Abstract--Imitation learning (IL) aims to learn a policy from expert demonstrations and has been applied to various applications. By learning from the expert policy, IL methods do not require environmental interactions or reward signals. However, most existing imitation learning algorithms assume perfect expert demonstrations, but expert demonstrations often contain imperfections caused by errors from human experts or sensor/control system inaccuracies. T o address the above problems, this work proposes a filter-and-restore framework to best leverage expert demonstrations with inherent noise. Our proposed method first filters clean samples from the demonstrations and then learns conditional diffusion models to recover the noisy ones. We evaluate our proposed framework and existing methods in various domains, including robot arm manipulation, dexterous manipulation, and locomotion. The experiment results show that our proposed framework consistently outperforms existing methods across all the tasks. Ablation studies further validate the effectiveness of each component and demonstrate the framework's robustness to different noise types and levels. These results confirm the practical applicability of our framework to noisy offline demonstration data. MIT A TION learning [1]-[13] aims to learn a policy from expert demonstrations and has been applied to various applications, including robotics [8], industrial automation, strategy board games, video games, etc [14]-[19]. Compared to reinforcement learning (RL), acquiring a policy in a trial-and-error manner, which can be unsafe or expensive, imitation learning (IL) algorithms can learn without environmental interactions. Furthermore, while designing sophisticated RL reward functions is often difficult and tedious [20], [21], IL methods learn from expert demonstrations and do not require reward signals. Despite the wide applicability, most existing imitation learning algorithms assume perfect (i.e., optimal and clean) expert demonstrations, which can be challenging and expensive to collect. Specifically, expert demonstrations often contain imperfections caused by errors from human experts or sensor and control system inaccuracies.

Artificial intelligence has advanced significantly through deep learning, reinforcement learning, and large language and vision models. However, these systems often remain task specific, struggle to adapt to changing conditions, and cannot generalize in ways similar to human cognition. Additionally, they mainly focus on mimicking brain structures, which often leads to black-box models with limited transparency and adaptability. Inspired by the structure and function of biological cognition, this paper introduces the concept of "Neurocognitive-Inspired Intelligence (NII)," a hybrid approach that combines neuroscience, cognitive science, computer vision, and AI to develop more general, adaptive, and robust intelligent systems capable of rapid learning, learning from less data, and leveraging prior experience. These systems aim to emulate the human brain's ability to flexibly learn, reason, remember, perceive, and act in real-world settings with minimal supervision. We review the limitations of current AI methods, define core principles of neurocognitive-inspired intelligence, and propose a modular, biologically inspired architecture that emphasizes integration, embodiment, and adaptability. We also discuss potential implementation strategies and outline various real-world applications, from robotics to education and healthcare. Importantly, this paper offers a hybrid roadmap for future research, laying the groundwork for building AI systems that more closely resemble human cognition.

As the global reach of online higher education continues to grow, universities are increasingly accommodating students from diverse cultural backgrounds (Tereshko et al., 2024). This can present a number of challenges including linguistic barriers (Ullah et al., 2021), cultural differences in learning style (Omidvar & Tan, 2012), cultural sensitivity in course design (Nguyen, 2022) and perceived isolation when students feel their perspectives or experiences are not reflected or valued in the learning environment (Hansen-Brown et al., 2022). Ensuring active engagement and reasonable learning outcomes in such a environments requires distance educational systems that are not only adaptive but also culturally resonant (Dalle et al., 2024). Both embodied and virtual AI-Agents have great potential in this regard as they can facilitate personalized learning and adapt their interactions and content delivery to align with students' cultural context. In addition, Generative AI (GAI), such as, Large Language Models (LLMs) can amplify the potential for these culturally aware AI agents to address educational challenges due to their advanced capacity for understanding and generating contextually relevant content (Wang et al., 2024). This chapter reviews existing research and suggests the usage of culturally aware AI-Agents, powered by GAI, to foster engagement and improve learning outcomes in culturally diverse online higher education environments.

