The integration of Large Language Models into Intelligent Tutoring Systems presents significant challenges in aligning with diverse and often conflicting values from students, parents, teachers, and institutions. Existing architectures lack formal mechanis ms for negotiating these multi - stakeholder tensions, creating risks in accountability and bias. This paper introduces the Advisory Governance Layer (AGL), a non - intrusive, multi - agent framework designed to enable distributed stakeholder participation in AI governance. The AGL employs specialized agents representing stakeholder groups to evaluate pedagogical actions against their specific policies in a privacy - preserving manner, anticipating future advances in personal assistant technology that will enhance stakeholder value expression. Through a novel policy taxonomy and conflict - resolution protocols, the framework provides structured, auditable governance advice to the ITS without altering its core pedagogical decision - making. This work contributes a refere nce architecture and technical specifications for aligning educational AI with multi - stakeholder values, bridging the gap between high - level ethical principles and practical implementation.

Driven by the dual principles of smart education and artificial intelligence technology, the online education model has rapidly emerged as an important component of the education industry. Cognitive diagnostic technology can utilize students' learning data and feedback information in educational evaluation to accurately assess their ability level at the knowledge level. However, while massive amounts of information provide abundant data resources, they also bring about complexity in feature extraction and scarcity of disciplinary data. In cross-disciplinary fields, traditional cognitive diagnostic methods still face many challenges. Given the differences in knowledge systems, cognitive structures, and data characteristics between different disciplines, this paper conducts in-depth research on neural network cognitive diagnosis and knowledge association neural network cognitive diagnosis, and proposes an innovative cross-disciplinary cognitive diagnosis method (TLCD). This method combines deep learning techniques and transfer learning strategies to enhance the performance of the model in the target discipline by utilizing the common features of the main discipline. The experimental results show that the cross-disciplinary cognitive diagnosis model based on deep learning performs better than the basic model in cross-disciplinary cognitive diagnosis tasks, and can more accurately evaluate students' learning situation.

Automatically assessing handwritten mathematical solutions is an important problem in educational technology with practical applications, but it remains a significant challenge due to the diverse formats, unstructured layouts, and symbolic complexity of student work. To address this challenge, we introduce VEHME-a Vision-Language Model for Evaluating Handwritten Mathematics Expressions-designed to assess open-form handwritten math responses with high accuracy and interpretable reasoning traces. VEHME integrates a two-phase training pipeline: (i) supervised fine-tuning using structured reasoning data, and (ii) reinforcement learning that aligns model outputs with multi-dimensional grading objectives, including correctness, reasoning depth, and error localization. To enhance spatial understanding, we propose an Expression-Aware Visual Prompting Module, trained on our synthesized multi-line math expressions dataset to robustly guide attention in visually heterogeneous inputs. Evaluated on AIHub and FERMAT datasets, VEHME achieves state-of-the-art performance among open-source models and approaches the accuracy of proprietary systems, demonstrating its potential as a scalable and accessible tool for automated math assessment. Our training and experiment code is publicly available at our GitHub repository.

The rapid evolution of agentic AI marks a new phase in artificial intelligence, where Large Language Models (LLMs) no longer merely respond but act, reason, and adapt. This survey traces the paradigm shift in building agentic AI: from Pipeline-based systems, where planning, tool use, and memory are orchestrated by external logic, to the emerging Model-native paradigm, where these capabilities are internalized within the model's parameters. We first position Reinforcement Learning (RL) as the algorithmic engine enabling this paradigm shift. By reframing learning from imitating static data to outcome-driven exploration, RL underpins a unified solution of LLM + RL + Task across language, vision and embodied domains. Building on this, the survey systematically reviews how each capability -- Planning, Tool use, and Memory -- has evolved from externally scripted modules to end-to-end learned behaviors. Furthermore, it examines how this paradigm shift has reshaped major agent applications, specifically the Deep Research agent emphasizing long-horizon reasoning and the GUI agent emphasizing embodied interaction. We conclude by discussing the continued internalization of agentic capabilities like Multi-agent collaboration and Reflection, alongside the evolving roles of the system and model layers in future agentic AI. Together, these developments outline a coherent trajectory toward model-native agentic AI as an integrated learning and interaction framework, marking the transition from constructing systems that apply intelligence to developing models that grow intelligence through experience.

How can large language models (LLMs) serve users with varying preferences that may conflict across cultural, political, or other dimensions? To advance this challenge, this paper establishes four key results. First, we demonstrate, through a large-scale multilingual human study with representative samples from five countries (N=15,000), that humans exhibit significantly more variation in preferences than the responses of 21 state-of-the-art LLMs. Second, we show that existing methods for preference dataset collection are insufficient for learning the diversity of human preferences even along two of the most salient dimensions of variability in global values, due to the underlying homogeneity of candidate responses. Third, we argue that this motivates the need for negatively-correlated sampling when generating candidate sets, and we show that simple prompt-based techniques for doing so significantly enhance the performance of alignment methods in learning heterogeneous preferences. Fourth, based on this novel candidate sampling approach, we collect and open-source Community Alignment, the largest and most representative multilingual and multi-turn preference dataset to date, featuring almost 200,000 comparisons from annotators spanning five countries. We hope that the Community Alignment dataset will be a valuable resource for improving the effectiveness of LLMs for a diverse global population.

