Self-evolution offers a scalable path to stronger reasoning: a pretrained language model improves itself with only minimal external supervision. Yet existing methods either depend on extensively curated or teacher-generated training data, or, when the generator runs unsupervised, reward it by a difficulty heuristic that need not improve the solver. We introduce INFUSER, an iterative co-training framework with two co-evolving roles: a Generator that drafts questions and reference golden answers from a pool of unstructured, automatically collected documents, and a Solver that improves by training on them. The solver is trained with standard correctness rewards against the generator-provided answers, while the generator is rewarded by an optimizer-aware influence score that measures whether each proposed question would actually improve the solver on the target distribution. Because this continuous, noisy influence score is poorly served by standard GRPO, we propose DuGRPO, a dual-normalized variant of GRPO, for generator training. Together, these turn the document pool into an adaptive curriculum that favors questions useful to the current solver, not just hard ones. On Qwen3-8B-Base, INFUSER outperforms strong self-evolution baselines with over 20% relative improvement on Olympiad and SuperGPQA benchmarks, and an 8B INFUSER co-evolving generator outperforms a frozen 32B thinking generator on math and coding. Ablations confirm each design choice is necessary, and two extensions, applying INFUSER to an instruction-finetuned anchor and augmenting it with rule-verifiable RLVR data, further demonstrate the flexibility and generalizability of the framework. Code is available at https://github.com/FFishy-git/INFUSER.

Reinforcement learning (RL) typically assumes repetitive resets to provide an agent with diverse and unbiased experiences. These resets require significant human intervention and result in poor training efficiency in real-world settings.

Curriculum learning is a class of training strategies that organizes the data being exposed to a model by difficulty, gradually from simpler to more complex examples. This research explores a reverse curriculum generation approach that recursively decomposes complex datasets into simpler, more learnable components. We propose a teacher-student framework where the teacher is equipped with the ability to reason step-by-step, which is used to recursively generate easier versions of examples, enabling the student model to progressively master difficult tasks. We propose a novel scoring system to measure data difficulty based on its structural complexity and conceptual depth, allowing curriculum construction over decomposed data. Experiments on math datasets (MATH and AIME) and code generation datasets demonstrate that models trained with curricula generated by our approach exhibit superior performance compared to standard training on original datasets.

Neuromorphic computing systems are set to revolutionize energy-constrained robotics by achieving orders-of-magnitude efficiency gains, while enabling native temporal processing. Spiking Neural Networks (SNNs) represent a promising algorithmic approach for these systems, yet their application to complex control tasks faces two critical challenges: (1) the non-differentiable nature of spiking neurons necessitates surrogate gradients with unclear optimization properties, and (2) the stateful dynamics of SNNs require training on sequences, which in reinforcement learning (RL) is hindered by limited sequence lengths during early training, preventing the network from bridging its warm-up period. We address these challenges by systematically analyzing surrogate gradient slope settings, showing that shallower slopes increase gradient magnitude in deeper layers but reduce alignment with true gradients. In supervised learning, we find no clear preference for fixed or scheduled slopes. The effect is much more pronounced in RL settings, where shallower slopes or scheduled slopes lead to a 2.1 improvement in both training and final deployed performance. Next, we propose a novel training approach that leverages a privileged guiding policy to bootstrap the learning process, while still exploiting online environment interactions with the spiking policy. Combining our method with an adaptive slope schedule for a real-world drone position control task, we achieve an average return of 400 points, substantially outperforming prior techniques, including Behavioral Cloning and TD3BC, which achieve at most -200 points under the same conditions. This work advances both the theoretical understanding of surrogate gradient learning in SNNs and practical training methodologies for neuromorphic controllers demonstrated in real-world robotic systems.

