datasets demonstrate that ReGA consistently outperforms state-of-the-art TTA methods, enabling effective adaptation of the source-trained PBS model to unseen clinical domains. The code is available at https://github.com/Ren-ling/ReGA.

Self-distillation enables language models to learn on-policy from their own trajectories by using the same model as both student and teacher, with the teacher being conditioned on privileged information unavailable to the student. Such information can come in different types or views, such as solutions, demonstrations, feedback, or final answers. This setup provides dense token-level feedback without relying on a separate external model, but creates a fundamental asymmetry: the teacher may rely on view-specific information that the student cannot access at inference time. Moreover, the best type of privileged information is often task-dependent, making it difficult to choose a single teacher view. In this work, we address both these challenges jointly by introducing AVSD (Adaptive-View Self-Distillation), a novel method of self-distillation with multiple privileged-information views, which reconstructs token-level supervision by separating stable cross-view consensus from view-specific residual signals. AVSD identifies the consensus signal shared across views, which provides a reliable update direction, and then selectively adds the view-specific residual signal to adjust the update magnitude when it both aligns with the consensus direction and remains proportionate to the consensus signal. Experiments on math competition benchmarks (AIME24, AIME25, and HMMT25) show that AVSD consistently outperforms both single-view self-distillation baselines and GRPO, achieving average Avg@8 gains of 3.1% and 2.2% over the strongest baselines on Qwen3-8B and Qwen3-4B, respectively. Moreover, on code-generation benchmarks (Codeforces, LiveCodeBench v6) using Qwen3-8B, AVSD outperforms the single-view self-distillation baseline by 2.4% on average.

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

Many recent breakthroughs in machine learning have been enabled by the pre-trained foundation models. By scaling up model parameters, training data, and computation resources, foundation models have significantly advanced the state-of-the-art in many applications. However, it is still an open question of how to use these models to perform downstream tasks efficiently. Knowledge distillation (KD) has been explored to tackle this challenge. KD transfers knowledge from a large teacher model to a smaller student model. While KD has been successful in improving student model performance, recent research has discovered that a powerful teacher does not necessarily lead to a powerful student, due to their huge capacity gap. In addition, the potential distribution shifts between the pre-training data and downstream tasks can make knowledge transfer in KD sub-optimal for improving downstream task performance. In this paper, we extend KD with an interactive communication process to help students of downstream tasks learn effectively from pre-trained foundation models. Our design is inspired by the way humans learn from teachers who can explain knowledge in a way that meets the students' needs. Specifically, we let each model (i.e., student and teacher) train two components: (1) an encoder encoding the model's hidden states to a message and (2) a decoder decoding any messages to its own hidden states. With encoder and decoder, not only can the teacher transfer rich information by encoding its hidden states, but also the student can send messages with information of downstream tasks to the teacher. Therefore, knowledge passing from teacher to student can be tailored to the student's capacity and downstream tasks' distributions. We conducted experiments on benchmark datasets to show that our communication mechanism outperforms state-of-the-art distillation techniques.

While diffusion models effectively generate remarkable synthetic images, a key limitation is the inference inefficiency, requiring numerous sampling steps. To accelerate inference and maintain high-quality synthesis, teacher-student distillation is applied to compress the diffusion models in a progressive and binary manner by retraining, e.g., reducing the 1024-step model to a 128-step model in 3 folds. In this paper, we propose a single-fold distillation algorithm, SFDDM, which can flexibly compress the teacher diffusion model into a student model of any desired step, based on reparameterization of the intermediate inputs from the teacher model. To train the student diffusion, we minimize not only the output distance but also the distribution of the hidden variables between the teacher and student model. Extensive experiments on four datasets demonstrate that our student model trained by the proposed SFDDM is able to sample high-quality data with steps reduced to as little as approximately 1%, thus, trading off inference time. Our remarkable performance highlights that SFDDM effectively transfers knowledge in single-fold distillation, achieving semantic consistency and meaningful image interpolation.

Pretrained language models (LMs) have shown compelling performance on various downstream tasks, but unfortunately they require a tremendous amount of inference compute. Knowledge distillation finds a path to compress LMs to small ones with a teacher-student paradigm. However, when the capacity gap between the teacher and the student is large, a curse of capacity gap appears, invoking a deficiency in distilling LMs. While a few studies have been carried out to fill the gap, the curse is not yet well tackled. In this paper, we aim at lifting the curse of capacity gap via enlarging the capacity of the student without notably increasing the inference compute. Largely motivated by sparse activation regime of mixture of experts (MoE), we propose a mixture of minimal experts (MiniMoE), which imposes extra parameters to the student but introduces almost no additional inference compute. Experimental results on GLUE and CoNLL demonstrate the curse of capacity gap is lifted by the magic of MiniMoE to a large extent. MiniMoE also achieves the state-of-the-art performance at small FLOPs compared with a range of competitive baselines. With a compression rate as much as sim50times, MiniMoE preserves sim95\% GLUE score of the teacher.

On-policy distillation (OPD) has become a core technique in the post-training of large language models, yet its training dynamics remain poorly understood. This paper provides a systematic investigation of OPD dynamics and mechanisms. We first identify that two conditions govern whether OPD succeeds or fails: (i) the student and teacher should share compatible thinking patterns; and (ii) even with consistent thinking patterns and higher scores, the teacher must offer genuinely new capabilities beyond what the student has seen during training. We validate these findings through weak-to-strong reverse distillation, showing that same-family 1.5B and 7B teachers are distributionally indistinguishable from the student's perspective. Probing into the token-level mechanism, we show that successful OPD is characterized by progressive alignment on high-probability tokens at student-visited states, a small shared token set that concentrates most of the probability mass (97%-99%). We further propose two practical strategies to recover failing OPD: off-policy cold start and teacher-aligned prompt selection. Finally, we show that OPD's apparent free lunch of dense token-level reward comes at a cost, raising the question of whether OPD can scale to long-horizon distillation.

