As educational systems evolve, ensuring that assessment items remain aligned with content standards is essential for maintaining fairness and instructional relevance. Traditional human alignment reviews are accurate but slow and labor-intensive, especially across large item banks. This study examines whether Large Language Models (LLMs) can accelerate this process without sacrificing accuracy. Using over 12,000 item-skill pairs in grades K-5, we tested three LLMs (GPT-3.5 Turbo, GPT-4o-mini, and GPT-4o) across three tasks that mirror real-world challenges: identifying misaligned items, selecting the correct skill from the full set of standards, and narrowing candidate lists prior to classification. In Study 1, GPT-4o-mini correctly identified alignment status in approximately 83-94% of cases, including subtle misalignments. In Study 2, performance remained strong in mathematics but was lower for reading, where standards are more semantically overlapping. Study 3 demonstrated that pre-filtering candidate skills substantially improved results, with the correct skill appearing among the top five suggestions more than 95% of the time. These findings suggest that LLMs, particularly when paired with candidate filtering strategies, can significantly reduce the manual burden of item review while preserving alignment accuracy. We recommend the development of hybrid pipelines that combine LLM-based screening with human review in ambiguous cases, offering a scalable solution for ongoing item validation and instructional alignment.

Consider a service system in which individuals are served by facilities at different locations within a geographical region. For example, the facilities could represent schools, polling places, or commercial fulfillment centers. The geographical partitioning problem (Carlsson & Devulapalli 2013) divides the region into non-overlapping districts, such that all individuals residing in the same district are served by the same facility. The goal is to choose a partition that optimizes some measure of social welfare, most commonly the average travel cost per individual (Carlsson et al. 2016). We formulate and study a novel variant of this problem where the population is heterogeneous, consisting of multiple demographic groups, each with a different spatial distribution throughout the region. Again we optimize the expected cost, but now we also impose a new group fairness condition: each subpopulation can be neither over-nor under-represented at any facility. In other words, the districts are designed in such a way that the proportion of the population belonging to a particular group in any district must match that group's incidence in the entire population. This condition is also known as "demographic parity" in the literature (Dwork et al. 2012).

Generative artificial intelligence (GenAI) is increasingly used in education, posing significant challenges for teachers adapting to these changes. GenAI offers unprecedented opportunities for accessibility, scalability and productivity in educational tasks. However, the automation of teaching tasks through GenAI raises concerns about reduced teacher agency, potential cognitive atrophy, and the broader deprofessionalisation of teaching. Drawing findings from prior literature on AI in Education, and refining through a recent systematic literature review, this chapter presents a conceptualisation of five levels of teacher-AI teaming: transactional, situational, operational, praxical and synergistic teaming. The framework aims to capture the nuanced dynamics of teacher-AI interactions, particularly with GenAI, that may lead to the replacement, complementarity, or augmentation of teachers' competences and professional practice. GenAI technological affordances required in supporting teaming, along with empirical studies, are discussed. Drawing on empirical observations, we outline a future vision that moves beyond individual teacher agency toward collaborative decision-making between teachers and AI, in which both agents engage in negotiation, constructive challenge, and co-reasoning that enhance each other's capabilities and enable outcomes neither could realise independently. Further discussion of socio-technical factors beyond teacher-AI teaming is also included to streamline the synergy of teachers and AI in education ethically and practically.

Language model inversion (LMI), i.e., recovering hidden prompts from outputs, emerges as a concrete threat to user privacy and system security. We recast LMI as reusing the LLM's own latent space and propose the Invariant Latent Space Hypothesis (ILSH): (1) diverse outputs from the same source prompt should preserve consistent semantics (source invariance), and (2) input<->output cyclic mappings should be self-consistent within a shared latent space (cyclic invariance). Accordingly, we present Inv^2A, which treats the LLM as an invariant decoder and learns only a lightweight inverse encoder that maps outputs to a denoised pseudo-representation. When multiple outputs are available, they are sparsely concatenated at the representation layer to increase information density. Training proceeds in two stages: contrastive alignment (source invariance) and supervised reinforcement (cyclic invariance). An optional training-free neighborhood search can refine local performance. Across 9 datasets covering user and system prompt scenarios, Inv^2A outperforms baselines by an average of 4.77% BLEU score while reducing dependence on large inverse corpora. Our analysis further shows that prevalent defenses provide limited protection, underscoring the need for stronger strategies. The source code and data involved in this paper can be found in https://github.com/yyy01/Invariant_Attacker.

Emergent communication in multi-agent systems typically occurs through independent learning, resulting in slow convergence and potentially suboptimal protocols. We introduce TSLEC (Trust-Based Social Learning with Emergent Communication), a framework where agents explicitly teach successful strategies to peers, with knowledge transfer modulated by learned trust relationships. Through experiments with 100 episodes across 30 random seeds, we demonstrate that trust-based social learning reduces episodes-to-convergence by 23.9% (p < 0.001, Cohen's d = 1.98) compared to independent emergence, while producing compositional protocols (C = 0.38) that remain robust under dynamic objectives (Phi > 0.867 decoding accuracy). Trust scores strongly correlate with teaching quality (r = 0.743, p < 0.001), enabling effective knowledge filtering. Our results establish that explicit social learning fundamentally accelerates emergent communication in multi-agent coordination.