Self-Supervised Learning (SSL) has become a powerful solution to extract rich representations from unlabeled data. Yet, SSL research is mostly focused on clean, curated and high-quality datasets. As a result, applying SSL on noisy data remains a challenge, despite being crucial to applications such as astrophysics, medical imaging, geophysics or finance. In this work, we present a fully selfsupervised framework that enables noise-robust representation learning without requiring a denoiser at inference or downstream fine-tuning. Our method first trains an SSL denoiser on noisy data, then uses it to construct a denoised-tonoisy data curriculum (i.e., training first on denoised, then noisy samples) for pretraining a SSL backbone (e.g., DINOv2), combined with a teacher-guided regularization that anchors noisy embeddings to their denoised counterparts. This process encourages the model to internalize noise robustness. Notably, the denoiser can be discarded after pretraining, simplifying deployment. On ImageNet-1k with ViT-B under extreme Gaussian noise (σ = 255, SNR = 0.72 dB), our method improves linear probing accuracy by 4.8% over DINOv2, demonstrating that denoiser-free robustness can emerge from noise-aware pretraining.

Training agents to act in embodied environments typically requires vast training data or access to accurate simulation, neither of which exists for many cases in the real world. Instead, world models are emerging as an alternative-leveraging offline, passively collected data, they make it possible to generate diverse worlds for training agents in simulation. In this work, we harness world models to generate "imagined" environments to train robust agents capable of generalizing to novel task variations. One of the challenges in doing this is ensuring the agent trains on useful generated data. We thus propose a novel approach IMAC (Imagined Autocurricula) leveraging Unsupervised Environment Design (UED), which induces an automatic curriculum over generated worlds. In a series of challenging, procedurally generated environments, we show it is possible to achieve strong transfer performance on held-out environments having trained only inside a world model learned from a narrower dataset. We believe this opens the path to utilizing larger-scale, foundation world models for generally capable agents.

A core difficulty lies in precisely characterizing and strategically manipulating the overall reward gap configuration, that is, the deliberate design of how to shape these reward gaps within each preference pair across the data. To address this, we introduce Topic-level Preference Rewriting (TPR), a novel framework designed for the systematic optimization of reward gap configuration. Through selectively replacing semantic topics within VLM responses with model's own resampled candidates for targeted rewriting, TPR can provide topic-level control over fine-grained semantic details. This precise control enables advanced data curation strategies, such as progressively adjusting the difficulty of rejected responses, thereby sculpting an effective reward gap configuration that guides the model to overcome challenging hallucinations. Comprehensive experiments demonstrate TPR achieves state-of-the-art performance on multiple hallucination benchmarks, outperforming previous methods by an average of 20%. Notably, it significantly reduces hallucinations by up to 93% on ObjectHal-Bench, and also exhibits superior data efficiency towards robust and cost-effective VLM alignment.

Most multimodal models treat every negative pair alike, ignoring the ambiguous negatives that differ from the positive by only a small detail. We propose BoundaryA ware Curriculum with Local Attention(BACL), a lightweight add-on that turns these borderline cases into a curriculum signal. ABoundary-aware Negative Sampler gradually raises difficulty, while a Contrastive Local Attention loss highlights where the mismatch occurs. The two modules are fully differentiable and work with any off-the-shelf dual encoder. Theory predicts a fast O(1/n) error rate; practice shows up to +32 % R@1 over CLIP and new SOTA on four large-scale benchmarks, all without extra labels.

Despite its promise, imitation learning often fails in long-horizon environments where perfect replication of demonstrations is unrealistic and small errors can accumulate catastrophically. We introduce Cago (Capability-Aware Goal Sampling), a novel learning-from-demonstrations method that mitigates the brittle dependence on expert trajectories for direct imitation. Unlike prior methods that rely on demonstrations only for policy initialization or reward shaping, Cago dynamically tracks the agent's competence along expert trajectories and uses this signal to select intermediate steps--goals that are just beyond the agent's current reach--to guide learning. This results in an adaptive curriculum that enables steady progress toward solving the full task. Empirical results demonstrate that Cago significantly improves sample efficiency and final performance across a range of sparse-reward, goal-conditioned tasks, consistently outperforming existing learning from-demonstrations baselines.

The increasing societal integration of Large Language Models (LLMs) and agentbased AI demands a new civic competency: adversarial reasoning. This position paper argues that K-12 AI education must move beyond passive literacy to actively equip students with skills in responsible adversarial prompting and ethical system "hacking." Such capabilities are essential for citizens to critically probe AI systems, understand their inherent limitations, identify manipulative patterns, and hold them accountable. We posit that cultivating a generation skilled in "red-teaming" AI is vital for maintaining transparency, preventing undue influence, and fostering a democratic engagement with these transformative technologies.