As Large Language Models become increasingly integral to various domains, their potential to generate harmful responses has prompted significant societal and regulatory concerns. In response, governments have issued ethics guidelines to promote the development of trustworthy AI. However, these guidelines are typically high-level demands for developers and testers, leaving a gap in translating them into actionable testing questions to verify LLM compliance. To address this challenge, we introduce GUARD (\textbf{G}uideline \textbf{U}pholding Test through \textbf{A}daptive \textbf{R}ole-play and Jailbreak \textbf{D}iagnostics), a testing method designed to operationalize guidelines into specific guideline-violating questions that assess LLM adherence. To implement this, GUARD uses automated generation of guideline-violating questions based on government-issued guidelines, thereby testing whether responses comply with these guidelines. When responses directly violate guidelines, GUARD reports inconsistencies. Furthermore, for responses that do not directly violate guidelines, GUARD integrates the concept of ``jailbreaks'' to diagnostics, named GUARD-JD, which creates scenarios that provoke unethical or guideline-violating responses, effectively identifying potential scenarios that could bypass built-in safety mechanisms. Our method finally culminates in a compliance report, delineating the extent of adherence and highlighting any violations. We have empirically validated the effectiveness of GUARD on seven LLMs, including Vicuna-13B, LongChat-7B, Llama2-7B, Llama-3-8B, GPT-3.5, GPT-4, GPT-4o, and Claude-3.7, by testing compliance under three government-issued guidelines and conducting jailbreak diagnostics. Additionally, GUARD-JD can transfer jailbreak diagnostics to vision-language models, demonstrating its usage in promoting reliable LLM-based applications.

Large Language Models for Simulating Professions (SP-LLMs), particularly as teachers, are pivotal for personalized education. However, ensuring their professional competence and ethical safety is a critical challenge, as existing benchmarks fail to measure role-playing fidelity or address the unique teaching harms inherent in educational scenarios. To address this, we propose EduGuardBench, a dual-component benchmark. It assesses professional fidelity using a Role-playing Fidelity Score (RFS) while diagnosing harms specific to the teaching profession. It also probes safety vulnerabilities using persona-based adversarial prompts targeting both general harms and, particularly, academic misconduct, evaluated with metrics including Attack Success Rate (ASR) and a three-tier Refusal Quality assessment. Our extensive experiments on 14 leading models reveal a stark polarization in performance. While reasoning-oriented models generally show superior fidelity, incompetence remains the dominant failure mode across most models. The adversarial tests uncovered a counterintuitive scaling paradox, where mid-sized models can be the most vulnerable, challenging monotonic safety assumptions. Critically, we identified a powerful Educational Transformation Effect: the safest models excel at converting harmful requests into teachable moments by providing ideal Educational Refusals. This capacity is strongly negatively correlated with ASR, revealing a new dimension of advanced AI safety. EduGuardBench thus provides a reproducible framework that moves beyond siloed knowledge tests toward a holistic assessment of professional, ethical, and pedagogical alignment, uncovering complex dynamics essential for deploying trustworthy AI in education. See https://github.com/YL1N/EduGuardBench for Materials.

The development of self-supervised graph pre-training methods is a crucial ingredient in recent efforts to design robust graph foundation models (GFMs). Structure-based pre-training methods are under-explored yet crucial for downstream applications which rely on underlying graph structure. In addition, pre-training traditional message passing GNNs to capture global and regional structure is often challenging due to the risk of oversmoothing as network depth increases. We address these gaps by proposing the Laplacian Eigenvector Learning Module (LELM), a novel pre-training module for graph neural networks (GNNs) based on predicting the low-frequency eigenvectors of the graph Laplacian. Moreover, LELM introduces a novel architecture that overcomes oversmoothing, allowing the GNN model to learn long-range interdependencies. Empirically, we show that models pre-trained via our framework outperform baseline models on downstream molecular property prediction tasks.

