Knowledge distillation is an effective and hardware-friendly method, which plays a key role in lightweighting remote sensing object detection. However, existing distillation methods often encounter the issue of mixed features in remote sensing images (RSIs), and neglect the discrepancies caused by subtle feature variations, leading to entangled knowledge confusion. To address these challenges, we propose an architecture-agnostic distillation method named Dual-Stream Spectral Decoupling Distillation (DS2D2) for universal remote sensing object detection tasks. Specifically, DS2D2 integrates explicit and implicit distillation grounded in spectral decomposition. Firstly, the first-order wavelet transform is applied for spectral decomposition to preserve the critical spatial characteristics of RSIs. Leveraging this spatial preservation, a Density-Independent Scale Weight (DISW) is designed to address the challenges of dense and small object detection common in RSIs. Secondly, we show implicit knowledge hidden in subtle student-teacher feature discrepancies, which significantly influence predictions when activated by detection heads. This implicit knowledge is extracted via full-frequency and high-frequency amplifiers, which map feature differences to prediction deviations. Extensive experiments on DIOR and DOTA datasets validate the effectiveness of the proposed method. Specifically, on DIOR dataset, DS2D2 achieves improvements of 4.2% in AP50 for RetinaNet and 3.8% in AP50 for Faster R-CNN, outperforming existing distillation approaches. The source code will be available at https://github.com/PolarAid/DS2D2.

Finding meaningful and accurate dense rewards is a fundamental task in the field of reinforcement learning (RL) that enables agents to explore environments more efficiently. In traditional RL settings, agents learn optimal policies through interactions with an environment guided by reward signals. However, when these signals are sparse, delayed, or poorly aligned with the intended task objectives, agents often struggle to learn effectively. Dense reward functions, which provide informative feedback at every step or state transition, offer a potential solution by shaping agent behavior and accelerating learning. Despite their benefits, poorly crafted reward functions can lead to unintended behaviors, reward hacking, or inefficient exploration. This problem is particularly acute in complex or high-dimensional environments where handcrafted rewards are difficult to specify and validate. To address this, recent research has explored a variety of approaches, including inverse reinforcement learning, reward modeling from human preferences, and self-supervised learning of intrinsic rewards. While these methods offer promising directions, they often involve trade-offs between generality, scalability, and alignment with human intent. This proposal explores several approaches to dealing with these unsolved problems and enhancing the effectiveness and reliability of dense reward construction in different RL applications.

Adversarial training is an effective method to improve the machine learning (ML) model robustness. Most existing studies typically consider the Rectified linear unit (ReLU) activation function and centralized training environments. In this paper, we study the ML model robustness using ten different activation functions through adversarial training in centralized environments and explore the ML model robustness in federal learning environments. In the centralized environment, we first propose an advanced adversarial training approach to improving the ML model robustness by incorporating model architecture change, soft labeling, simplified data augmentation, and varying learning rates. Then, we conduct extensive experiments on ten well-known activation functions in addition to ReLU to better understand how they impact the ML model robustness. Furthermore, we extend the proposed adversarial training approach to the federal learning environment, where both independent and identically distributed (IID) and non-IID data settings are considered. Our proposed centralized adversarial training approach achieves a natural and robust accuracy of 77.08% and 67.96%, respectively on CIFAR-10 against the fast gradient sign attacks. Experiments on ten activation functions reveal ReLU usually performs best. In the federated learning environment, however, the robust accuracy decreases significantly, especially on non-IID data. To address the significant performance drop in the non-IID data case, we introduce data sharing and achieve the natural and robust accuracy of 70.09% and 54.79%, respectively, surpassing the CalFAT algorithm, when 40% data sharing is used. That is, a proper percentage of data sharing can significantly improve the ML model robustness, which is useful to some real-world applications.

This paper critiques common patterns in machine ethics for Reinforcement Learning (RL) and argues for a virtue focused alternative. We highlight two recurring limitations in much of the current literature: (i) rule based (deontological) methods that encode duties as constraints or shields often struggle under ambiguity and nonstationarity and do not cultivate lasting habits, and (ii) many reward based approaches, especially single objective RL, implicitly compress diverse moral considerations into a single scalar signal, which can obscure trade offs and invite proxy gaming in practice. We instead treat ethics as policy level dispositions, that is, relatively stable habits that hold up when incentives, partners, or contexts change. This shifts evaluation beyond rule checks or scalar returns toward trait summaries, durability under interventions, and explicit reporting of moral trade offs. Our roadmap combines four components: (1) social learning in multi agent RL to acquire virtue like patterns from imperfect but normatively informed exemplars; (2) multi objective and constrained formulations that preserve value conflicts and incorporate risk aware criteria to guard against harm; (3) affinity based regularization toward updateable virtue priors that support trait like stability under distribution shift while allowing norms to evolve; and (4) operationalizing diverse ethical traditions as practical control signals, making explicit the value and cultural assumptions that shape ethical RL benchmarks.

Human-annotated datasets with explicit difficulty ratings are essential in intelligent educational systems. Although embedding vector spaces are widely used to represent semantic closeness and are promising for analyzing text difficulty, the abundance of embedding methods creates a challenge in selecting the most suitable method. This study proposes the Educational Cone Model, which is a geometric framework based on the assumption that easier texts are less diverse (focusing on fundamental concepts), whereas harder texts are more diverse. This assumption leads to a cone-shaped distribution in the embedding space regardless of the embedding method used. The model frames the evaluation of embeddings as an optimization problem with the aim of detecting structured difficulty-based patterns. By designing specific loss functions, efficient closed-form solutions are derived that avoid costly computation. Empirical tests on real-world datasets validated the model's effectiveness and speed in identifying the embedding spaces that are best aligned with difficulty-annotated educational texts.

