Adaptive exercise recommendation (ER) aims to choose the next activity that matches a learner's evolving Zone of Proximal Development (ZPD). We present KUL-Rec, a biologically inspired ER system that couples a fast Hebbian memory with slow replay-based consolidation to enable continual, few-shot personalization from sparse interactions. The model operates in an embedding space, allowing a single architecture to handle both tabular knowledge-tracing logs and open-ended short-answer text. We align evaluation with tutoring needs using bidirectional ranking and rank-sensitive metrics (nDCG, Recall@K). Across ten public datasets, KUL-Rec improves macro nDCG (0.316 vs. 0.265 for the strongest baseline) and Recall@10 (0.305 vs. 0.211), while achieving low inference latency and an $\approx99$\% reduction in peak GPU memory relative to a competitive graph-based model. In a 13-week graduate course, KUL-Rec personalized weekly short-answer quizzes generated by a retrieval-augmented pipeline and the personalized quizzes were associated with lower perceived difficulty and higher helpfulness (p < .05). An embedding robustness audit highlights that encoder choice affects semantic alignment, motivating routine audits when deploying open-response assessment. Together, these results indicate that Hebbian replay with bounded consolidation offers a practical path to real-time, interpretable ER that scales across data modalities and classroom settings.

Solving Inductive Logic Programming (ILP) problems with neural networks is a key challenge in Neural-Symbolic Ar- tificial Intelligence (AI). While most research has focused on designing novel network architectures for individual prob- lems, less effort has been devoted to exploring new learning paradigms involving a sequence of problems. In this work, we investigate lifelong learning ILP, which leverages the com- positional and transferable nature of logic rules for efficient learning of new problems. We introduce a compositional framework, demonstrating how logic rules acquired from ear- lier tasks can be efficiently reused in subsequent ones, leading to improved scalability and performance. We formalize our approach and empirically evaluate it on sequences of tasks. Experimental results validate the feasibility and advantages of this paradigm, opening new directions for continual learn- ing in Neural-Symbolic AI.

Classical analyses of gradient descent (GD) define a stability threshold based on the largest eigenvalue of the loss Hessian, often termed sharpness. When the learning rate lies below this threshold, training is stable and the loss decreases monotonically. Yet, modern deep networks often achieve their best performance beyond this regime. We demonstrate that such instabilities induce an implicit bias in GD, driving parameters toward flatter regions of the loss landscape and thereby improving generalization. The key mechanism is the Rotational Polarity of Eigenvectors (RPE), a geometric phenomenon in which the leading eigenvectors of the Hessian rotate during training instabilities. These rotations, which increase with learning rates, promote exploration and provably lead to flatter minima. This theoretical framework extends to stochastic GD, where instability-driven flattening persists and its empirical effects outweigh minibatch noise. Finally, we show that restoring instabilities in Adam further improves generalization. Together, these results establish and understand the constructive role of training instabilities in deep learning.

Medical image analysis for complex tasks such as severity grading and disease subtype classification poses significant challenges due to intricate and similar visual patterns among classes, scarcity of labeled data, and variability in expert interpretations. Despite the usefulness of existing attention-based models in capturing complex visual patterns for medical image classification, underlying architectures often face challenges in effectively distinguishing subtle classes since they struggle to capture inter-class similarity and intra-class variability, resulting in incorrect diagnosis. T o address this, we propose AGGRNet framework to extract informative and non-informative features to effectively understand fine-grained visual patterns and improve classification for complex medical image analysis tasks. Experimental results show that our model achieves state-of-the-art performance on various medical imaging datasets, with the best improvement up to 5% over SOTA models on the Kvasir dataset.

We transitioned our post-CS1 course that introduces various subfields of computer science so that it integrates Large Language Models (LLMs) in a structured, critical, and practical manner. It aims to help students develop the skills needed to engage meaningfully and responsibly with AI. The course now includes explicit instruction on how LLMs work, exposure to current tools, ethical issues, and activities that encourage student reflection on personal use of LLMs as well as the larger evolving landscape of AI-assisted programming. In class, we demonstrate the use and verification of LLM outputs, guide students in the use of LLMs as an ingredient in a larger problem-solving loop, and require students to disclose and acknowledge the nature and extent of LLM assistance. Throughout the course, we discuss risks and benefits of LLMs across CS subfields. In our first iteration of the course, we collected and analyzed data from students pre and post surveys. Student understanding of how LLMs work became more technical, and their verification and use of LLMs shifted to be more discerning and collaborative. These strategies can be used in other courses to prepare students for the AI-integrated future.

