Advances in large language models (LLMs) significantly enhance reasoning capabilities but their deployment is restricted in resource-constrained scenarios. Knowledge distillation addresses this by transferring knowledge from powerful teacher models to compact and transparent students. However, effectively capturing the teacher's comprehensive reasoning is challenging due to conventional token-level supervision's limited scope. Using multiple reasoning paths per query alleviates this problem, but treating each path identically is suboptimal as paths vary widely in quality and suitability across tasks and models. We propose Quality-filtered Routing with Cooperative Distillation (QR-Distill), combining path quality filtering, conditional routing, and cooperative peer teaching. First, quality filtering retains only correct reasoning paths scored by an LLM-based evaluation. Second, conditional routing dynamically assigns paths tailored to each student's current learning state. Finally, cooperative peer teaching enables students to mutually distill diverse insights, addressing knowledge gaps and biases toward specific reasoning styles. Experiments demonstrate QR-Distill's superiority over traditional single- and multi-path distillation methods. Ablation studies further highlight the importance of each component including quality filtering, conditional routing, and peer teaching in effective knowledge transfer. Our code is available at https://github.com/LzyFischer/Distill.

Understanding the factors that shape students' mathematics performance is vital for designing effective educational policies. This study applies explainable artificial intelligence (XAI) techniques to PISA 2018 data to predict math achievement and identify key predictors across ten countries (67,329 students). We tested four models: Multiple Linear Regression (MLR), Random Forest (RF), CATBoost, and Artificial Neural Networks (ANN), using student, family, and school variables. Models were trained on 70% of the data (with 5-fold cross-validation) and tested on 30%, stratified by country. Performance was assessed with R^2 and Mean Absolute Error (MAE). To ensure interpretability, we used feature importance, SHAP values, and decision tree visualizations. Non-linear models, especially RF and ANN, outperformed MLR, with RF balancing accuracy and generalizability. Key predictors included socio-economic status, study time, teacher motivation, and students' attitudes toward mathematics, though their impact varied across countries. Visual diagnostics such as scatterplots of predicted vs actual scores showed RF and CATBoost aligned closely with actual performance. Findings highlight the non-linear and context-dependent nature of achievement and the value of XAI in educational research. This study uncovers cross-national patterns, informs equity-focused reforms, and supports the development of personalized learning strategies.

Vision-Language Pretrained (VLP) models have achieved impressive performance on multimodal tasks, including text-image retrieval, based on dense representations. Meanwhile, Learned Sparse Retrieval (LSR) has gained traction in text-only settings due to its interpretability and efficiency with fast term-based lookup via inverted indexes. Inspired by these advantages, recent work has extended LSR to the multimodal domain. However, these methods often rely on computationally expensive contrastive pre-training, or distillation from a frozen dense model, which limits the potential for mutual enhancement. To address these limitations, we propose a simple yet effective framework that enables bi-directional learning between dense and sparse representations through Self-Knowledge Distillation. This bi-directional learning is achieved using an integrated similarity score-a weighted sum of dense and sparse similarities-which serves as a shared teacher signal for both representations. To ensure efficiency, we fine-tune the final layer of the dense encoder and the sparse projection head, enabling easy adaptation of any existing VLP model. Experiments on MSCOCO and Flickr30k demonstrate that our sparse retriever not only outperforms existing sparse baselines, but also achieves performance comparable to-or even surpassing-its dense counterparts, while retaining the benefits of sparse models.

-- Creating and improvising scenarios for content approaching is an enriching technique in education. However, it comes with a significant increase in the time spent on its planning, which intensifies when using complex technologies, such as social robots. Furthermore, addressing multicultural integration is commonly embedded in regular activities due to the already tight curriculum. Addressing these issues with a single solution, we implemented an intuitive interface that allows teachers to create scenario-based activities from their regular curriculum using LLMs and social robots. We co-designed different frameworks of activities with 4 teachers and deployed it in a study with 27 students for 1 week. Beyond validating the system's efficacy, our findings highlight the positive impact of integration policies perceived by the children and demonstrate the importance of scenario-based activities in students' enjoyment, observed to be significantly higher when applying storytelling. Additionally, several implications of using LLMs and social robots in long-term classroom activities are discussed. Technology is constantly challenging the way teachers and students interact in primary schools. On the one hand, students have access to interactive devices earlier in life than previous generations, and their exposure to such applications has changed their attention span capacity.

Advanced reasoning capabilities in Large Language Models (LLMs) have caused higher hallucination prevalence; yet most mitigation work focuses on after-the-fact filtering rather than shaping the queries that trigger them. We introduce QueryBandits, a bandit framework that designs rewrite strategies to maximize a reward model, that encapsulates hallucination propensity based upon the sensitivities of 17 linguistic features of the input query-and therefore, proactively steer LLMs away from generating hallucinations. Across 13 diverse QA benchmarks and 1,050 lexically perturbed queries per dataset, our top contextual QueryBandit (Thompson Sampling) achieves an 87.5% win rate over a no-rewrite baseline and also outperforms zero-shot static prompting ("paraphrase" or "expand") by 42.6% and 60.3% respectively. Therefore, we empirically substantiate the effectiveness of QueryBandits in mitigating hallucination via the intervention that takes the form of a query rewrite. Interestingly, certain static prompting strategies, which constitute a considerable number of current query rewriting literature, have a higher cumulative regret than the no-rewrite baseline, signifying that static rewrites can worsen hallucination. Moreover, we discover that the converged per-arm regression feature weight vectors substantiate that there is no single rewrite strategy optimal for all queries. In this context, guided rewriting via exploiting semantic features with QueryBandits can induce significant shifts in output behavior through forward-pass mechanisms, bypassing the need for retraining or gradient-based adaptation.