Training-time privileged information (PI) can enable language models to succeed on tasks they would otherwise fail, making it a powerful tool for reinforcement learning in hard, long-horizon settings. However, transferring capabilities learned with PI to policies that must act without it at inference time remains a fundamental challenge. We study this problem in the context of distilling frontier models for multi-turn agentic environments, where closed-source systems typically hide their internal reasoning and expose only action trajectories. This breaks standard distillation pipelines, since successful behavior is observable but the reasoning process is not. For this, we introduce π-Distill, a joint teacher-student objective that trains a PI-conditioned teacher and an unconditioned student simultaneously using the same model. Additionally, we also introduce On-Policy Self-Distillation (OPSD), an alternative approach that trains using Reinforcement Learning (RL) with a reverse KL-penalty between the student and the PI-conditioned teacher. We show that both of these algorithms effectively distill frontier agents using action-only PI. Specifically we find that π-Distill and in some cases OPSD, outperform industry standard practices (Supervised finetuning followed by RL) that assume access to full Chain-of-Thought supervision across multiple agentic benchmarks, models, and forms of PI. We complement our results with extensive analysis that characterizes the factors enabling effective learning with PI, focusing primarily on π-Distill and characterizing when OPSD is competitive.

The significant advancements in large language models (LLMs) give rise to a promising research direction, i.e., leveraging LLMs as recommenders (LLMRec). The efficacy of LLMRec arises from the open-world knowledge and reasoning capabilities inherent in LLMs. LLMRec acquires the recommendation capabilities through instruction tuning based on user interaction data. However, in order to protect user privacy and optimize utility, it is also crucial for LLMRec to intentionally forget specific user data, which is generally referred to as recommendation unlearning. In the era of LLMs, recommendation unlearning poses new challenges for LLMRec in terms of inefficiency and ineffectiveness. Existing unlearning methods require updating billions of parameters in LLMRec, which is costly and time-consuming. Besides, they always impact the model utility during the unlearning process. To this end, we propose E2URec, the first Efficient and Effective Unlearning method for LLMRec. Our proposed E2URec enhances the unlearning efficiency by updating only a few additional LoRA parameters, and improves the unlearning effectiveness by employing a teacher-student framework, where we maintain multiple teacher networks to guide the unlearning process. Extensive experiments show that E2URec outperforms state-of-the-art baselines on two real-world datasets. Specifically, E2URec can efficiently forget specific data without affecting recommendation performance. The source code is at https://github.com/justarter/E2URec.

Prompt learning has emerged as a valuable technique in enhancing vision-language models (VLMs) such as CLIP for downstream tasks in specific domains. Existing work mainly focuses on designing various learning forms of prompts, neglecting the potential of prompts as effective distillers for learning from larger teacher models. In this paper, we introduce an unsupervised domain prompt distillation framework, which aims to transfer the knowledge of a larger teacher model to a lightweight target model through prompt-driven imitation using unlabeled domain images. Specifically, our framework consists of two distinct stages. In the initial stage, we pre-train a large CLIP teacher model using domain (few-shot) labels. After pre-training, we leverage the unique decoupled-modality characteristics of CLIP by pre-computing and storing the text features as class vectors only once through the teacher text encoder. In the subsequent stage, the stored class vectors are shared across teacher and student image encoders for calculating the predicted logits. Further, we align the logits of both the teacher and student models via KL divergence, encouraging the student image encoder to generate similar probability distributions to the teacher through the learnable prompts. The proposed prompt distillation process eliminates the reliance on labeled data, enabling the algorithm to leverage a vast amount of unlabeled images within the domain. Finally, the well-trained student image encoders and pre-stored text features (class vectors) are utilized for inference. To our best knowledge, we are the first to (1) perform unsupervised domain-specific prompt-driven knowledge distillation for CLIP, and (2) establish a practical pre-storing mechanism of text features as shared class vectors between teacher and student. Extensive experiments on 11 datasets demonstrate the effectiveness of our method.

Knowledge distillation (KD) is widely used for compressing a teacher model to reduce its inference cost and memory footprint, by training a smaller student model. However, current KD methods for auto-regressive sequence models suffer from distribution mismatch between output sequences seen during training and those generated by the student during inference. To address this issue, we introduce Generalized Knowledge Distillation (GKD). Instead of solely relying on a fixed set of output sequences, GKD trains the student on its self-generated output sequences by leveraging feedback from the teacher on such sequences. Unlike supervised KD approaches, GKD also offers the flexibility to employ alternative loss functions between the student and teacher, which can be useful when the student lacks the expressivity to mimic the teacher's distribution. Furthermore, GKD facilitates the seamless integration of distillation with RL fine-tuning (RLHF). We demonstrate the efficacy of GKD for distilling auto-regressive language models on summarization, translation, and arithmetic reasoning tasks, and task-agnostic distillation for instruction-tuning.

Large Language Models (LLMs) have revolutionized Natural Language Processing (NLP). Although convenient for research and practical applications, open-source LLMs with fewer parameters often suffer from severe hallucinations compared to their larger counterparts. This paper focuses on measuring and reducing hallucinations in BLOOM 7B, a representative of such weaker open-source LLMs that are publicly available for research and commercial applications. We introduce HaloCheck, a lightweight BlackBox knowledge-free framework designed to quantify the severity of hallucinations in LLMs. Additionally, we explore techniques like knowledge injection and teacher-student approaches to alleviate hallucinations in low-parameter LLMs. Our experiments effectively demonstrate the reduction of hallucinations in challenging domains for these LLMs.