Modern manufacturing relies heavily on fusion welding processes, including gas metal arc welding (GMAW). Despite significant advances in machine learning-based quality prediction, current models exhibit critical limitations when confronted with the inherent distribution shifts that occur in dynamic manufacturing environments. In this work, we extend the VQ-VAE Transformer architecture - previously demonstrating state-of-the-art performance in weld quality prediction - by leveraging its autoregressive loss as a reliable out-of-distribution (OOD) detection mechanism. Our approach exhibits superior performance compared to conventional reconstruction methods, embedding error-based techniques, and other established baselines. By integrating OOD detection with continual learning strategies, we optimize model adaptation, triggering updates only when necessary and thereby minimizing costly labeling requirements. We introduce a novel quantitative metric that simultaneously evaluates OOD detection capability while interpreting in-distribution performance. Experimental validation in real-world welding scenarios demonstrates that our framework effectively maintains robust quality prediction capabilities across significant distribution shifts, addressing critical challenges in dynamic manufacturing environments where process parameters frequently change. This research makes a substantial contribution to applied artificial intelligence by providing an explainable and at the same time adaptive solution for quality assurance in dynamic manufacturing processes - a crucial step towards robust, practical AI systems in the industrial environment.

--This paper introduces a novel integration of Retrieval-Augmented Generation (RAG) enhanced Large Language Models (LLMs) with Extended Reality (XR) technologies to address knowledge transfer challenges in industrial environments. The proposed system embeds domain-specific industrial knowledge into XR environments through a natural language interface, enabling hands-free, context-aware expert guidance for workers. We present the architecture of the proposed system consisting of an LLM Chat Engine with dynamic tool orchestration and an XR application featuring voice-driven interaction. Performance evaluation of various chunking strategies, embedding models, and vector databases reveals that semantic chunking, balanced embedding models, and efficient vector stores deliver optimal performance for industrial knowledge retrieval. The system's potential is demonstrated through early implementation in multiple industrial use cases, including robotic assembly, smart infrastructure maintenance, and aerospace component servicing. Results indicate potential for enhancing training efficiency, remote assistance capabilities, and operational guidance in alignment with Industry 5.0's human-centric and resilient approach to industrial development.

Simulated Students offer a valuable methodological framework for evaluating pedagogical approaches and modelling diverse learner profiles, tasks which are otherwise challenging to undertake systematically in real-world settings. Recent research has increasingly focused on developing such simulated agents to capture a range of learning styles, cognitive development pathways, and social behaviours. Among contemporary simulation techniques, the integration of large language models (LLMs) into educational research has emerged as a particularly versatile and scalable paradigm. LLMs afford a high degree of linguistic realism and behavioural adaptability, enabling agents to approximate cognitive processes and engage in contextually appropriate pedagogical dialogues. This paper presents a thematic review of empirical and methodological studies utilising LLMs to simulate student behaviour across educational environments. We synthesise current evidence on the capacity of LLM-based agents to emulate learner archetypes, respond to instructional inputs, and interact within multi-agent classroom scenarios. Furthermore, we examine the implications of such systems for curriculum development, instructional evaluation, and teacher training. While LLMs surpass rule-based systems in natural language generation and situational flexibility, ongoing concerns persist regarding algorithmic bias, evaluation reliability, and alignment with educational objectives. The review identifies existing technological and methodological gaps and proposes future research directions for integrating generative AI into adaptive learning systems and instructional design.

The ability to reason lies at the core of artificial intelligence (AI), and challenging problems usually call for deeper and longer reasoning to tackle. A crucial question about AI reasoning is whether models can extrapolate learned reasoning patterns to solve harder tasks with longer chain-of-thought (CoT). In this work, we present a theoretical analysis of transformers learning on synthetic state-tracking tasks with gradient descent. We mathematically prove how the algebraic structure of state-tracking problems governs the degree of extrapolation of the learned CoT. Specifically, our theory characterizes the length generalization of transformers through the mechanism of attention concentration, linking the retrieval robustness of the attention layer to the state-tracking task structure of long-context reasoning. Moreover, for transformers with limited reasoning length, we prove that a recursive self-training scheme can progressively extend the range of solvable problem lengths. To our knowledge, we provide the first optimization guarantee that constant-depth transformers provably learn $\mathsf{NC}^1$-complete problems with CoT, significantly going beyond prior art confined in $\mathsf{TC}^0$, unless the widely held conjecture $\mathsf{TC}^0 \neq \mathsf{NC}^1$ fails. Finally, we present a broad set of experiments supporting our theoretical results, confirming the length generalization behaviors and the mechanism of attention concentration.

