Education materials for K-12 students often consist of multiple modalities, such as text and images, posing challenges for models to fully understand nuanced information in these materials. In this paper, we propose a unified language and vision assistant UniEDU designed for various educational applications, including knowledge recommendation, knowledge tracing, time cost prediction, and user answer prediction, all within a single model. Unlike conventional task-specific models, UniEDU offers a unified solution that excels across multiple educational tasks while maintaining strong generalization capabilities. Its adaptability makes it well-suited for real-world deployment in diverse learning environments. Furthermore, UniEDU is optimized for industry-scale deployment by significantly reducing computational overhead-achieving approximately a 300\% increase in efficiency-while maintaining competitive performance with minimal degradation compared to fully fine-tuned models. This work represents a significant step toward creating versatile AI systems tailored to the evolving demands of education.

Almost all textbooks to be used by first- and second-year high school students in Japan from fiscal 2026 will include quick response (QR) codes that link to websites with video and audio learning aid materials, sources said Tuesday. The education ministry said the same day that a total of 253 textbooks in 13 subjects have passed the second screenings under the current curriculum guidelines. In response to the rapid progress of digitalization, many of the textbooks include descriptions on information ethics and generative artificial intelligence. The average number of pages per textbook in 11 commonly taught subjects came to 321, slightly up from the previous screenings in 2021. All geography-history and civics textbooks take up the Northern Territories, which are effectively controlled by Russia; Takeshima, the Sea of Japan islets controlled by South Korea; and the Japanese-administered Senkaku Islands, which are also claimed by China.

The rise of deep learning has revolutionized data processing and prediction in signal processing and machine learning, yet the substantial computational demands of training and deploying modern large-scale deep models present significant challenges, including high computational costs and energy consumption. Recent research has uncovered a widespread phenomenon in deep networks: the emergence of low-rank structures in weight matrices and learned representations during training. These implicit low-dimensional patterns provide valuable insights for improving the efficiency of training and fine-tuning large-scale models. Practical techniques inspired by this phenomenon--such as low-rank adaptation (LoRA) and training--enable significant reductions in computational cost while preserving model performance. In this paper, we present a comprehensive review of recent advances in exploiting low-rank structures for deep learning and shed light on their mathematical foundations. Mathematically, we present two complementary perspectives on understanding the low-rankness in deep networks: (i) the emergence of low-rank structures throughout the whole optimization dynamics of gradient and (ii) the implicit regularization effects that induce such low-rank structures at convergence. From a practical standpoint, studying the low-rank learning dynamics of gradient descent offers a mathematical foundation for understanding the effectiveness of LoRA in fine-tuning large-scale models and inspires parameter-efficient low-rank training strategies. Furthermore, the implicit low-rank regularization effect helps explain the success of various masked training approaches in deep neural networks, ranging from dropout to masked self-supervised learning. In summary, this tutorial provides researchers and practitioners with a deeper understanding of low-rank structures in the training and adaptation of large-scale deep learning models, highlighting both the theoretical foundations and practical applications of low-rank methods, and outlining promising directions for future research.

These apps let you choose from over a hundred different languages. Traveling to another country is an exciting experience, but learning a new language in order to do so can be a challenge. Fitting lessons into your schedule is difficult and getting the right pronunciation down is always a struggle. With language learning apps like Babbel, Rosetta Stone, Beelinguap and uTalk, you can learn a language at your own pace. These apps have hundreds of languages to choose from, and each app has a different approach and teaches a language differently.

Developing competency in artificial intelligence is becoming increasingly crucial for computer science (CS) students at all levels of the CS curriculum. However, most previous research focuses on advanced CS courses, as traditional introductory courses provide limited opportunities to develop AI skills and knowledge. This paper introduces an introductory CS course where students learn computational thinking through computer vision, a sub-field of AI, as an application context. The course aims to achieve computational thinking outcomes alongside critical thinking outcomes that expose students to AI approaches and their societal implications. Through experiential activities such as individual projects and reading discussions, our course seeks to balance technical learning and critical thinking goals. Our evaluation, based on pre-and post-course surveys, shows an improved sense of belonging, self-efficacy, and AI ethics awareness among students. The results suggest that an AI-focused context can enhance participation and employability, student-selected projects support self-efficacy, and ethically grounded AI instruction can be effective for interdisciplinary audiences. Students' discussions on reading assignments demonstrated deep engagement with the complex challenges in today's AI landscape. Finally, we share insights on scaling such courses for larger cohorts and improving the learning experience for introductory CS students.

