This survey provides the first systematic review of Arabic LLM benchmarks, analyzing 40+ evaluation benchmarks across NLP tasks, knowledge domains, cultural understanding, and specialized capabilities. We propose a taxonomy organizing benchmarks into four categories: Knowledge, NLP Tasks, Culture and Dialects, and Target-Specific evaluations. Our analysis reveals significant progress in benchmark diversity while identifying critical gaps: limited temporal evaluation, insufficient multi-turn dialogue assessment, and cultural misalignment in translated datasets. We examine three primary approaches: native collection, translation, and synthetic generation discussing their trade-offs regarding authenticity, scale, and cost. This work serves as a comprehensive reference for Arabic NLP researchers, providing insights into benchmark methodologies, reproducibility standards, and evaluation metrics while offering recommendations for future development.

While chain-of-thought (CoT) distillation from advanced large language models (LLMs) has proven effective in general reasoning tasks, it struggles in scientific domains where even advanced models often produce incorrect or superficial reasoning due to high complexity and specialized knowledge requirements. Directly distilling from such flawed outputs results in low-quality training data and limits the performance of smaller student models. To overcome this, we propose CoT-Evo, an evolutionary CoT distillation framework. It begins by constructing a diverse pool of reasoning trajectories from multiple LLM thinkers, enriches them with automatically retrieved domain knowledge, and iteratively refines the trajectories using novelty-driven selection, reflective recombination and mutation. The refinement is guided by a fitness function that evaluates answer correctness, coherence, and effective knowledge utilization. This results in a high-quality CoT dataset tailored for scientific reasoning. We employ this evolved dataset to fine-tune a compact model, which achieves state-of-the-art performance on scientific reasoning benchmarks. Our work establishes a scalable approach to synthesizing high-fidelity scientific reasoning data from diverse and fallible LLMs.

Large language models (LLMs) are increasingly deployed across high-impact domains, from clinical decision support and legal analysis to hiring and education, making fairness and bias evaluation before deployment critical. However, existing evaluations lack grounding in real-world scenarios and do not account for differences in harm severity, e.g., a biased decision in surgery should not be weighed the same as a stylistic bias in text summarization. To address this gap, we introduce HALF (Harm-Aware LLM Fairness), a deployment-aligned framework that assesses model bias in realistic applications and weighs the outcomes by harm severity. HALF organizes nine application domains into three tiers (Severe, Moderate, Mild) using a five-stage pipeline. Our evaluation results across eight LLMs show that (1) LLMs are not consistently fair across domains, (2) model size or performance do not guarantee fairness, and (3) reasoning models perform better in medical decision support but worse in education. We conclude that HALF exposes a clear gap between previous benchmarking success and deployment readiness.

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.

Mathematical reasoning serves as a crucial testbed for the intelligence of large language models (LLMs), and math word problems (MWPs) are a popular type of math problems. Most MWP datasets consist of problems containing only the necessary information, while problems with distracting and excessive conditions are often overlooked. Prior works have tested popular LLMs and found a dramatic performance drop in the presence of distracting conditions. However, datasets of MWPs with distracting conditions are limited, and most suffer from lower levels of difficulty and out-of-context expressions. This makes distracting conditions easy to identify and exclude, thus reducing the credibility of benchmarking on them. Moreover, when adding distracting conditions, the reasoning and answers may also change, requiring intensive labor to check and write the solutions. To address these issues, we design an iterative framework to generate distracting conditions using LLMs. We develop a set of prompts to revise MWPs from different perspectives and cognitive levels, encouraging the generation of distracting conditions as well as suggestions for further revision. Another advantage is the shared solutions between original and revised problems: we explicitly guide the LLMs to generate distracting conditions that do not alter the original solutions, thus avoiding the need to generate new solutions. This framework is efficient and easy to deploy, reducing the overhead of generating MWPs with distracting conditions while maintaining data quality.