Research on how the popularization of generative Artificial Intelligence (AI) tools impacts learning environments has led to hesitancy among educators to teach these tools in classrooms, creating two observed disconnects. Generative AI competency is increasingly valued in industry but not in higher education, and students are experimenting with generative AI without formal guidance. The authors argue students across fields must be taught to responsibly and expertly harness the potential of AI tools to ensure job market readiness and positive outcomes. Computer Science trajectories are particularly impacted, and while consistently top ranked U.S. Computer Science departments teach the mechanisms and frameworks underlying AI, few appear to offer courses on applications for existing generative AI tools. A course was developed at a private research university to teach undergraduate and graduate Computer Science students applications for generative AI tools in software development. Two mixed method surveys indicated students overwhelmingly found the course valuable and effective. Co-authored by the instructor and one of the graduate students, this paper explores the context, implementation, and impact of the course through data analysis and reflections from both perspectives. It additionally offers recommendations for replication in and beyond Computer Science departments. This is the extended version of this paper to include technical appendices.

Identifying the determinants of academic success in basic education represents a central challenge for educational research and policymaking, particularly in a country with Brazil's vast dimensions and socioeconomic heterogeneity (Issah et al. 2023). A systemic approach is crucial, as student performance is influenced by a complex interplay of factors spanning individual, academic, socioeconomic, and institutional domains (Barrag an Moreno and Guzm an Rinc on 2025). The System of Assessment of Basic Education (SAEB), conducted by the National Institute for Educational Studies and Research An ısio Teixeira (INEP) (INEP 2025), provides a rich, multi-level dataset uniquely suited for such an analysis (Bonamino et al. 2010). The public availability of its anonymized microdata enables the research community to investigate the intricate relationships between student proficiency and a wide array of contextual factors, from socioeconomic backgrounds to school infrastructure and teacher profiles. Consequently, the SAEB microdata is an essential resource for data-driven research aimed at informing and evaluating educational policies in the country (Lundberg and Lee 2017b; Mazoni and Oliveira 2023). While traditional statistical methods are common, the Educational Data Mining (EDM) paradigm offers powerful tools for uncovering complex, non-linear patterns from such data (Romero and Ventura 2010). Furthermore, we demonstrate that by interpreting the model's classification results with XAI techniques, our method provides data-driven insights for educators and policymakers (Idrizi 2024). The primary objective of this research is thus to develop and evaluate a multi-level machine learning model to identify the key systemic factors associated with the academic performance of 9th-grade and high school students, using the SAEB microdata. Building upon this perspective, the study shifts its analytical focus from purely individual student interventions toward addressing the systemic determinants that shape educational outcomes in Brazilian basic education.

This project addresses a critical pedagogical need: offering students continuous, on-demand academic assistance beyond conventional reception hours. I present a domain-specific Retrieval-Augmented Generation (RAG) system powered by a quantized Mistral-7B Instruct model and deployed as a Telegram bot. The assistant enhances learning by delivering real-time, personalized responses aligned with the "Introduction to Parallel Processing" course materials. GPU acceleration significantly improves inference latency, enabling practical deployment on consumer hardware. This approach demonstrates how consumer GPUs can enable affordable, private, and effective AI tutoring for HPC education.

Euclidean geometry has historically played a central role in cultivating logical reasoning and abstract thinking within mathematics education, but has experienced waning emphasis in recent curricula. The resurgence of interest, driven by advances in artificial intelligence and educational technology, has highlighted geometry's potential to develop essential cognitive skills and inspired new approaches to automated problem solving and proof verification. This article presents an ontology-based framework for annotating and optimizing geometry problem sets, originally developed in the 1990s. The ontology systematically classifies geometric problems, solutions, and associated skills into interlinked facts, objects, and methods, supporting granular tracking of student abilities and facilitating curriculum design. The core concept of 'solution graphs'--directed acyclic graphs encoding multiple solution pathways and skill dependencies--enables alignment of problem selection with instructional objectives. We hypothesize that this framework also points toward automated solution validation via semantic parsing. We contend that our approach addresses longstanding challenges in representing dynamic, procedurally complex mathematical knowledge, paving the way for adaptive, feedback-rich educational tools. Our methodology offers a scalable, adaptable foundation for future advances in intelligent geometry education and automated reasoning.

While Large Language Models (LLMs) are increasingly applied in student-facing educational tools, their potential to directly support educators through locally deployable and customizable solutions remains underexplored. Many existing approaches rely on proprietary, cloud-based systems that raise significant cost, privacy, and control concerns for educational institutions. To address these barriers, we introduce an end-to-end, open-source framework that empowers educators using small (3B-7B parameter), locally deployable LLMs. Our system is designed for comprehensive teacher support, including customized teaching material generation and AI-assisted assessment. The framework synergistically combines Retrieval-Augmented Generation (RAG) and Context-Augmented Generation (CAG) to produce factually accurate, pedagogically-styled content. A core feature is an interactive refinement loop, a teacher-in-the-loop mechanism that ensures educator agency and precise alignment of the final output. To enhance reliability and safety, an auxiliary verifier LLM inspects all generated content. We validate our framework through a rigorous evaluation of its content generation capabilities and report on a successful technical deployment in a college physics course, which confirms its feasibility on standard institutional hardware. Our findings demonstrate that carefully engineered, self-hosted systems built on small LLMs can provide robust, affordable, and private support for educators, achieving practical utility comparable to much larger models for targeted instructional tasks. This work presents a practical blueprint for the development of sovereign AI tools tailored to the real-world needs of educational institutions.