Abstract--Domain Incremental Learning (DIL) is a continual learning sub-branch that aims to address never-ending arrivals of new domains without catastrophic forgetting problems. Despite the advent of parameter-efficient fine-tuning (PEFT) approaches, existing works create task-specific LoRAs overlooking shared knowledge across tasks. Inaccurate selection of task-specific LORAs during inference results in significant drops in accuracy, while existing works rely on linear or prototype-based classifiers, which have suboptimal generalization powers. Our paper proposes continual knowledge consolidation low rank adaptation (CONEC-LoRA) addressing the DIL problems. CONEC-LoRA is developed from consolidations between task-shared LORA to extract common knowledge and task-specific LORA to embrace domain-specific knowledge. Unlike existing approaches, CONEC-LoRA integrates the concept of a stochastic classifier whose parameters are sampled from a distribution, thus enhancing the likelihood of correct classifications. Last but not least, an auxiliary network is deployed to optimally predict the task-specific LoRAs for inferences and implements the concept of a different-depth network structure in which every layer is connected with a local classifier to take advantage of intermediate representations. This module integrates the ball-generator loss and transformation module to address the synthetic sample bias problem. Our rigorous experiments demonstrate the advantage of CONEC-LoRA over prior arts in 4 popular benchmark problems with over 5% margins. ONTINUAL learning (CL) constitutes a research area of growing interests where the main goal is to develop a learning agent that can accumulate knowledge overtime [1], [2], [3], [4].

T his work has been submitted to the IEEE for possible publication. ORCID: 0000 -0003-2811-1194 Abstract --Creating interdisciplinary design projects is time-consuming and cognitively demanding for teachers, requiring curriculum alignment, cross -subject integration, and careful sequencing. This paper presents the Interdisciplinary Design Project Planner (IDPplanner), a GPT -based planning assistant grounded in Design Innovation principles, al ignment with Singapore secondary school's syllabuses, and 21st -century competencies. In a within -subject, counterbalanced workshop with 33 in -service teachers, participants produced two versions of the same project: manual and AI -assisted, followed by self - and peer-evaluations using a six -dimensional rubric. AI -assisted version received higher scores for Curriculum Alignment, Design Thinking Application, and Coherence & Flow, with a marginal advantage for Assessment Strategies. Teacher reflections indicated that AI -assisted planning improved structure, sequencing, and idea generation, while contextualization to local syllabuses, class profiles, and student needs remained teacher-led. Contributions include (1) a purpose-built planning tool that organizes ideas into a ten - component flow with ready-to -adapt prompts, templates, and assessment suggestions; (2) an empirical, rubric -based comparison of plan ning quality; and (3) evidence that AI can function as a pedagogical planning partner . Recommendations emphasize hybrid teacher-AI workflows to enhance curriculum alignment and reduce planning complexity, and design suggestions for developers to strengthen contextual customization, iterative design support, and l ocalized rubrics. Although instantiated with a Singapore -based curriculum, the planning flow and rubric are framework -agnostic and can be parameterized for other systems. Interdisciplinary learning approaches have gained prominence globally, particularly as countries prioritize 21st-century competencies (21CC) such as creativity, problem - solving, collaboration, and adaptive thinking.

The growing industrial demand for customized and cost-efficient large language models (LLMs) is fueled by the rise of vertical, domain-specific tasks and the need to optimize performance under constraints such as latency and budget. Knowledge distillation, as an efficient model compression and transfer technique, offers a feasible solution. However, existing distillation frameworks often require manual intervention and struggle to meet such complex user-defined distillation requirements. To bridge this gap, we propose Stratos, an end-to-end LLM distillation pipeline that automates server and model selection, knowledge distillation, and deployment in distributed cloud environments. Given user-defined constraints on model performance and system budget, Stratos automatically selects Pareto-optimal servers, dynamically matches teacher-student pairs, and adapts distillation strategies based on task complexity to optimize cloud hosting. Experiments show that Stratos produces a student model that achieves four times the accuracy of its GPT-4o teacher baseline on a rare, domain-specific Mahjong reasoning task with reverse synthetic data and knowledge injection. Moreover, it achieves reduced latency and cost without compromising accuracy. These results highlight its promise for vertical-domain LLM deployment.