This study examines the impact of Socratic Mind, a Generative Artificial Intelligence (GenAI) powered formative assessment tool that employs Socratic questioning to support student learning in a large, fully online undergraduate-level computing course. Employing a quasi-experimental, mixed-methods design, we investigated participants' engagement patterns, the influence of user experience on engagement, and impacts on both perceived and actual learning outcomes. Data were collected from the system logs, surveys on user experience and perceived engagement and learning gains, student reflections, and course performance data. Results indicated that participants consistently reported high levels of affective, behavioral, and cognitive engagement, and these were strongly linked to positive user experiences and perceived learning outcomes. Quantitative analysis further revealed that students who engaged with the GenAI tool experienced significant gains in their quiz scores compared to those who did not, particularly benefiting students with lower baseline achievement. Additionally, thematic analysis of qualitative feedback revealed substantial perceived improvements in higher-order thinking skills, including problem solving, critical thinking, and self-reflection. Our findings highlight the promise of AI-mediated dialogue in fostering deeper engagement and higher-order cognitive skills. As higher education institutions expand GenAI integration in curriculum, this dialogic, GenAI powered assessment tool can offer a scalable strategy to promote students' meaningful learning outcomes.

There's a simple way we could drastically cut AI energy use Being more judicious in which AI models we use for tasks could potentially save 31.9 terawatt-hours of energy this year alone - equivalent to the output of five nuclear reactors. Tiago da Silva Barros at the University of Cote d'Azur in France and his colleagues looked at 14 different tasks that people use generative AI tools for, ranging from text generation to speech recognition and image classification. 'Flashes of brilliance and frustration': I let an AI agent run my day They then examined public leaderboards, including those hosted by the machine learning hub Hugging Face, for how different models perform. The energy efficiency of the models during inference - when an AI model produces an answer - was measured by a tool called CarbonTracker, and the total energy use of that model was calculated by tracking user downloads. "Based on the size of the model, we estimated the energy consumption, and based on this, we can try to do our estimations," says da Silva Barros.

Personalized Learning Path Planning (PLPP) aims to design adaptive learning paths that align with individual goals. While large language models (LLMs) show potential in personalizing learning experiences, existing approaches often lack mechanisms for goal-aligned planning. We introduce Pxplore, a novel framework for PLPP that integrates a reinforcement-based training paradigm and an LLM-driven educational architecture. We design a structured learner state model and an automated reward function that transforms abstract objectives into computable signals. We train the policy combining supervised fine-tuning (SFT) and Group Relative Policy Optimization (GRPO), and deploy it within a real-world learning platform. Extensive experiments validate Pxplore's effectiveness in producing coherent, personalized, and goal-driven learning paths. We release our code and dataset to facilitate future research.

Generative AI systems are increasingly assisting and acting on behalf of end users in practical settings, from digital shopping assistants to next-generation autonomous cars. In this context, safety is no longer about blocking harmful content, but about preempting downstream hazards like financial or physical harm. Yet, most AI guardrails continue to rely on output classification based on labeled datasets and human-specified criteria,making them brittle to new hazardous situations. Even when unsafe conditions are flagged, this detection offers no path to recovery: typically, the AI system simply refuses to act--which is not always a safe choice. In this work, we argue that agentic AI safety is fundamentally a sequential decision problem: harmful outcomes arise from the AI system's continually evolving interactions and their downstream consequences on the world. We formalize this through the lens of safety-critical control theory, but within the AI model's latent representation of the world. This enables us to build predictive guardrails that (i) monitor an AI system's outputs (actions) in real time and (ii) proactively correct risky outputs to safe ones, all in a model-agnostic manner so the same guardrail can be wrapped around any AI model. We also offer a practical training recipe for computing such guardrails at scale via safety-critical reinforcement learning. Our experiments in simulated driving and e-commerce settings demonstrate that control-theoretic guardrails can reliably steer LLM agents clear of catastrophic outcomes (from collisions to bankruptcy) while preserving task performance, offering a principled dynamic alternative to today's flag-and-block guardrails.

