Recent advances in machine learning, particularly the emergence of foundation models, are leading to new opportunities to develop technology-based solutions to societal problems. However, the reasoning and inner workings of today's complex AI models are not transparent to the user, and there are no safety guarantees regarding their predictions. Consequently, to fulfill the promise of AI, we must address the following scientific challenge: how to develop AI-based systems that are not only accurate and performant but also safe and trustworthy? The criticality of safe operation is particularly evident for autonomous systems for control and robotics, and was the catalyst for the Safe Learning Enabled Systems (SLES) program at NSF. For the broader class of AI applications, such as users interacting with chatbots and clinicians receiving treatment recommendations, safety is, while no less important, less well-defined with context-dependent interpretations. This motivated the organization of a day-long workshop, held at University of Pennsylvania on February 26, 2025, to bring together investigators funded by the NSF SLES program with a broader pool of researchers studying AI safety. This report is the result of the discussions in the working groups that addressed different aspects of safety at the workshop. The report articulates a new research agenda focused on developing theory, methods, and tools that will provide the foundations of the next generation of AI-enabled systems.

We argue that viewing AI as a simple reduction in input costs overlooks two critical dynamics: (a) the inherent trade-offs among generality, accuracy, and simplicity, and (b) the redistribution of complexity across stakeholders. While LLMs appear to defy the traditional trade-off by offering high generality and accuracy through simple interfaces, this user-facing simplicity masks a significant shift of complexity to infrastructure, compliance, and specialized personnel. The GAS trade-off, therefore, does not disappear but is relocated from the user to the organization, creating new managerial challenges, particularly around accuracy in high-stakes applications. We contend that competitive advantage no longer stems from mere AI adoption, but from mastering this redistributed complexity through the design of abstraction layers, workflow alignment, and complementary expertise.

With the proliferation of large language model (LLM) applications since 2022, their use in education has sparked both excitement and concern. Recent studies consistently highlight students' (mis)use of LLMs can hinder learning outcomes. This work aims to teach students how to effectively prompt LLMs to improve their learning. We first proposed pedagogical prompting, a theoretically-grounded new concept to elicit learning-oriented responses from LLMs. To move from concept design to a proof-of-concept learning intervention in real educational settings, we selected early undergraduate CS education (CS1/CS2) as the example context. We began with a formative survey study with instructors (N=36) teaching early-stage undergraduate-level CS courses to inform the instructional design based on classroom needs. Based on their insights, we designed and developed a learning intervention through an interactive system with scenario-based instruction to train pedagogical prompting skills. Finally, we evaluated its instructional effectiveness through a user study with CS novice students (N=22) using pre/post-tests. Through mixed methods analyses, our results indicate significant improvements in learners' LLM-based pedagogical help-seeking skills, along with positive attitudes toward the system and increased willingness to use pedagogical prompts in the future. Our contributions include (1) a theoretical framework of pedagogical prompting; (2) empirical insights into current instructor attitudes toward pedagogical prompting; and (3) a learning intervention design with an interactive learning tool and scenario-based instruction leading to promising results on teaching LLM-based help-seeking. Our approach is scalable for broader implementation in classrooms and has the potential to be integrated into tools like ChatGPT as an on-boarding experience to encourage learning-oriented use of generative AI.

Recent breakthroughs in artificial intelligence (AI) have brought about increasingly capable systems that demonstrate remarkable abilities in reasoning, language understanding, and problem-solving. These advancements have prompted a renewed examination of AI awareness not as a philosophical question of consciousness, but as a measurable, functional capacity. AI awareness is a double-edged sword: it improves general capabilities, i.e., reasoning, safety, while also raising concerns around misalignment and societal risks, demanding careful oversight as AI capabilities grow. In this review, we explore the emerging landscape of AI awareness, which includes metacognition (the ability to represent and reason about its own cognitive state), self-awareness (recognizing its own identity, knowledge, limitations, inter alia), social awareness (modeling the knowledge, intentions, and behaviors of other agents and social norms), and situational awareness (assessing and responding to the context in which it operates). First, we draw on insights from cognitive science, psychology, and computational theory to trace the theoretical foundations of awareness and examine how the four distinct forms of AI awareness manifest in state-of-the-art AI. Next, we systematically analyze current evaluation methods and empirical findings to better understand these manifestations. Building on this, we explore how AI awareness is closely linked to AI capabilities, demonstrating that more aware AI agents tend to exhibit higher levels of intelligent behaviors. Finally, we discuss the risks associated with AI awareness, including key topics in AI safety, alignment, and broader ethical concerns.

The rise of AI, especially Large Language Models, presents challenges and opportunities to integrate such technology into the classroom. AI has the potential to revolutionize education by helping teaching staff with various tasks, such as personalizing their teaching methods, but it also raises concerns, for example, about the degradation of student-teacher interactions and user privacy. Based on interviews with teaching staff, this paper introduces INSIGHT, a proof of concept to combine various AI tools to assist teaching staff and students in the process of solving exercises. INSIGHT has a modular design that allows it to be integrated into various higher education courses. We analyze students' questions to an LLM by extracting keywords, which we use to dynamically build an FAQ from students' questions and provide new insights for the teaching staff to use for more personalized face-to-face support. Future work could build upon INSIGHT by using the collected data to provide adaptive learning and adjust content based on student progress and learning styles to offer a more interactive and inclusive learning experience.

