The integration of the Internet of Everything (IoX) and Artificial General Intelligence (AGI) has given rise to a transformative paradigm aimed at addressing critical bottlenecks across sensing, network, and application layers in Cyber-Physical-Social Thinking (CPST) ecosystems. In this survey, we provide a systematic and comprehensive review of AGI-enhanced IoX research, focusing on three key components: sensing-layer data management, network-layer protocol optimization, and application-layer decision-making frameworks. Specifically, this survey explores how AGI can mitigate IoX bottlenecks challenges by leveraging adaptive sensor fusion, edge preprocessing, and selective attention mechanisms at the sensing layer, while resolving network-layer issues such as protocol heterogeneity and dynamic spectrum management, neuro-symbolic reasoning, active inference, and causal reasoning, Furthermore, the survey examines AGI-enabled frameworks for managing identity and relationship explosion. Key findings suggest that AGI-driven strategies, such as adaptive sensor fusion, edge preprocessing, and semantic modeling, offer novel solutions to sensing-layer data overload, network-layer protocol heterogeneity, and application-layer identity explosion. The survey underscores the importance of cross-layer integration, quantum-enabled communication, and ethical governance frameworks for future AGI-enabled IoX systems. Finally, the survey identifies unresolved challenges, such as computational requirements, scalability, and real-world validation, calling for further research to fully realize AGI's potential in addressing IoX bottlenecks. we believe AGI-enhanced IoX is emerging as a critical research field at the intersection of interconnected systems and advanced AI.

We argue that viewing AI as a simple reduction in input costs overlooks two critical dynamics: (a) the inherent trade-offs among generality, accuracy, and simplicity, and (b) the redistribution of complexity across stakeholders. While LLMs appear to defy the traditional trade-off by offering high generality and accuracy through simple interfaces, this user-facing simplicity masks a significant shift of complexity to infrastructure, compliance, and specialized personnel. The GAS trade-off, therefore, does not disappear but is relocated from the user to the organization, creating new managerial challenges, particularly around accuracy in high-stakes applications. We contend that competitive advantage no longer stems from mere AI adoption, but from mastering this redistributed complexity through the design of abstraction layers, workflow alignment, and complementary expertise.

In this paper, we introduce OmniEval, a benchmark for evaluating omni-modality models like MiniCPM-O 2.6, which encompasses visual, auditory, and textual inputs. Compared with existing benchmarks, our OmniEval has several distinctive features: (i) Full-modal collaboration: We design evaluation tasks that highlight the strong coupling between audio and video, requiring models to effectively leverage the collaborative perception of all modalities; (ii) Diversity of videos: OmniEval includes 810 audio-visual synchronized videos, 285 Chinese videos and 525 English videos; (iii) Diversity and granularity of tasks: OmniEval contains 2617 question-answer pairs, comprising 1412 open-ended questions and 1205 multiple-choice questions. These questions are divided into 3 major task types and 12 sub-task types to achieve comprehensive evaluation. Among them, we introduce a more granular video localization task named Grounding. Then we conduct experiments on OmniEval with several omni-modality models. We hope that our OmniEval can provide a platform for evaluating the ability to construct and understand coherence from the context of all modalities. Codes and data could be found at https://omnieval-benchmark.github.io/.

With the proliferation of large language model (LLM) applications since 2022, their use in education has sparked both excitement and concern. Recent studies consistently highlight students' (mis)use of LLMs can hinder learning outcomes. This work aims to teach students how to effectively prompt LLMs to improve their learning. We first proposed pedagogical prompting, a theoretically-grounded new concept to elicit learning-oriented responses from LLMs. To move from concept design to a proof-of-concept learning intervention in real educational settings, we selected early undergraduate CS education (CS1/CS2) as the example context. We began with a formative survey study with instructors (N=36) teaching early-stage undergraduate-level CS courses to inform the instructional design based on classroom needs. Based on their insights, we designed and developed a learning intervention through an interactive system with scenario-based instruction to train pedagogical prompting skills. Finally, we evaluated its instructional effectiveness through a user study with CS novice students (N=22) using pre/post-tests. Through mixed methods analyses, our results indicate significant improvements in learners' LLM-based pedagogical help-seeking skills, along with positive attitudes toward the system and increased willingness to use pedagogical prompts in the future. Our contributions include (1) a theoretical framework of pedagogical prompting; (2) empirical insights into current instructor attitudes toward pedagogical prompting; and (3) a learning intervention design with an interactive learning tool and scenario-based instruction leading to promising results on teaching LLM-based help-seeking. Our approach is scalable for broader implementation in classrooms and has the potential to be integrated into tools like ChatGPT as an on-boarding experience to encourage learning-oriented use of generative AI.

Recently, vision-language pretraining has emerged as a transformative technique that integrates the strengths of both visual and textual modalities, resulting in powerful vision-language models (VLMs). Leveraging web-scale pretraining data, these models exhibit strong zero-shot capabilities. However, their performance often deteriorates when confronted with domain-specific or specialized generalization tasks. To address this, a growing body of research focuses on transferring or generalizing the rich knowledge embedded in VLMs to various downstream applications. This survey aims to comprehensively summarize the generalization settings, methodologies, benchmarking and results in VLM literatures. Delving into the typical VLM structures, current literatures are categorized into prompt-based, parameter-based and feature-based methods according to the transferred modules. The differences and characteristics in each category are furthered summarized and discussed by revisiting the typical transfer learning (TL) settings, providing novel interpretations for TL in the era of VLMs. Popular benchmarks for VLM generalization are further introduced with thorough performance comparisons among the reviewed methods. Following the advances in large-scale generalizable pretraining, this survey also discusses the relations and differences between VLMs and up-to-date multimodal large language models (MLLM), e.g., DeepSeek-VL. By systematically reviewing the surging literatures in vision-language research from a novel and practical generalization prospective, this survey contributes to a clear landscape of current and future multimodal researches.

