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.

Recent studies show that LLMs possess different skills and specialize in different tasks. In fact, we observe that their varied performance occur in several levels of granularity. For example, in the code optimization task, code LLMs excel at different optimization categories and no one dominates others. This observation prompts the question of how one leverages multiple LLM agents to solve a coding problem without knowing their complementary strengths a priori. We argue that a team of agents can learn from each other's successes and failures so as to improve their own performance. Thus, a lesson is the knowledge produced by an agent and passed on to other agents in the collective solution process. We propose a lesson-based collaboration framework, design the lesson solicitation--banking--selection mechanism, and demonstrate that a team of small LLMs with lessons learned can outperform a much larger LLM and other multi-LLM collaboration methods.

Designing effective black-box optimizers is hampered by limited problem-specific knowledge and manual control that spans months for almost every detail. In this paper, we present \textit{DesignX}, the first automated algorithm design framework that generates an effective optimizer specific to a given black-box optimization problem within seconds. Rooted in the first principles, we identify two key sub-tasks: 1) algorithm structure generation and 2) hyperparameter control. To enable systematic construction, a comprehensive modular algorithmic space is first built, embracing hundreds of algorithm components collected from decades of research. We then introduce a dual-agent reinforcement learning system that collaborates on structural and parametric design through a novel cooperative training objective, enabling large-scale meta-training across 10k diverse instances. Remarkably, through days of autonomous learning, the DesignX-generated optimizers continuously surpass human-crafted optimizers by orders of magnitude, either on synthetic testbed or on realistic optimization scenarios such as Protein-docking, AutoML and UAV path planning. Further in-depth analysis reveals DesignX's capability to discover non-trivial algorithm patterns beyond expert intuition, which, conversely, provides valuable design insights for the optimization community. We provide DesignX's Python project at~ https://github.com/MetaEvo/DesignX.

This article presents early findings from designing, deploying and evaluating an AI-based educational agent deployed as the primary instructor in a graduate-level Cloud Computing course at IISc. We detail the design of a Large Language Model (LLM)-driven Instructor Agent, and introduce a pedagogical framework that integrates the Instructor Agent into the course workflow for actively interacting with the students for content delivery, supplemented by the human instructor to offer the course structure and undertake question--answer sessions. We also propose an analytical framework that evaluates the Agent--Student interaction transcripts using interpretable engagement metrics of topic coverage, topic depth and turn-level elaboration. We report early experiences on how students interact with the Agent to explore concepts, clarify doubts and sustain inquiry-driven dialogue during live classroom sessions. We also report preliminary analysis on our evaluation metrics applied across two successive instructional modules that reveals patterns of engagement evolution, transitioning from broad conceptual exploration to deeper, focused inquiry. These demonstrate how structured integration of conversational AI agents can foster reflective learning, offer a reproducible methodology for studying engagement in authentic classroom settings, and support scalable, high-quality higher education.

Lyric translation is a challenging task that requires balancing multiple musical constraints. Existing methods often rely on hand-crafted rules and sentence-level modeling, which restrict their ability to internalize musical-linguistic patterns and to generalize effectively at the paragraph level, where cross-line coherence and global rhyme are crucial. In this work, we propose LyriCAR, a novel framework for controllable lyric translation that operates in a fully unsupervised manner. LyriCAR introduces a difficulty-aware curriculum designer and an adaptive curriculum strategy, ensuring efficient allocation of training resources, accelerating convergence, and improving overall translation quality by guiding the model with increasingly complex challenges. Extensive experiments on the EN-ZH lyric translation task show that LyriCAR achieves state-of-the-art results across both standard translation metrics and multi-dimensional reward scores, surpassing strong baselines. Notably, the adaptive curriculum strategy reduces training steps by nearly 40% while maintaining superior performance. Code, data and model can be accessed at https://github.com/rle27/LyriCAR.

The study explores the potential of AI technologies in personalized learning, suggesting the prediction of academic success through leadership personality traits and machine learning modelling. The primary data were obtained from 129 master's students in the Environmental Engineering Department, who underwent five leadership personality tests with 23 characteristics. Students used self-assessment tools that included Personality Insight, Workplace Culture, Motivation at Work, Management Skills, and Emotion Control tests. The test results were combined with the average grade obtained from academic reports. The study employed exploratory data analysis and correlation analysis. Feature selection utilized Pearson correlation coefficients of personality traits. The average grades were separated into three categories: fail, pass, and excellent. The modelling process was performed by tuning seven ML algorithms, such as SVM, LR, KNN, DT, GB, RF, XGBoost and LightGBM. The highest predictive performance was achieved with the RF classifier, which yielded an accuracy of 87.50% for the model incorporating 17 personality trait features and the leadership mark feature, and an accuracy of 85.71% for the model excluding this feature. In this way, the study offers an additional opportunity to identify students' strengths and weaknesses at an early stage of their education process and select the most suitable strategies for personalized learning.