We introduce a comprehensive continual learning dataset and benchmark (CurlL) grounded in human developmental trajectories from ages 5-10, enabling systematic and fine-grained assessment of models' ability to progressively acquire new skills. CurlL spans five developmental stages (0-4) covering ages 5-10, supported by a skill graph that breaks down broad skills into smaller abilities, concrete goals, and measurable indicators, while also capturing which abilities build on others. We generate a 23.4B-token synthetic dataset with controlled skill progression, vocabulary complexity, and format diversity, comprising paragraphs, comprehension-based QA (CQA), skill-testing QA (CSQA), and instruction-response (IR) pairs. Stage-wise token counts range from 2.12B to 6.78B tokens, supporting precise analysis of forgetting, forward transfer, and backward transfer. Using a 135M-parameter transformer trained under independent, joint, and sequential (continual) setups, we show trade-offs in skill retention and transfer efficiency. By mirroring human learning patterns and providing fine-grained control over skill dependencies, this work advances continual learning evaluations for language models.

Recently, several multi-turn dialogue benchmarks have been proposed to evaluate the conversational abilities of large language models (LLMs). As LLMs are increasingly recognized as a key technology for advancing intelligent education, owing to their ability to deeply understand instructional contexts and provide personalized guidance, the construction of dedicated teacher-student dialogue benchmarks has become particularly important. To this end, we present EduDial, a comprehensive multi-turn teacher-student dialogue dataset. EduDial covers 345 core knowledge points and consists of 34,250 dialogue sessions generated through interactions between teacher and student agents. Its design is guided by Bloom's taxonomy of educational objectives and incorporates ten questioning strategies, including situational questioning, zone of proximal development (ZPD) questioning, and metacognitive questioning-thus better capturing authentic classroom interactions. Furthermore, we design differentiated teaching strategies for students at different cognitive levels, thereby providing more targeted teaching guidance. Building on EduDial, we further develop EduDial-LLM 32B via training and propose an 11-dimensional evaluation framework that systematically measures the teaching abilities of LLMs, encompassing both overall teaching quality and content quality. Experiments on 17 mainstream LLMs reveal that most models struggle in student-centered teaching scenarios, whereas our EduDial-LLM achieves significant gains, consistently outperforming all baselines across all metrics. The code is available at https://github.com/Mind-Lab-ECNU/EduDial/tree/main.

Process mining has emerged as a powerful analytical technique for understanding complex healthcare workflows. However, its application faces significant barriers, including technical complexity, a lack of standardized approaches, and limited access to practical training resources. We introduce HealthProcessAI, a GenAI framework designed to simplify process mining applications in healthcare and epidemiology by providing a comprehensive wrapper around existing Python (PM4PY) and R (bupaR) libraries. To address unfamiliarity and improve accessibility, the framework integrates multiple Large Language Models (LLMs) for automated process map interpretation and report generation, helping translate technical analyses into outputs that diverse users can readily understand. We validated the framework using sepsis progression data as a proof-of-concept example and compared the outputs of five state-of-the-art LLM models through the OpenRouter platform. To test its functionality, the framework successfully processed sepsis data across four proof-of-concept scenarios, demonstrating robust technical performance and its capability to generate reports through automated LLM analysis. LLM evaluation using five independent LLMs as automated evaluators revealed distinct model strengths: Claude Sonnet-4 and Gemini 2.5-Pro achieved the highest consistency scores (3.79/4.0 and 3.65/4.0) when evaluated by automated LLM assessors. By integrating multiple Large Language Models (LLMs) for automated interpretation and report generation, the framework addresses widespread unfamiliarity with process mining outputs, making them more accessible to clinicians, data scientists, and researchers. This structured analytics and AI-driven interpretation combination represents a novel methodological advance in translating complex process mining results into potentially actionable insights for healthcare applications.