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Professional development (PD) serves as the cornerstone for teacher tutors to grasp content knowledge. However, providing equitable and timely PD opportunities for teachers poses significant challenges. To address this issue, we introduce I-VIP (Intelligent Virtual Interactive Program), an intelligent tutoring platform for teacher professional development, driven by large language models (LLMs) and supported by multi-agent frameworks. This platform offers a user-friendly conversational interface and allows users to employ a variety of interactive tools to facilitate question answering, knowledge comprehension, and reflective summarization while engaging in dialogue. To underpin the functionality of this platform, including knowledge expectation analysis, response scoring and classification, and feedback generation, the multi-agent frameworks are leveraged to enhance the accuracy of judgments and mitigate the issue of missing key points.

Frontier Large language models (LLMs) like ChatGPT and Gemini can decipher cryptic compiler errors for novice programmers, but their computational scale, cost, and tendency to over-assist make them problematic for widespread pedagogical adoption. This work demonstrates that smaller, specialised language models, enhanced via Supervised Fine-Tuning (SFT), present a more viable alternative for educational tools. We utilise a new dataset of 40,000 C compiler error explanations, derived from real introductory programming (CS1/2) student-generated programming errors, which we used to fine-tune three open-source models: Qwen3-4B, Llama-3.1-8B, and Qwen3-32B. We performed a dual evaluation, combining expert human reviews with a large-scale automated analysis of 8,000 responses using a validated LLM-as-judge ensemble. Our results show that SFT significantly boosts the pedagogical quality of smaller models, achieving performance comparable to much larger models. We analyse the trade-offs between model size and quality, confirming that fine-tuning compact, efficient models on high-quality, domain-specific data is a potent strategy for creating specialised models to drive educational tools. We provide a replicable methodology to foster broader access to generative AI capabilities in educational contexts.

Assisting medical students with clinical reasoning (CR) during clinical scenario training remains a persistent challenge in medical education. This paper presents the design and architecture of the Fuzzy Supervisor Agent (FSA), a novel component for the Multi-Agent Educational Clinical Scenario Simulation (MAECSS) platform. The FSA leverages a Fuzzy Inference System (FIS) to continuously interpret student interactions with specialized clinical agents (e.g., patient, physical exam, diagnostic, intervention) using pre-defined fuzzy rule bases for professionalism, medical relevance, ethical behavior, and contextual distraction. By analyzing student decision-making processes in real-time, the FSA is designed to deliver adaptive, context-aware feedback and provides assistance precisely when students encounter difficulties. This work focuses on the technical framework and rationale of the FSA, highlighting its potential to provide scalable, flexible, and human-like supervision in simulation-based medical education. Future work will include empirical evaluation and integration into broader educational settings. More detailed design and implementation is open sourced here.

Many automated decision systems (ADS) are designed to solve prediction problems -- where the goal is to learn patterns from a sample of the population and apply them to individuals from the same population. In reality, these prediction systems operationalize holistic policy interventions in deployment. Once deployed, ADS can shape impacted population outcomes through an effective policy change in how decision-makers operate, while also being defined by past and present interactions between stakeholders and the limitations of existing organizational, as well as societal, infrastructure and context. In this work, we consider the ways in which we must shift from a prediction-focused paradigm to an interventionist paradigm when considering the impact of ADS within social systems. We argue this requires a new default problem setup for ADS beyond prediction, to instead consider predictions as decision support, final decisions, and outcomes. We highlight how this perspective unifies modern statistical frameworks and other tools to study the design, implementation, and evaluation of ADS systems, and point to the research directions necessary to operationalize this paradigm shift. Using these tools, we characterize the limitations of focusing on isolated prediction tasks, and lay the foundation for a more intervention-oriented approach to developing and deploying ADS.

We propose Bayesian Hierarchical Invariant Prediction (BHIP) reframing Invariant Causal Prediction (ICP) through the lens of Hierarchical Bayes. We leverage the hierarchical structure to explicitly test invariance of causal mechanisms under heterogeneous data, resulting in improved computational scalability for a larger number of predictors compared to ICP. Moreover, given its Bayesian nature BHIP enables the use of prior information. In this paper, we test two sparsity inducing priors: horseshoe and spike-and-slab, both of which allow us a more reliable identification of causal features. We test BHIP in synthetic and real-world data showing its potential as an alternative inference method to ICP.

Large reasoning models (LRMs) have demonstrated impressive capabilities in domains like mathematics and program synthesis. Despite their strong performance, LRMs often exhibit overthinking -- excessive and redundant reasoning steps that introduce inefficiencies during inference. This phenomenon raises an important question for LRM self-evaluation: How can a model autonomously assess the correctness of its own reasoning trajectory without external labels? To address this, we propose Chain-of-Reasoning Embedding (CoRE), a series of hidden states in latent space to enable label-free self-evaluation on intermediate reasoning steps of LRMs, so as to enhance metacognition abilities for improved reasoning efficiency. By analyzing the geometric properties of the CoRE trajectories, we reveal that redundant reasoning usually presents cyclical fluctuations, which correspond to repetitive and unconscious reflection/exploration. Leveraging this insight, we further introduce a training-free, label-free self-evaluation framework, CoRE-Eval, to detect such patterns and dynamically determine whether to terminate reasoning early. Extensive experiments on mathematical reasoning benchmarks (GSM8K, MATH-500, and AIME) and across model sizes from 7B to 32B demonstrate that CoRE-Eval reduces chain-of-thought length by 13.7% to 33.2% while improving answer accuracy by around 10%, achieving 70.0% accuracy on the challenging AIME benchmark with the 32B model.