As artificial intelligence (AI) systems become ubiquitous in professional contexts, there is an urgent need to equip workers, often with backgrounds outside of STEM, with the skills to use these tools effectively as well as responsibly, that is, to be AI literate. However, prevailing definitions and therefore assessments of AI literacy often emphasize foundational technical knowledge, such as programming, mathematics, and statistics, over practical knowledge such as interpreting model outputs, selecting tools, or identifying ethical concerns. This leaves a noticeable gap in assessing someone's AI literacy for real-world job use. We propose a work-task-oriented assessment model for AI literacy which is grounded in the competencies required for effective use of AI tools in professional settings. We describe the development of a novel AI literacy assessment instrument, and accompanying formative assessments, in the context of a US Navy robotics training program. The program included training in robotics and AI literacy, as well as a competition with practical tasks and a multiple choice scenario task meant to simulate use of AI in a job setting. We found that, as a measure of applied AI literacy, the competition's scenario task outperformed the tests we adopted from past research or developed ourselves. We argue that when training people for AI-related work, educators should consider evaluating them with instruments that emphasize highly contextualized practical skills rather than abstract technical knowledge, especially when preparing workers without technical backgrounds for AI-integrated roles.

As artificial intelligence (AI) increasingly shapes decision-making across domains, there is a growing need to support AI literacy among learners beyond computer science. However, many current approaches rely on programming-heavy tools or abstract lecture-based content, limiting accessibility for non-STEM audiences. This paper presents findings from a study of AI User, a modular, web-based curriculum that teaches core AI concepts through interactive, no-code projects grounded in real-world scenarios. The curriculum includes eight projects; this study focuses on instructor feedback on Projects 5-8, which address applied topics such as natural language processing, computer vision, decision support, and responsible AI. Fifteen community college instructors participated in structured focus groups, completing the projects as learners and providing feedback through individual reflection and group discussion. Using thematic analysis, we examined how instructors evaluated the design, instructional value, and classroom applicability of these experiential activities. Findings highlight instructors' appreciation for exploratory tasks, role-based simulations, and real-world relevance, while also surfacing design trade-offs around cognitive load, guidance, and adaptability for diverse learners. This work extends prior research on AI literacy by centering instructor perspectives on teaching complex AI topics without code. It offers actionable insights for designing inclusive, experiential AI learning resources that scale across disciplines and learner backgrounds.

This research category full paper investigates how community college instructors evaluate interactive, no-code AI literacy resources designed for non-STEM learners. As artificial intelligence becomes increasingly integrated into everyday technologies, AI literacy - the ability to evaluate AI systems, communicate with them, and understand their broader impacts - has emerged as a critical skill across disciplines. Yet effective, scalable approaches for teaching these concepts in higher education remain limited, particularly for students outside STEM fields. To address this gap, we developed AI User, an interactive online curriculum that introduces core AI concepts through scenario - based activities set in real - world contexts. This study presents findings from four focus groups with instructors who engaged with AI User materials and participated in structured feedback activities. Thematic analysis revealed that instructors valued exploratory tasks that simulated real - world AI use cases and fostered experimentation, while also identifying challenges related to scaffolding, accessibility, and multi-modal support. A ranking task for instructional support materials showed a strong preference for interactive demonstrations over traditional educational materials like conceptual guides or lecture slides. These findings offer insights into instructor perspectives on making AI concepts more accessible and relevant for broad learner audiences. They also inform the design of AI literacy tools that align with diverse teaching contexts and support critical engagement with AI in higher education.