Real-world knowledge can take various forms, including structured, semi-structured, and unstructured data. Among these, knowledge graphs are a form of structured human knowledge that integrate heterogeneous data sources into structured representations but typically reduce complex n-ary relations to simple triples, thereby losing higher-order relational details. In contrast, hypergraphs naturally represent n-ary relations with hyperedges, which directly connect multiple entities together. Yet hypergraph representation learning often overlooks entity roles in hyperedges, limiting the finegrained semantic modelling. To address these issues, knowledge hypergraphs and hyper-relational knowledge graphs combine the advantages of knowledge graphs and hypergraphs to better capture the complex structures and role-specific semantics of real world knowledge. This survey provides a comprehensive review of methods handling n-ary relational data, covering both knowledge hypergraphs and hyper-relational knowledge graphs literatures. We propose a two-dimensional taxonomy: the first dimension categorises models based on their methodology, i.e., translation-based models, tensor factorisation-based models, deep neural network-based models, logic rules-based models, and hyperedge expansion-based models. The second dimension classifies models according to their awareness of entity roles and positions in n-ary relations, dividing them into aware-less, position-aware, and role-aware approaches. Finally, we discuss existing datasets, training settings and strategies, and outline open challenges to inspire future research.

Large language models (LLMs) have demonstrated strong capabilities in translating natural language questions about relational databases into SQL queries. In particular, test-time scaling techniques such as Self-Consistency and Self-Correction can enhance SQL generation accuracy by increasing computational effort during inference. However, these methods have notable limitations: Self-Consistency may select suboptimal outputs despite majority votes, while Self-Correction typically addresses only syntactic errors. To leverage the strengths of both approaches, we propose CSC-SQL, a novel method that integrates Self-Consistency and Self-Correction. CSC-SQL selects the two most frequently occurring outputs from parallel sampling and feeds them into a merge revision model for correction. Additionally, we employ the Group Relative Policy Optimization (GRPO) algorithm to fine-tune both the SQL generation and revision models via reinforcement learning, significantly enhancing output quality. Experimental results confirm the effectiveness and generalizability of CSC-SQL. On the BIRD private test set, our 7B model achieves 71.72\% execution accuracy, while the 32B model achieves 73.67\%. The code has been open sourced at https://github.com/CycloneBoy/csc_sql.

We present a novel approach for training small language models for reasoning-intensive document ranking that combines knowledge distillation with reinforcement learning optimization. While existing methods often rely on expensive human annotations or large black-box language models, our methodology leverages web data and a teacher LLM to automatically generate high-quality training examples with relevance explanations. By framing document ranking as a reinforcement learning problem and incentivizing explicit reasoning capabilities, we train a compact 3B parameter language model that achieves state-of-the-art performance on the BRIGHT benchmark. Our model ranks third on the leaderboard while using substantially fewer parameters than other approaches, outperforming models that are over 20 times larger. Through extensive experiments, we demonstrate that generating explanations during inference, rather than directly predicting relevance scores, enables more effective reasoning with smaller language models. The self-supervised nature of our method offers a scalable and interpretable solution for modern information retrieval systems.

Sound deductive reasoning -- the ability to derive new knowledge from existing facts and rules -- is an indisputably desirable aspect of general intelligence. Despite the major advances of AI systems in areas such as math and science, especially since the introduction of transformer architectures, it is well-documented that even the most advanced frontier systems regularly and consistently falter on easily-solvable deductive reasoning tasks. Hence, these systems are unfit to fulfill the dream of achieving artificial general intelligence capable of sound deductive reasoning. We argue that their unsound behavior is a consequence of the statistical learning approach powering their development. To overcome this, we contend that to achieve reliable deductive reasoning in learning-based AI systems, researchers must fundamentally shift from optimizing for statistical performance against distributions on reasoning problems and algorithmic tasks to embracing the more ambitious exact learning paradigm, which demands correctness on all inputs. We argue that exact learning is both essential and possible, and that this ambitious objective should guide algorithm design.

The rise of AI, especially Large Language Models, presents challenges and opportunities to integrate such technology into the classroom. AI has the potential to revolutionize education by helping teaching staff with various tasks, such as personalizing their teaching methods, but it also raises concerns, for example, about the degradation of student-teacher interactions and user privacy. Based on interviews with teaching staff, this paper introduces INSIGHT, a proof of concept to combine various AI tools to assist teaching staff and students in the process of solving exercises. INSIGHT has a modular design that allows it to be integrated into various higher education courses. We analyze students' questions to an LLM by extracting keywords, which we use to dynamically build an FAQ from students' questions and provide new insights for the teaching staff to use for more personalized face-to-face support. Future work could build upon INSIGHT by using the collected data to provide adaptive learning and adjust content based on student progress and learning styles to offer a more interactive and inclusive learning experience.