JOURNAL OF L A T EX CLASS FILES, VOL. 18, NO. 9, SEPTEMBER 2024 1 Exploring Partial Multi-Label Learning via Integrating Semantic Co-occurrence Knowledge Xin Wu, Fei Teng, Y ue Feng, Kaibo Shi, Zhuosheng Lin, Ji Zhang and James Wang Abstract --Partial multi-label learning aims to extract knowledge from incompletely annotated data, which includes known correct labels, known incorrect labels, and unknown labels. The core challenge lies in accurately identifying the ambiguous relationships between labels and instances. In this paper, we emphasize that matching co-occurrence patterns between labels and instances is key to addressing this challenge. T o this end, we propose Semantic Co-occurrence Insight Network (SCINet), a novel and effective framework for partial multi-label learning. Specifically, SCINet introduces a bi-dominant prompter module, which leverages an off-the-shelf multimodal model to capture text-image correlations and enhance semantic alignment. T o reinforce instance-label interdependencies, we develop a cross-modality fusion module that jointly models inter-label correlations, inter-instance relationships, and co-occurrence patterns across instance-label assignments. Moreover, we propose an intrinsic semantic augmentation strategy that enhances the model's understanding of intrinsic data semantics by applying diverse image transformations, thereby fostering a synergistic relationship between label confidence and sample difficulty. Extensive experiments on four widely-used benchmark datasets demonstrate that SCINet surpasses state-of-the-art methods. I NTRODUCTION M UL TI-LABEL learning has demonstrated tremendous potential in fields. However, due to the high cost of labeling and the subjectivity of annotators, real-world datasets often suffer from incomplete and noisy labels. This challenge has spurred the exploration of partial multi-label learning methods aimed at addressing these issues more effectively. Consequently, driven by this research need, partial multi-label learning has garnered vibrant attention in machine learning [1], [2]. It represents a new paradigm for multi-label recognition This work was supported by the National Natural Science Foundation of China (No.62272398), Sichuan Science and Technology Program (No.2024NSFJQ0019).

Personalized learning is a student-centered educational approach that adapts content, pace, and assessment to meet each learner's unique needs. As the key technique to implement the personalized learning, learning path recommendation sequentially recommends personalized learning items such as lectures and exercises. Advances in deep learning, particularly deep reinforcement learning, have made modeling such recommendations more practical and effective. This paper proposes a multi-task LSTM model that enhances learning path recommendation by leveraging shared information across tasks. The approach reframes learning path recommendation as a sequence-to-sequence (Seq2Seq) prediction problem, generating personalized learning paths from a learner's historical interactions. The model uses a shared LSTM layer to capture common features for both learning path recommendation and deep knowledge tracing, along with task-specific LSTM layers for each objective. To avoid redundant recommendations, a non-repeat loss penalizes repeated items within the recommended learning path. Experiments on the ASSIST09 dataset show that the proposed model significantly outperforms baseline methods for the learning path recommendation.

In this paper, we introduce BMMR, a large-scale bilingual, multimodal, multi-disciplinary reasoning dataset for the community to develop and evaluate large multimodal models (LMMs). BMMR comprises 110k college-level questions spanning 300 UNESCO-defined subjects, spanning diverse formats-multiple-choice, fill-in-the-blank, and open-ended QA-and sourced from both print and digital media such as books, exams, and quizzes. All data are curated and filtered via a human-in-the-loop and scalable framework, and each instance is paired with a high-quality reasoning path. The dataset is organized into two parts: BMMR-Eval that comprises 20,458 high-quality instances to comprehensively assess LMMs' knowledge and reasoning across multiple disciplines in both Chinese and English; and BMMR-Train that contains 88,991 instances to support further research and development, extending the current focus on mathematical reasoning to diverse disciplines and domains. In addition, we propose the process-based multi-discipline verifier (i.e., BMMR-Verifier) for accurate and fine-grained evaluation of reasoning paths. Extensive experiments on 24 models reveal that (i) even SOTA models (e.g., o3 and Gemini-2.5-Pro) leave substantial headroom on BMMR-Eval; (ii) reasoning models exhibit discipline bias and outperform LMMs only on specific subjects; (iii) open-source models still trail their proprietary counterparts; and (iv) fine-tuning on BMMR-Train narrows this gap. Additionally, we conduct reasoning-chain analyses using BMMR-Verifier and other in-depth studies, uncovering the challenges LMMs currently face in multidisciplinary reasoning. We will release the data, and we hope our work can offer insights and contributions to the community.