Building effective knowledge graphs (KGs) for Retrieval-Augmented Generation (RAG) is pivotal for advancing question answering (QA) systems. However, its effectiveness is hindered by a fundamental disconnect: the knowledge graph (KG) construction process is decoupled from its downstream application, yielding suboptimal graph structures. To bridge this gap, we introduce AutoGraph-R1, the first framework to directly optimize KG construction for task performance using Reinforcement Learning (RL). AutoGraph-R1 trains an LLM constructor by framing graph generation as a policy learning problem, where the reward is derived from the graph's functional utility in a RAG pipeline. We design two novel, task-aware reward functions, one for graphs as knowledge carriers and another as knowledge indices. Across multiple QA benchmarks, AutoGraph-R1 consistently enables graph RAG methods to achieve significant performance gains over using task-agnostic baseline graphs. Our work shows it is possible to close the loop between construction and application, shifting the paradigm from building intrinsically ``good'' graphs to building demonstrably ``useful'' ones.

Multi-agent learning faces a fundamental tension: leveraging distributed collaboration without sacrificing the personalization needed for diverse agents. This tension intensifies when aiming for full personalization while adapting to unknown heterogeneity levels -- gaining collaborative speedup when agents are similar, without performance degradation when they are different. Embracing the challenge, we propose personalized collaborative learning (PCL), a novel framework for heterogeneous agents to collaboratively learn personalized solutions with seamless adaptivity. Through carefully designed bias correction and importance correction mechanisms, our method AffPCL robustly handles both environment and objective heterogeneity. We prove that AffPCL reduces sample complexity over independent learning by a factor of $\max\{n^{-1}, δ\}$, where $n$ is the number of agents and $δ\in[0,1]$ measures their heterogeneity. This affinity-based acceleration automatically interpolates between the linear speedup of federated learning in homogeneous settings and the baseline of independent learning, without requiring prior knowledge of the system. Our analysis further reveals that an agent may obtain linear speedup even by collaborating with arbitrarily dissimilar agents, unveiling new insights into personalization and collaboration in the high heterogeneity regime.

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A degree in computer science used to promise a cozy career in tech. Now, students' ambitions are shaped by AI, in fields that blend computing with analysis, interpretation, and data. In the early 2010s, nearly every STEM -savvy college-bound kid heard the same advice: Learn to code . Python was the new Latin. Computer science was the ticket to a stable, well-paid, future-proof life.

AI has the potential to significantly improve how NGOs utilize their limited resources for societal benefits, but evidence about how NGOs adopt AI remains scattered. In this study, we systematically investigate the types of AI adoption use cases in NGOs and identify common challenges and solutions, contextualized by organizational size and geographic context. We review the existing primary literature, including studies that investigate AI adoption in NGOs related to social impact between 2020 and 2025 in English. Following the PRISMA protocol, two independent reviewers conduct study selection, with regular cross-checking to ensure methodological rigour, resulting in a final literature body of 65 studies. Leveraging a thematic and narrative approach, we identify six AI use case categories in NGOs - Engagement, Creativity, Decision-Making, Prediction, Management, and Optimization - and extract common challenges and solutions within the Technology-Organization-Environment (TOE) framework. By integrating our findings, this review provides a novel understanding of AI adoption in NGOs, linking specific use cases and challenges to organizational and environmental factors. Our results demonstrate that while AI is promising, adoption among NGOs remains uneven and biased towards larger organizations. Nevertheless, following a roadmap grounded in literature can help NGOs overcome initial barriers to AI adoption, ultimately improving effectiveness, engagement, and social impact.

Early stopping monitors global validation loss and halts all parameter updates simultaneously, which is computationally costly for large transformers due to the extended time required for validation inference. We propose \textit{GradES}, a novel gradient-based early stopping approach that operates within transformer components (attention projections and Feed-Forward layer matrices). We found that different components converge at varying rates during fine-tuning for both language and vision-language models. \textit{GradES} tracks the magnitude of gradient changes in backpropagation for these matrices during training. When a projection matrix's magnitude of gradient changes fall below a convergence threshold $τ$, we exclude that projection matrix from further updates individually, eliminating costly validation passes while allowing slow converging matrices to continue learning. \textit{GradES} speeds up training time by 1.57--7.22$\times$ while simultaneously enhancing generalization through early prevention of overfitting, resulting in 1.2\% higher average accuracy in language tasks and 3.88\% on multimodal benchmarks.

This paper explores the human-centric operationalization of Automated Essay Scoring (AES) systems, addressing aspects beyond accuracy. We compare various machine learning-based approaches with Large Language Models (LLMs) approaches, identifying their strengths, similarities and differences. The study investigates key dimensions such as bias, robustness, and explainability, considered important for human-aware operationalization of AES systems. Our study shows that ML-based AES models outperform LLMs in accuracy but struggle with explainability, whereas LLMs provide richer explanations. We also found that both approaches struggle with bias and robustness to edge scores. By analyzing these dimensions, the paper aims to identify challenges and trade-offs between different methods, contributing to more reliable and trustworthy AES methods.