The study of propositional logic -- fundamental to the theory of computing -- is a cornerstone of the undergraduate computer science curriculum. Learning to solve logical proofs requires repeated guided practice, but undergraduate students often lack access to on-demand tutoring in a judgment-free environment. In this work, we highlight the need for guided practice tools in undergraduate mathematics education and outline the desiderata of an effective practice tool. We accordingly develop LogicLearner, a web application for guided logic proof practice. LogicLearner consists of an interface to attempt logic proofs step-by-step and an automated proof solver to generate solutions on the fly, allowing users to request guidance as needed. We pilot LogicLearner as a practice tool in two semesters of an undergraduate discrete mathematics course and receive strongly positive feedback for usability and pedagogical value in student surveys. To the best of our knowledge, LogicLearner is the only learning tool that provides an end-to-end practice environment for logic proofs with immediate, judgment-free feedback.

To a ddress these gaps, prior work has sought to evaluate the cultural representations within AI generated output, b ut with few exceptions [30, 67], mostly through quantified, metricized approaches to representation such as statistical similarities and benchmark-style scoring [49, 84]. However, the use of these methods presumes that representation is an o bjective construct with an empirical, definitive ground truth that outputs can be compared against [e.g., 42, 84] [fo r a critique of ground truth, see 59]. Given limitations of these computational methods, evaluation of representation is reduced to basic recognition or factual generation of artifacts. Even when human feedback on representation is sought, it is solicited through narrow, constrained, quantitative scales from anonymized crowdworkers who often do not have th e lived experiences to evaluate nuances of cultural representation of other cultures. However, this approach to measuring representation is in contravention to decades of scholarship in the social sciences that emphasizes the subjective nature of representation, where judgments about representation in visual media are constructed in conversation with the viewer's lived experiences and the broader context within which an image is Permission to make digital or hard copies of all or part of thi s work for personal or classroom use is granted without fee pr ovided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page.

A key consideration when training an LLM is whether the target language is more or less resourced, whether this is English compared to Welsh, or Python compared to Excel. Typical training data for programming languages consist of real program demonstrations coupled with human-written comments. Here we present novel approaches to the creation of such data for low resource programming languages. We generate fully-synthetic, textbook-quality demonstrations of common library functions in an example domain of Excel formulas, using a teacher model. We then finetune an underperforming student model, and show improvement on 2 question-answering datasets recast into the Excel domain. We show advantages of finetuning over standard, off-the-shelf RAG approaches, which can offer only modest improvement due to the unfamiliar target domain.

Developing robotic agents that can generalize across diverse environments while continually evolving their behaviors is a core challenge in AI and robotics. The difficulties lie in solving increasingly complex tasks and ensuring agents can continue learning without converging on narrow, specialized solutions. Quality Diversity (QD) [1, 2] methods effectively foster diversity but often rely on trial and error, where the path to a final solution can be convoluted, leading to inefficiencies and uncertainty. Our approach draws inspiration from nature's inheritance process, where offspring not only receive but also build upon the knowledge of their predecessors. Similarly, our agents inherit distilled behaviors from previous generations, allowing them to adapt and continue learning efficiently, eventually surpassing their predecessors. This natural knowledge transfer reduces randomness, guiding exploration toward more meaningful learning without manual intervention like reward shaping or task descriptors. What sets our method apart is that it offers a straightforward, evolution-inspired way to consolidate and progress, avoiding the need for manually defined styles or gradient editing [3, 4] to prevent forgetting. The agent's ability to retain and refine skills is driven by a blend of IL and RL, naturally passing down essential behaviors while implicitly discarding inferior ones. We introduce Parental Guidance (PG-1) which makes the following contributions: 1. Distributed Evolution Framework: We propose a framework that distributes the evolution process across multiple compute instances, efficiently scheduling and analyzing evolution.

Online reinforcement learning (RL) with sparse rewards poses a challenge partly because of the lack of feedback on states leading to the goal. Furthermore, expert offline data with reward signal is rarely available to provide this feedback and bootstrap online learning. How can we guide online agents to the right solution without this on-task data? Reward shaping offers a solution by providing fine-grained signal to nudge the policy towards the optimal solution. However, reward shaping often requires domain knowledge to hand-engineer heuristics for a specific goal. To enable more general and inexpensive guidance, we propose and analyze a data-driven methodology that automatically guides RL by learning from widely available video data such as Internet recordings, off-task demonstrations, task failures, and undirected environment interaction. By learning a model of optimal goal-conditioned value from diverse passive data, we open the floor to scaling up and using various data sources to model general goal-reaching behaviors relevant to guiding online RL. Specifically, we use intent-conditioned value functions to learn from diverse videos and incorporate these goal-conditioned values into the reward. Our experiments show that video-trained value functions work well with a variety of data sources, exhibit positive transfer from human video pre-training, can generalize to unseen goals, and scale with dataset size.