Lecture slide element detection and retrieval are key problems in slide understanding. Training effective models for these tasks often depends on extensive manual annotation. However, annotating large volumes of lecture slides for supervised training is labor intensive and requires domain expertise. To address this, we propose a large language model (LLM)-guided synthetic lecture slide generation pipeline, SynLec-SlideGen, which produces high-quality, coherent and realistic slides. We also create an evaluation benchmark, namely RealSlide by manually annotating 1,050 real lecture slides. To assess the utility of our synthetic slides, we perform few-shot transfer learning on real data using models pre-trained on them. Experimental results show that few-shot transfer learning with pretraining on synthetic slides significantly improves performance compared to training only on real data. This demonstrates that synthetic data can effectively compensate for limited labeled lecture slides. The code and resources of our work are publicly available on our project website: https://synslidegen.github.io/.

Large Language Models (LLMs) have shown impressive performance on a range of educational tasks, but are still understudied for their potential to solve mathematical problems. In this study, we compare three prominent LLMs, including GPT-4o, DeepSeek-V3, and Gemini-2.0, on three mathematics datasets of varying complexities (GSM8K, MATH500, and MIT Open Courseware datasets). We take a five-dimensional approach based on the Structured Chain-of-Thought (SCoT) framework to assess final answer correctness, step completeness, step validity, intermediate calculation accuracy, and problem comprehension. The results show that GPT-4o is the most stable and consistent in performance across all the datasets, but particularly it performs outstandingly in high-level questions of the MIT Open Courseware dataset. DeepSeek-V3 is competitively strong in well-structured domains such as optimisation, but suffers from fluctuations in accuracy in statistical inference tasks. Gemini-2.0 shows strong linguistic understanding and clarity in well-structured problems but performs poorly in multi-step reasoning and symbolic logic. Our error analysis reveals particular deficits in each model: GPT-4o is at times lacking in sufficient explanation or precision; DeepSeek-V3 leaves out intermediate steps; and Gemini-2.0 is less flexible in mathematical reasoning in higher dimensions.

The diversity of tasks and dynamic nature of reinforcement learning (RL) require RL agents to be able to learn sequentially and continuously, a learning paradigm known as continuous reinforcement learning. This survey reviews how continual learning transforms RL agents into dynamic continual learners. This enables RL agents to acquire and retain useful and reusable knowledge seamlessly. The paper delves into fundamental aspects of continual reinforcement learning, exploring key concepts, significant challenges, and novel methodologies. Special emphasis is placed on recent advancements in continual reinforcement learning within robotics, along with a succinct overview of evaluation environments utilized in prominent research, facilitating accessibility for newcomers to the field. The review concludes with a discussion on limitations and promising future directions, providing valuable insights for researchers and practitioners alike.

Microscopy is a primary source of information on materials structure and functionality at nanometer and atomic scales. The data generated is often well-structured, enriched with metadata and sample histories, though not always consistent in detail or format. The adoption of Data Management Plans (DMPs) by major funding agencies promotes preservation and access. However, deriving insights remains difficult due to the lack of standardized code ecosystems, benchmarks, and integration strategies. As a result, data usage is inefficient and analysis time is extensive. In addition to post-acquisition analysis, new APIs from major microscope manufacturers enable real-time, ML-based analytics for automated decision-making and ML-agent-controlled microscope operation. Yet, a gap remains between the ML and microscopy communities, limiting the impact of these methods on physics, materials discovery, and optimization. Hackathons help bridge this divide by fostering collaboration between ML researchers and microscopy experts. They encourage the development of novel solutions that apply ML to microscopy, while preparing a future workforce for instrumentation, materials science, and applied ML. This hackathon produced benchmark datasets and digital twins of microscopes to support community growth and standardized workflows. All related code is available at GitHub: https://github.com/KalininGroup/Mic-hackathon-2024-codes-publication/tree/1.0.0.1

The rapid proliferation of generative artificial intelligence (AI) tools - especially large language models (LLMs) such as ChatGPT - has ushered in a transformative era in higher education. Universities in developed regions are increasingly integrating these technologies into research, teaching, and assessment. On one hand, LLMs can enhance productivity by streamlining literature reviews, facilitating idea generation, assisting with coding and data analysis, and even supporting grant proposal drafting. On the other hand, their use raises significant concerns regarding academic integrity, ethical boundaries, and equitable access. Recent empirical studies indicate that nearly 47% of students use LLMs in their coursework - with 39% using them for exam questions and 7% for entire assignments - while detection tools currently achieve around 88% accuracy, leaving a 12% error margin. This article critically examines the opportunities offered by generative AI, explores the multifaceted challenges it poses, and outlines robust policy solutions. Emphasis is placed on redesigning assessments to be AI-resilient, enhancing staff and student training, implementing multi-layered enforcement mechanisms, and defining acceptable use. By synthesizing data from recent research and case studies, the article argues that proactive policy adaptation is imperative to harness AI's potential while safeguarding the core values of academic integrity and equity.