As Artificial Intelligence (AI) technologies continue to evolve, the gap between academic AI education and real-world industry challenges remains an important area of investigation. This study provides preliminary insights into challenges AI professionals encounter in both academia and industry, based on semi-structured interviews with 14 AI experts - eight from industry and six from academia. We identify key challenges related to data quality and availability, model scalability, practical constraints, user behavior, and explainability. While both groups experience data and model adaptation difficulties, industry professionals more frequently highlight deployment constraints, resource limitations, and external dependencies, whereas academics emphasize theoretical adaptation and standardization issues. These exploratory findings suggest that AI curricula could better integrate real-world complexities, software engineering principles, and interdisciplinary learning, while recognizing the broader educational goals of building foundational and ethical reasoning skills.

Independent learners often struggle with sustaining focus and emotional regulation in unstructured or distracting settings. Although some rely on ambient aids such as music, ASMR, or visual backgrounds to support concentration, these tools are rarely integrated into cohesive, learner-centered systems. Moreover, existing educational technologies focus primarily on content adaptation and feedback, overlooking the emotional and sensory context in which learning takes place. Large language models have demonstrated powerful multimodal capabilities including the ability to generate and adapt text, audio, and visual content. Educational research has yet to fully explore their potential in creating personalized audiovisual learning environments. To address this gap, we introduce an AI-powered system that uses LLMs to generate personalized multisensory study environments. Users select or generate customized visual themes (e.g., abstract vs. realistic, static vs. animated) and auditory elements (e.g., white noise, ambient ASMR, familiar vs. novel sounds) to create immersive settings aimed at reducing distraction and enhancing emotional stability. Our primary research question investigates how combinations of personalized audiovisual elements affect learner cognitive load and engagement. Using a mixed-methods design that incorporates biometric measures and performance outcomes, this study evaluates the effectiveness of LLM-driven sensory personalization. The findings aim to advance emotionally responsive educational technologies and extend the application of multimodal LLMs into the sensory dimension of self-directed learning.

Recent advancements in artificial intelligence (AI) and machine learning have reignited interest in their impact on Computer-based Learning (CBL). AI-driven tools like ChatGPT and Intelligent Tutoring Systems (ITS) have enhanced learning experiences through personalisation and flexibility. ITSs can adapt to individual learning needs and provide customised feedback based on a student's performance, cognitive state, and learning path. Despite these advances, challenges remain in accommodating diverse learning styles and delivering real-time, context-aware feedback. Our research aims to address these gaps by integrating skill-aligned feedback via Retrieval Augmented Generation (RAG) into prompt engineering for Large Language Models (LLMs) and developing an application to enhance learning through personalised tutoring in a computer science programming context. The pilot study evaluated a proposed system using three quantitative metrics: readability score, response time, and feedback depth, across three programming tasks of varying complexity. The system successfully sorted simulated students into three skill-level categories and provided context-aware feedback. This targeted approach demonstrated better effectiveness and adaptability compared to general methods.

Multivariate time series forecasting (MTSF) endeavors to predict future observations given historical data, playing a crucial role in time series data management systems. With advancements in large language models (LLMs), recent studies employ textual prompt tuning to infuse the knowledge of LLMs into MTSF. However, the deployment of LLMs often suffers from low efficiency during the inference phase. To address this problem, we introduce TimeKD, an efficient MTSF framework that leverages the calibrated language models and privileged knowledge distillation. TimeKD aims to generate high-quality future representations from the proposed cross-modality teacher model and cultivate an effective student model. The cross-modality teacher model adopts calibrated language models (CLMs) with ground truth prompts, motivated by the paradigm of Learning Under Privileged Information (LUPI). In addition, we design a subtractive cross attention (SCA) mechanism to refine these representations. To cultivate an effective student model, we propose an innovative privileged knowledge distillation (PKD) mechanism including correlation and feature distillation. PKD enables the student to replicate the teacher's behavior while minimizing their output discrepancy. Extensive experiments on real data offer insight into the effectiveness, efficiency, and scalability of the proposed TimeKD.

Neurosymbolic approaches integrating large language models with formal reasoning have recently achieved human-level performance on mathematics competition problems in algebra, geometry and number theory. In comparison, combinatorics remains a challenging domain, characterized by a lack of appropriate benchmarks and theorem libraries. To address this gap, we introduce CombiBench, a comprehensive benchmark comprising 100 combinatorial problems, each formalized in Lean~4 and paired with its corresponding informal statement. The problem set covers a wide spectrum of difficulty levels, ranging from middle school to IMO and university level, and span over ten combinatorial topics. CombiBench is suitable for testing IMO solving capabilities since it includes all IMO combinatorial problems since 2000 (except IMO 2004 P3 as its statement contain an images). Furthermore, we provide a comprehensive and standardized evaluation framework, dubbed Fine-Eval (for $\textbf{F}$ill-in-the-blank $\textbf{in}$ L$\textbf{e}$an Evaluation), for formal mathematics. It accommodates not only proof-based problems but also, for the first time, the evaluation of fill-in-the-blank questions. Using Fine-Eval as the evaluation method and Kimina Lean Server as the backend, we benchmark several LLMs on CombiBench and observe that their capabilities for formally solving combinatorial problems remain limited. Among all models tested (none of which has been trained for this particular task), Kimina-Prover attains the best results, solving 7 problems (out of 100) under both ``with solution'' and ``without solution'' scenarios. We open source the benchmark dataset alongside with the code of the proposed evaluation method at https://github.com/MoonshotAI/CombiBench/.