K-12 educators are increasingly using Large Language Models (LLMs) to create instructional materials. These systems excel at producing fluent, coherent content, but often lack support for high-quality teaching. The reason is twofold: first, commercial LLMs, such as ChatGPT and Gemini which are among the most widely accessible to teachers, do not come preloaded with the depth of pedagogical theory needed to design truly effective activities; second, although sophisticated prompt engineering can bridge this gap, most teachers lack the time or expertise and find it difficult to encode such pedagogical nuance into their requests. This study shifts pedagogical expertise from the user's prompt to the LLM's internal architecture. We embed the well-established Knowledge-Learning-Instruction (KLI) framework into a Multi-Agent System (MAS) to act as a sophisticated instructional designer. We tested three systems for generating secondary Math and Science learning activities: a Single-Agent baseline simulating typical teacher prompts; a role-based MAS where agents work sequentially; and a collaborative MAS-CMD where agents co-construct activities through conquer and merge discussion. The generated materials were evaluated by 20 practicing teachers and a complementary LLM-as-a-judge system using the Quality Matters (QM) K-12 standards. While the rubric scores showed only small, often statistically insignificant differences between the systems, the qualitative feedback from educators painted a clear and compelling picture. Teachers strongly preferred the activities from the collaborative MAS-CMD, describing them as significantly more creative, contextually relevant, and classroom-ready. Our findings show that embedding pedagogical principles into LLM systems offers a scalable path for creating high-quality educational content.

This study leverages GPT-4o to assess neighbourhood housing quality using multi-source textural user-generated content (UGC) from Dianping, Weibo, and the Government Message Board. The analysis involves filtering relevant texts, extracting structured evaluation units, and conducting sentiment scoring. A refined housing quality assessment system with 46 indicators across 11 categories was developed, highlighting an objective-subjective method gap and platform-specific differences in focus. GPT-4o outperformed rule-based and BERT models, achieving 92.5% accuracy in fine-tuned settings. The findings underscore the value of integrating UGC and GPT-driven analysis for scalable, resident-centric urban assessments, offering practical insights for policymakers and urban planners.

This research paper examines, from a multidimensional perspective (cognitive, social, ethical, and philosophical), how AI is transforming human thought. It highlights a cognitive offloading effect: the externalization of mental functions to AI can reduce intellectual engagement and weaken critical thinking. On the social level, algorithmic personalization creates filter bubbles that limit the diversity of opinions and can lead to the homogenization of thought and polarization. This research also describes the mechanisms of algorithmic manipulation (exploitation of cognitive biases, automated disinformation, etc.) that amplify AI's power of influence. Finally, the question of potential artificial consciousness is discussed, along with its ethical implications. The report as a whole underscores the risks that AI poses to human intellectual autonomy and creativity, while proposing avenues (education, transparency, governance) to align AI development with the interests of humanity.

Social identity theory (SIT) and social categorization theory (SCT) are two facets of the social identity approach (SIA) to understanding social phenomena. SIT and SCT are models that describe and explain how people interact with one another socially, connecting the individual to the group through an understanding of underlying psychological mechanisms and intergroup behaviour. SIT, originally developed in the 1970s, and SCT, a later, more general offshoot, have been broadly applied to a range of social phenomena among people. The rise of increasingly social machines embedded in daily life has spurned efforts on understanding whether and how artificial agents can and do participate in SIA activities. As agents like social robots and chatbots powered by sophisticated large language models (LLMs) advance, understanding the real and potential roles of these technologies as social entities is crucial. Here, I provide a primer on SIA and extrapolate, through case studies and imagined examples, how SIT and SCT can apply to artificial social agents. I emphasize that not all human models and sub-theories will apply. I further argue that, given the emerging competence of these machines and our tendency to be taken in by them, we experts may need to don the hat of the uncanny killjoy, for our own good.

In recent years, a plethora of open-source foundation models have emerged, achieving remarkable progress in some widely attended fields, with performance being quite close to that of closed-source models. However, in high-value but more challenging scientific professional fields, either the fields still rely on expert models, or the progress of general foundation models lags significantly compared to those in popular areas, far from sufficient for transforming scientific research and leaving substantial gap between open-source models and closed-source models in these scientific domains. To mitigate this gap and explore a step further toward Artificial General Intelligence (AGI), we introduce Intern-S1, a specialized generalist equipped with general understanding and reasoning capabilities with expertise to analyze multiple science modal data. Intern-S1 is a multimodal Mixture-of-Experts (MoE) model with 28 billion activated parameters and 241 billion total parameters, continually pre-trained on 5T tokens, including over 2.5T tokens from scientific domains. In the post-training stage, Intern-S1 undergoes offline and then online reinforcement learning (RL) in InternBootCamp, where we propose Mixture-of-Rewards (MoR) to synergize the RL training on more than 1000 tasks simultaneously. Through integrated innovations in algorithms, data, and training systems, Intern-S1 achieved top-tier performance in online RL training. On comprehensive evaluation benchmarks, Intern-S1 demonstrates competitive performance on general reasoning tasks among open-source models and significantly outperforms open-source models in scientific domains, surpassing closed-source state-of-the-art models in professional tasks, such as molecular synthesis planning, reaction condition prediction, predicting thermodynamic stabilities for crystals. Our models are available at https://huggingface.co/internlm/Intern-S1.