Multimodal Large Language Models (MLLMs) strive to achieve a profound, human-like understanding of and interaction with the physical world, but often exhibit a shallow and incoherent integration when acquiring information (Perception) and conducting reasoning (Cognition). This disconnect leads to a spectrum of reasoning failures, with hallucination being the most prominent. Collectively, these issues expose a fundamental challenge: the ability to process pixels does not yet confer the ability to construct a coherent, credible internal world model. To systematically dissect and address this challenge, this survey introduces a novel and unified analytical framework: ``From Perception to Cognition." We deconstruct the complex process of vision-language interactive understanding into two interdependent layers: Perception, the foundational ability to accurately extract visual information and achieve fine-grained alignment with textual instructions; and Cognition, the higher-order capability for proactive, multi-step, goal-oriented reasoning built upon this perceptual foundation, the core of which is the formation of a dynamic observe-think-verify reasoning loop. Guided by this framework, this paper systematically analyzes the key bottlenecks of current MLLMs at both layers. It surveys the landscape of cutting-edge methods designed to address these challenges, spanning from techniques that enhance low-level visual representations to those that improve high-level reasoning paradigms. Furthermore, we review critical benchmarks and delineate future research directions. This survey aims to provide the research community with a clear, structured perspective for understanding the intrinsic limitations of current MLLMs and to illuminate the path toward building next-generation models capable of deep reasoning and a genuine understanding of the world.

Pretraining a policy on offline data followed by fine-tuning through online interactions, known as Offline-to-Online Reinforcement Learning (O2O RL), has emerged as a promising paradigm for real-world RL deployment. However, both offline datasets and online interactions in practical environments are often noisy or even maliciously corrupted, severely degrading the performance of O2O RL. Existing works primarily focus on mitigating the conservatism of offline policies via online exploration, while the robustness of O2O RL under data corruption, including states, actions, rewards, and dynamics, is still unexplored. In this work, we observe that data corruption induces heavy-tailed behavior in the policy, thereby substantially degrading the efficiency of online exploration. To address this issue, we incorporate Inverse Probability Weighted (IPW) into the online exploration policy to alleviate heavy-tailedness, and propose a novel, simple yet effective method termed $\textbf{RPEX}$: $\textbf{R}$obust $\textbf{P}$olicy $\textbf{EX}$pansion. Extensive experimental results on D4RL datasets demonstrate that RPEX achieves SOTA O2O performance across a wide range of data corruption scenarios. Code is available at $\href{https://github.com/felix-thu/RPEX}{https://github.com/felix-thu/RPEX}$.

Multi-image Interleaved Reasoning aims to improve Multi-modal Large Language Models' (MLLMs) ability to jointly comprehend and reason across multiple images and their associated textual contexts, introducing unique challenges beyond single-image or non-interleaved multi-image tasks. While current multi-image benchmarks overlook interleaved textual contexts and neglect distinct relationships between individual images and their associated texts, enabling models to reason over multi-image interleaved data may significantly enhance their comprehension of complex scenes and better capture cross-modal correlations. T o bridge this gap, we introduce a novel benchmark MIR, requiring joint reasoning over multiple images accompanied by interleaved textual contexts to accurately associate image regions with corresponding texts and logically connect information across images. T o enhance MLLMs' ability to comprehend multi-image interleaved data, we introduce reasoning steps for each instance within the benchmark and propose a stage-wise curriculum learning strategy. This strategy follows an "easy to hard" approach, progressively guiding models from simple to complex scenarios, thereby enhancing their ability to handle challenging tasks. Extensive experiments benchmarking multiple MLLMs demonstrate that our method significantly enhances models' reasoning performance on MIR and other established benchmarks. W e believe that MIR will encourage further research into multi-image interleaved reasoning, facilitating advancements in MLLMs' capability to handle complex inter-modal tasks.

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.

Efficient reasoning distillation for long chain-of-thought (CoT) models is increasingly constrained by the assumption of a single oracle teacher, despite the practical availability of multiple candidate teachers and growing CoT corpora. We revisit teacher selection and observe that different students have different "best teachers," and even for the same student, the best teacher can vary across datasets. Therefore, to unify multiple teachers' reasoning abilities into a student to overcome conflicts among various teachers' supervision, we propose Merge-of-Thought Distillation (MoT), a lightweight framework that alternates between teacher-specific supervised fine-tuning branches and weight-space merging of the resulting student variants. On competition math benchmarks, using only about 200 CoT samples, applying MoT to a Qwen3-14B student surpasses strong models including Deepseek-R1, Qwen3-32B, and OpenAI-O1, demonstrating substantial gains. Besides, MoT consistently outperforms the best single-teacher distillation, improves general reasoning beyond mathematics while reducing catastrophic forgetting, and shows robustness to distribution-shifted and peer-level teachers. Finally, we have demonstrated MoT possesses consensus CoT by eliminating teacher-specific inductive biases and inter-teacher conflicts while repeatedly reinforcing the learning of consensus reasoning features. These results position MoT as a simple, effective route to efficiently distilling long CoT capabilities from diverse teachers into compact students.