Online Resource Allocation problem is a central problem in many areas of Computer Science, Operations Research, and Economics. In this problem, we sequentially receive $n$ stochastic requests for $m$ kinds of shared resources, where each request can be satisfied in multiple ways, consuming different amounts of resources and generating different values. The goal is to achieve a $(1-ε)$-approximation to the hindsight optimum, where $ε>0$ is a small constant, assuming each resource has a large budget. In this paper, we investigate the learnability and robustness of online resource allocation. Our primary contribution is a novel Exponential Pricing algorithm with the following properties: 1. It requires only a \emph{single sample} from each of the $n$ request distributions to achieve a $(1-ε)$-approximation for online resource allocation with large budgets. Such an algorithm was previously unknown, even with access to polynomially many samples, as prior work either assumed full distributional knowledge or was limited to i.i.d.\,or random-order arrivals. 2. It is robust to corruptions in the outliers model and the value augmentation model. Specifically, it maintains its $(1 - ε)$-approximation guarantee under both these robustness models, resolving the open question posed in Argue, Gupta, Molinaro, and Singla (SODA'22). 3. It operates as a simple item-pricing algorithm that ensures incentive compatibility. The intuition behind our Exponential Pricing algorithm is that the price of a resource should adjust exponentially as it is overused or underused. It differs from conventional approaches that use an online learning algorithm for item pricing. This departure guarantees that the algorithm will never run out of any resource, but loses the usual no-regret properties of online learning algorithms, necessitating a new analytical approach.

Ensuring the safe and efficient operation of CAVs relies heavily on the software framework used. A software framework needs to ensure real-time properties, reliable communication, and efficient resource utilization. Furthermore, a software framework needs to enable seamless transition between testing stages, from simulation to small-scale to full-scale experiments. In this paper, we survey prominent software frameworks used for in-vehicle and inter-vehicle communication in CAVs. We analyze these frameworks regarding opportunities and challenges, such as their real-time properties and transitioning capabilities. Additionally, we delve into the tooling requirements necessary for addressing the associated challenges. We illustrate the practical implications of these challenges through case studies focusing on critical areas such as perception, motion planning, and control. Furthermore, we identify research gaps in the field, highlighting areas where further investigation is needed to advance the development and deployment of safe and efficient CAV systems.

Human education transcends mere knowledge transfer, it relies on co-adaptation dynamics -- the mutual adjustment of teaching and learning strategies between agents. Despite its centrality, computational models of co-adaptive teacher-student interactions (T-SI) remain underdeveloped. We argue that this gap impedes Educational Science in testing and scaling contextual insights across diverse settings, and limits the potential of Machine Learning systems, which struggle to emulate and adaptively support human learning processes. To address this, we present a computational T-SI model that integrates contextual insights on human education into a testable framework. We use the model to evaluate diverse T-SI strategies in a realistic synthetic classroom setting, simulating student groups with unequal access to sensory information. Results show that strategies incorporating co-adaptation principles (e.g., bidirectional agency) outperform unilateral approaches (i.e., where only the teacher or the student is active), improving the learning outcomes for all learning types. Beyond the testing and scaling of context-dependent educational insights, our model enables hypothesis generation in controlled yet adaptable environments. This work bridges non-computational theories of human education with scalable, inclusive AI in Education systems, providing a foundation for equitable technologies that dynamically adapt to learner needs.

This study proposes a novel artificial protozoa optimizer (APO) that is inspired by protozoa in nature. The APO mimics the survival mechanisms of protozoa by simulating their foraging, dormancy, and reproductive behaviors. The APO was mathematically modeled and implemented to perform the optimization processes of metaheuristic algorithms. The performance of the APO was verified via experimental simulations and compared with 32 state-of-the-art algorithms. Wilcoxon signed-rank test was performed for pairwise comparisons of the proposed APO with the state-of-the-art algorithms, and Friedman test was used for multiple comparisons. First, the APO was tested using 12 functions of the 2022 IEEE Congress on Evolutionary Computation benchmark. Considering practicality, the proposed APO was used to solve five popular engineering design problems in a continuous space with constraints. Moreover, the APO was applied to solve a multilevel image segmentation task in a discrete space with constraints. The experiments confirmed that the APO could provide highly competitive results for optimization problems. The source codes of Artificial Protozoa Optimizer are publicly available at https://seyedalimirjalili.com/projects and https://ww2.mathworks.cn/matlabcentral/fileexchange/162656-artificial-protozoa-optimizer.

We rigorously analyse fully-trained neural networks of arbitrary depth in the Bayesian optimal setting in the so-called proportional scaling regime where the number of training samples and width of the input and all inner layers diverge proportionally. We prove an information-theoretic equivalence between the Bayesian deep neural network model trained from data generated by a teacher with matching architecture, and a simpler model of optimal inference in a generalized linear model. This equivalence enables us to compute the optimal generalization error for deep neural networks in this regime. We thus prove the "deep Gaussian equivalence principle" conjectured in Cui et al. (2023) (arXiv:2302.00375). Our result highlights that in order to escape this "trivialisation" of deep neural networks (in the sense of reduction to a linear model) happening in the strongly overparametrized proportional regime, models trained from much more data have to be considered.