Continual learning methods used to force neural networks to process sequential tasks in isolation, preventing them from leveraging useful inter-task relationships and causing them to repeatedly relearn similar features or overly differentiate them. To address this problem, we propose a fully differentiable, exemplar-free expandable method composed of two complementary memories: One learns common features that can be used across all tasks, and the other combines the shared features to learn discriminative characteristics unique to each sample. Both memories are differentiable so that the network can autonomously learn latent representations for each sample. For each task, the memory adjustment module adaptively prunes critical slots and minimally expands capacity to accommodate new concepts, and orthogonal regularization enforces geometric separation between preserved and newly learned memory components to prevent interference. Experiments on CIFAR-10, CIFAR-100, and Tiny-ImageNet show that the proposed method outperforms 14 state-of-the-art methods for class-incremental learning, achieving final accuracies of 55.13\%, 37.24\%, and 30.11\%, respectively. Additional analysis confirms that, through effective integration and utilization of knowledge, the proposed method can increase average performance across sequential tasks, and it produces feature extraction results closest to the upper bound, thus establishing a new milestone in continual learning.

Abstract--The course forums are increasingly significant and play vital role in facilitating student discussions and answering their questions related to the course. It provides a platform for students to post their questions related to the content and admin issues related to the course. However, there are several challenges due to the increase in the number of students enrolled in the course. The primary challenge is that students' queries cannot be responded immediately and the instructors have to face lots of repetitive questions. T o mitigate these issues, we propose a question answering system based on large language model with retrieval augmented generation (RAG) method. This work focuses on designing a question answering system with open source Large Language Model (LLM) and fine-tuning it on the relevant course dataset. T o further improve the performance, we use a local knowledge base and applied RAG method to retrieve relevant documents relevant to students' queries, where the local knowledge base contains all the course content. T o mitigate the hallucination of LLMs, We also integrate it with multi chain-of-thought reasoning to overcome the challenge of hallucination in LLMs. The experimental results demonstrate that the fine-tuned LLM with RAG method has a strong performance on question answering task. In large university courses, online student forums (such as Moodle and Ed forum) play a crucial role in facilitating student discussions and resolving academic queries. In the beginning, it is possible for course staff to respond to queries in a timely manner. However, with a high volume of posts, many questions become repetitive, leading to delays in response times and an increased burden on instructors.

Abstract--This paper aims to address the challenge of selecting relevant courses for students by proposing the design and development of a course recommendation system. The course recommendation system utilises a combination of data analytics techniques and machine learning algorithms to recommend courses that align with current industry trends and requirements. In order to provide customised suggestions, the study entails the design and implementation of an extensive algorithmic framework that combines machine learning methods, user preferences, and academic criteria. The system employs data mining and collaborative filtering techniques to examine past courses and individual career goals in order to provide course recommendations. Moreover, to improve the accessibility and usefulness of the recommendation system, special attention is given to the development of an easy-to-use front-end interface. We refined and optimised the proposed system by incorporating user feedback, ensuring that it effectively meets the needs and preferences of its target users. The proposed course recommendation system could be a useful tool for students, instructors, and career advisers to use in promoting lifelong learning and professional progression as it fills the gap between university learning and industry expectations. We hope that the proposed course recommendation system will help university students in making data-drive and industry-informed course decisions, in turn, improving graduate outcomes for the university sector .

Large Language Models (LLMs) have shown immense potential in education, automating tasks like quiz generation and content summarization. However, generating effective presentation slides introduces unique challenges due to the complexity of multimodal content creation and the need for precise, domain-specific information. Existing LLM-based solutions often fail to produce reliable and informative outputs, limiting their educational value. To address these limitations, we introduce SlideBot - a modular, multi-agent slide generation framework that integrates LLMs with retrieval, structured planning, and code generation. SlideBot is organized around three pillars: informativeness, ensuring deep and contextually grounded content; reliability, achieved by incorporating external sources through retrieval; and practicality, which enables customization and iterative feedback through instructor collaboration. It incorporates evidence-based instructional design principles from Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML), using structured planning to manage intrinsic load and consistent visual macros to reduce extraneous load and enhance dual-channel learning. Within the system, specialized agents collaboratively retrieve information, summarize content, generate figures, and format slides using LaTeX, aligning outputs with instructor preferences through interactive refinement. Evaluations from domain experts and students in AI and biomedical education show that SlideBot consistently enhances conceptual accuracy, clarity, and instructional value. These findings demonstrate SlideBot's potential to streamline slide preparation while ensuring accuracy, relevance, and adaptability in higher education.

Operationalizing definitions of fairness is difficult in practice, as multiple definitions can be incompatible while each being arguably desirable. Instead, it may be easier to directly describe algorithmic bias through ad-hoc assumptions specific to a particular real-world task, e.g., based on background information on systemic biases in its context. Such assumptions can, in turn, be used to mitigate this bias during training. Y et, a framework for incorporating such assumptions that is simultaneously principled, flexible, and interpretable is currently lacking. Our approach is to formalize bias assumptions as programs in ProbLog, a probabilistic logic programming language that allows for the description of probabilistic causal relationships through logic. Neurosymbolic extensions of ProbLog then allow for easy integration of these assumptions in a neural network's training process. We propose a set of templates to express different types of bias and show the versatility of our approach on synthetic tabular datasets with known biases. Using estimates of the bias distortions present, we also succeed in mitigating algorithmic bias in real-world tabular and image data. We conclude that ProbLog4Fairness outperforms baselines due to its ability to flexibly model the relevant bias assumptions, where other methods typically uphold a fixed bias type or notion of fairness.