Open-world machine learning is an emerging technique in artificial intelligence, where conventional machine learning models often follow closed-world assumptions, which can hinder their ability to retain previously learned knowledge for future tasks. However, automated intelligence systems must learn about novel classes and previously known tasks. The proposed model offers novel learning classes in an open and continuous learning environment. It consists of two different but connected tasks. First, it discovers unknown classes in the data and creates novel classes; next, it learns how to perform class incrementally for each new class. Together, they enable continual learning, allowing the system to expand its understanding of the data and improve over time. The proposed model also outperformed existing approaches in open-world learning. Furthermore, it demonstrated strong performance in continuous learning, achieving a highest average accuracy of 82.54% over four iterations and a minimum accuracy of 65.87%.

AutoFocus-IL is a simple yet effective method to improve data efficiency and generalization in visual imitation learning by guiding policies to attend to task-relevant features rather than distractors and spurious correlations. Although saliency regularization has emerged as a promising way to achieve this, existing approaches typically require costly supervision such as human gaze data or manual saliency annotations. In contrast, AutoFocus-IL leverages vision-language models (VLMs) to automatically identify and track key objects in demonstrations, generating temporal saliency maps that highlight causal visual signals while suppressing distractors. These maps are then used to regularize behavior cloning policies, yielding stronger alignment between visual attention and task-relevant cues. Experiments in both the CARLA simulator and real-robot manipulation tasks demonstrate that AutoFocus-IL not only outperforms standard behavior cloning but also surpasses state-of-the-art baselines that assume privileged access to human supervision, such as gaze data. Code, datasets, and trained policy videos are available at https://AutoFocus-IL.github.io/.

Although CS programs are booming, introductory courses like CS1 still adopt a one-size-fits-all formats that can exacerbate cognitive load and discourage learners with autism, ADHD, dyslexia and other neurological conditions. These call for compassionate pedagogies and Universal Design For Learning (UDL) to create learning environments and materials where cognitive diversity is welcomed. To address this, we introduce DiverseClaire a pilot study, which simulates students including neurodiverse profiles using LLMs and diverse personas. By leveraging Bloom's Taxonomy and UDL, DiverseClaire compared UDL-transformed lecture slides with traditional formats. To evaluate DiverseClaire controlled experiments, we used the evaluation metric the average score. The findings revealed that the simulated neurodiverse students struggled with learning due to lecture slides that were in inaccessible formats. These results highlight the need to provide course materials in multiple formats for diverse learner preferences. Data from our pilot study will be made available to assist future CS1 instructors.

Federated learning (FL) enables collaborative model training across multiple parties without sharing raw data, with semi-asynchronous FL (SAFL) emerging as a balanced approach between synchronous and asynchronous FL. However, SAFL faces significant challenges in optimizing both gradient-based (e.g., FedSGD) and model-based (e.g., FedAvg) aggregation strategies, which exhibit distinct trade-offs in accuracy, convergence speed, and stability. While gradient aggregation achieves faster convergence and higher accuracy, it suffers from pronounced fluctuations, whereas model aggregation offers greater stability but slower convergence and suboptimal accuracy. This paper presents FedQS, the first framework to theoretically analyze and address these disparities in SAFL. FedQS introduces a divide-and-conquer strategy to handle client heterogeneity by classifying clients into four distinct types and adaptively optimizing their local training based on data distribution characteristics and available computational resources. Extensive experiments on computer vision, natural language processing, and real-world tasks demonstrate that FedQS achieves the highest accuracy, attains the lowest loss, and ranks among the fastest in convergence speed, outperforming state-of-the-art baselines. Our work bridges the gap between aggregation strategies in SAFL, offering a unified solution for stable, accurate, and efficient federated learning. The code and datasets are available at https://github.com/bkjod/FedQS_.

Peer review in academic research aims not only to ensure factual correctness but also to identify work of high scientific potential that can shape future research directions. This task is especially critical in fast-moving fields such as artificial intelligence (AI), yet it has become increasingly difficult given the rapid growth of submissions. In this paper, we investigate an underexplored measure for identifying high-impact research: authors' own rankings of their multiple submissions to the same AI conference. Grounded in game-theoretic reasoning, we hypothesize that self-rankings are informative because authors possess unique understanding of their work's conceptual depth and long-term promise. To test this hypothesis, we conducted a large-scale experiment at a leading AI conference, where 1,342 researchers self-ranked their 2,592 submissions by perceived quality. Tracking outcomes over more than a year, we found that papers ranked highest by their authors received twice as many citations as their lowest-ranked counterparts; self-rankings were especially effective at identifying highly cited papers (those with over 150 citations). Moreover, we showed that self-rankings outperformed peer review scores in predicting future citation counts. Our results remained robust after accounting for confounders such as preprint posting time and self-citations. Together, these findings demonstrate that authors' self-rankings provide a reliable and valuable complement to peer review for identifying and elevating high-impact research in AI.