Modelling the complexity and diversity of human activity scheduling behaviour is inherently challenging. We demonstrate a deep conditional-generative machine learning approach for the modelling of realistic activity schedules depending on input labels such as an individual's age, employment status, or other information relevant to their scheduling. We combine (i) a structured latent generative approach, with (ii) a conditional approach, through a novel Conditional VAE architecture. This allows for the rapid generation of precise and realistic schedules for different input labels. We extensively evaluate model capabilities using a joint density estimation framework and several case studies. We additionally show that our approach has practical data and computational requirements, and can be deployed within new and existing demand modelling frameworks. We evaluate the importance of generative capability more generally, by comparing our combined approach to (i) a purely generative model without conditionality, and (ii) a purely conditional model which outputs the most likely schedule given the input labels. This comparison highlights the usefulness of explicitly modelling the randomness of complex and diverse human behaviours using deep generative approaches.

As artificial intelligence (AI) becomes increasingly integrated into education, understanding how students perceive its risks is essential for supporting responsible and effective adoption. This research aimed to examine the relationships between perceived AI competence and risks among Finnish K-12 upper secondary students (n = 163) by utilizing a co-occurrence analysis. Students reported their self-perceived AI competence and concerns related to AI across systemic, institutional, and personal domains. The findings showed that students with lower competence emphasized personal and learning-related risks, such as reduced creativity, lack of critical thinking, and misuse, whereas higher-competence students focused more on systemic and institutional risks, including bias, inaccuracy, and cheating. These differences suggest that students' self-reported AI competence is related to how they evaluate both the risks and opportunities associated with artificial intelligence in education (AIED). The results of this study highlight the need for educational institutions to incorporate AI literacy into their curricula, provide teacher guidance, and inform policy development to ensure personalized opportunities for utilization and equitable integration of AI into K-12 education.

Constructed-response questions are crucial to encourage generative processing and test a learner's understanding of core concepts. However, the limited availability of instructor time, large class sizes, and other resource constraints pose significant challenges in providing timely and detailed evaluation, which is crucial for a holistic educational experience. In addition, providing timely and frequent assessments is challenging since manual grading is labor intensive, and automated grading is complex to generalize to every possible response scenario. This paper proposes a novel and practical approach to grade short-answer constructed-response questions. We discuss why this problem is challenging, define the nature of questions on which our method works, and finally propose a framework that instructors can use to evaluate their students' open-responses, utilizing near-domain data like data from similar questions administered in previous years. The proposed method outperforms the state of the art machine learning models as well as non-fine-tuned large language models like GPT 3.5, GPT 4, and GPT 4o by a considerable margin of over 10-20% in some cases, even after providing the LLMs with reference/model answers. Our framework does not require pre-written grading rubrics and is designed explicitly with practical classroom settings in mind. Our results also reveal exciting insights about learning from near-domain data, including what we term as accuracy and data advantages using human-labeled data, and we believe this is the first work to formalize the problem of automated short answer grading based on the near-domain data.

LLM-powered coding agents are reshaping the development paradigm. However, existing evaluation systems, neither traditional tests for humans nor benchmarks for LLMs, fail to capture this shift. They remain focused on well-defined algorithmic problems, which excludes problems where success depends on human-AI collaboration. Such collaborative problems not only require human reasoning to interpret complex contexts and guide solution strategies, but also demand AI efficiency for implementation. To bridge this gap, we introduce HAI-Eval, a unified benchmark designed to measure the synergy of human-AI partnership in coding. HAI-Eval's core innovation is its "Collaboration-Necessary" problem templates, which are intractable for both standalone LLMs and unaided humans, but solvable through effective collaboration. Specifically, HAI-Eval uses 45 templates to dynamically create tasks. It also provides a standardized IDE for human participants and a reproducible toolkit with 450 task instances for LLMs, ensuring an ecologically valid evaluation. We conduct a within-subject study with 45 participants and benchmark their performance against 5 state-of-the-art LLMs under 4 different levels of human intervention. Results show that standalone LLMs and unaided participants achieve poor pass rates (0.67% and 18.89%), human-AI collaboration significantly improves performance to 31.11%. Our analysis reveals an emerging co-reasoning partnership. This finding challenges the traditional human-tool hierarchy by showing that strategic breakthroughs can originate from either humans or AI. HAI-Eval establishes not only a challenging benchmark for next-generation coding agents but also a grounded, scalable framework for assessing core developer competencies in the AI era. Our benchmark and interactive demo will be openly accessible.

As generative artificial intelligence (AI) continues to transform education, most existing AI evaluations rely primarily on technical performance metrics such as accuracy or task efficiency while overlooking human identity, learner agency, contextual learning processes, and ethical considerations. In this paper, we present TEACH-AI (Trustworthy and Effective AI Classroom Heuristics), a domain-independent, pedagogically grounded, and stakeholder-aligned framework with measurable indicators and a practical toolkit for guiding the design, development, and evaluation of generative AI systems in educational contexts. Built on an extensive literature review and synthesis, the ten-component assessment framework and toolkit checklist provide a foundation for scalable, value-aligned AI evaluation in education. TEACH-AI rethinks "evaluation" through sociotechnical, educational, theoretical, and applied lenses, engaging designers, developers, researchers, and policymakers across AI and education. Our work invites the community to reconsider what constructs "effective" AI in education and to design model evaluation approaches that promote co-creation, inclusivity, and long-term human, social, and educational impact.