Automatic speech recognition (ASR) has advanced in high-resource languages, but most of the world's 7,000+ languages remain unsupported, leaving thousands of long-tail languages behind. Expanding ASR coverage has been costly and limited by architectures that restrict language support, making extension inaccessible to most--all while entangled with ethical concerns when pursued without community collaboration. To transcend these limitations, we introduce Omnilingual ASR, the first large-scale ASR system designed for extensibility. Omnilingual ASR enables communities to introduce unserved languages with only a handful of data samples. It scales self-supervised pre-training to 7B parameters to learn robust speech representations and introduces an encoder-decoder architecture designed for zero-shot generalization, leveraging a LLM-inspired decoder. This capability is grounded in a massive and diverse training corpus; by combining breadth of coverage with linguistic variety, the model learns representations robust enough to adapt to unseen languages. Incorporating public resources with community-sourced recordings gathered through compensated local partnerships, Omnilingual ASR expands coverage to over 1,600 languages, the largest such effort to date--including over 500 never before served by ASR. Automatic evaluations show substantial gains over prior systems, especially in low-resource conditions, and strong generalization. We release Omnilingual ASR as a family of models, from 300M variants for low-power devices to 7B for maximum accuracy. We reflect on the ethical considerations shaping this design and conclude by discussing its societal impact. In particular, we highlight how open-sourcing models and tools can lower barriers for researchers and communities, inviting new forms of participation. Open-source artifacts are available at https://github.com/facebookresearch/omnilingual-asr.

Understanding human attitudes, preferences, and behaviors through social surveys is essential for academic research and policymaking. Y et traditional surveys face persistent challenges, including fixed-question formats, high costs, limited adaptability, and difficulties ensuring cross-cultural equivalence. While recent studies explore large language models (LLMs) to simulate survey responses, most are limited to structured questions, overlook the entire survey process, and risks under-representing marginalized groups due to training data biases. We introduce AlignSurvey, the first benchmark that systematically replicates and evaluates the full social survey pipeline using LLMs. It defines four tasks aligned with key survey stages: social role modeling, semi-structured interview modeling, attitude stance modeling and survey response modeling. It also provides task-specific evaluation metrics to assess alignment fidelity, consistency, and fairness at both individual and group levels, with a focus on demographic diversity. To support AlignSurvey, we construct a multi-tiered dataset architecture: (i) the Social Foundation Corpus, a cross-national resource with 44K+ interview dialogues and 400K+ structured survey records; and (ii) a suite of Entire-Pipeline Survey Datasets, including the expert-annotated AlignSurvey-Expert (ASE) and two nationally representative surveys for cross-cultural evaluation. We release the SurveyLM family, obtained through two-stage fine-tuning of open-source LLMs, and offer reference models for evaluating domain-specific alignment. All datasets, models, and tools are available at github and huggingface to support transparent and socially responsible research.

The art and science of Quranic recitation (Tajweed), a discipline governed by meticulous phonetic, rhythmic, and theological principles, confronts substantial educational challenges in today's digital age. Although modern technology offers unparalleled opportunities for learning, existing automated systems for evaluating recitation have struggled to gain broad acceptance or demonstrate educational effectiveness. This literature review examines this crucial disparity, offering a thorough analysis of scholarly research, digital platforms, and commercial tools developed over the past twenty years. Our analysis uncovers a fundamental flaw in current approaches that adapt Automatic Speech Recognition (ASR) systems, which emphasize word identification over qualitative acoustic evaluation. These systems suffer from limitations such as reliance on biased datasets, demographic disparities, and an inability to deliver meaningful feedback for improvement. Challenging these data-centric methodologies, we advocate for a paradigm shift toward a knowledge-based computational framework. By leveraging the unchanging nature of the Quranic text and the well-defined rules of Tajweed, we propose that an effective evaluation system should be built upon rule-based acoustic modeling centered on canonical pronunciation principles and articulation points (Makhraj), rather than depending on statistical patterns derived from flawed or biased data. The review concludes that the future of automated Quranic recitation assessment lies in hybrid systems that combine linguistic expertise with advanced audio processing. Such an approach paves the way for developing reliable, fair, and pedagogically effective tools that can authentically assist learners across the globe.

We investigate whether contemporary multimodal LLMs can assist with grading open-ended calculus at scale without eroding validity. In a large first-year exam, students' handwritten work was graded by GPT-5 against the same rubric used by teaching assistants (TAs), with fractional credit permitted; TA rubric decisions served as ground truth. We calibrated a human-in-the-loop filter that combines a partial-credit threshold with an Item Response Theory (2PL) risk measure based on the deviation between the AI score and the model-expected score for each student-item. Unfiltered AI-TA agreement was moderate, adequate for low-stakes feedback but not for high-stakes use. Confidence filtering made the workload-quality trade-off explicit: under stricter settings, AI delivered human-level accuracy, but also left roughly 70% of the items to be graded by humans. Psychometric patterns were constrained by low stakes on the open-ended portion, a small set of rubric checkpoints, and occasional misalignment between designated answer regions and where work appeared. Practical adjustments such as slightly higher weight and protected time, a few rubric-visible substeps, stronger spatial anchoring should raise ceiling performance. Overall, calibrated confidence and conservative routing enable AI to reliably handle a sizable subset of routine cases while reserving expert judgment for ambiguous or pedagogically rich responses.

This paper introduces DOoM, a new open-source benchmark designed to assess the capabilities of language models in solving mathematics and physics problems in Russian. The benchmark includes problems of varying difficulty, ranging from school-level tasks to university Olympiad and entrance exam questions. In this paper we discuss the motivation behind its creation, describe dataset's structure and evaluation methodology, and present initial results from testing various models. Analysis of the results shows a correlation between model performance and the number of tokens used, and highlights differences in performance between mathematics and physics tasks.