AI promises personalized learning and scalable education. As AI agents increasingly permeate education in support of teaching and learning, there is a critical and urgent need for data architectures for collecting and analyzing data on learning, and feeding the results back to teachers, learners, and the AI agents for personalization of learning at scale. At the National AI Institute for Adult Learning and Online Education, we are developing an Architecture for AI-Augmented Learning (A4L) for supporting adult learning through online education. We present the motivations, goals, requirements of the A4L architecture. We describe preliminary applications of A4L and discuss how it advances the goals of making learning more personalized and scalable.

Large language models are influencing the education landscape, with students relying on them in their learning process. Often implemented using general-purpose models, these systems are likely to give away the answers, which could hinder conceptual understanding and critical thinking. We study the role of automatic hint generation as a pedagogical strategy to promote active engagement with the learning content, while guiding learners toward the answers. Focusing on scientific topics at the secondary education level, we explore the potential of large language models to generate chains of hints that scaffold learners without revealing answers. We compare two distinct hinting strategies: static hints, pre-generated for each problem, and dynamic hints, adapted to learners' progress. Through a quantitative study with 41 participants, we uncover different preferences among learners with respect to hinting strategies, and identify the limitations of automatic evaluation metrics to capture them. Our findings highlight key design considerations for future research on hint generation and intelligent tutoring systems that seek to develop learner-centered educational technologies.

We study the online multi-class selection problem with group fairness guarantees, where limited resources must be allocated to sequentially arriving agents. Our work addresses two key limitations in the existing literature. First, we introduce a novel lossless rounding scheme that ensures the integral algorithm achieves the same expected performance as any fractional solution. Second, we explicitly address the challenges introduced by agents who belong to multiple classes. To this end, we develop a randomized algorithm based on a relax-and-round framework. The algorithm first computes a fractional solution using a resource reservation approach -- referred to as the set-aside mechanism -- to enforce fairness across classes. The subsequent rounding step preserves these fairness guarantees without degrading performance. Additionally, we propose a learning-augmented variant that incorporates untrusted machine-learned predictions to better balance fairness and efficiency in practical settings.

In this paper, we study the classical Hedge algorithm in combinatorial settings. In each round, the learner selects a vector $\boldsymbol{x}_t$ from a set $X \subseteq \{0,1\}^d$, observes a full loss vector $\boldsymbol{y}_t \in \mathbb{R}^d$, and incurs a loss $\langle \boldsymbol{x}_t, \boldsymbol{y}_t \rangle \in [-1,1]$. This setting captures several important problems, including extensive-form games, resource allocation, $m$-sets, online multitask learning, and shortest-path problems on directed acyclic graphs (DAGs). It is well known that Hedge achieves a regret of $O\big(\sqrt{T \log |X|}\big)$ after $T$ rounds of interaction. In this paper, we ask whether Hedge is optimal across all combinatorial settings. To that end, we show that for any $X \subseteq \{0,1\}^d$, Hedge is near-optimal--specifically, up to a $\sqrt{\log d}$ factor--by establishing a lower bound of $Ω\big(\sqrt{T \log(|X|)/\log d}\big)$ that holds for any algorithm. We then identify a natural class of combinatorial sets--namely, $m$-sets with $\log d \leq m \leq \sqrt{d}$--for which this lower bound is tight, and for which Hedge is provably suboptimal by a factor of exactly $\sqrt{\log d}$. At the same time, we show that Hedge is optimal for online multitask learning, a generalization of the classical $K$-experts problem. Finally, we leverage the near-optimality of Hedge to establish the existence of a near-optimal regularizer for online shortest-path problems in DAGs--a setting that subsumes a broad range of combinatorial domains. Specifically, we show that the classical Online Mirror Descent (OMD) algorithm, when instantiated with the dilated entropy regularizer, is iterate-equivalent to Hedge, and therefore inherits its near-optimal regret guarantees for DAGs.

We present Marcel, a lightweight and open-source conversational agent designed to support prospective students with admission-related inquiries. The system aims to provide fast and personalized responses, while reducing workload of university staff. We employ retrieval-augmented generation to ground answers in university resources and to provide users with verifiable, contextually relevant information. We introduce a Frequently Asked Question (FAQ) retriever that maps user questions to knowledge-base entries, which allows administrators to steer retrieval, and improves over standard dense/hybrid retrieval strategies. The system is engineered for easy deployment in resource-constrained academic settings. We detail the system architecture, provide a technical evaluation of its components, and report insights from a real-world deployment.