Large language models (LLMs) have advanced virtual educators and learners, bridging NLP with AI4Education. Existing work often lacks scalability and fails to leverage diverse, large-scale course content, with limited frameworks for assessing pedagogic quality. To this end, we propose WikiHowAgent, a multi-agent workflow leveraging LLMs to simulate interactive teaching-learning conversations. It integrates teacher and learner agents, an interaction manager, and an evaluator to facilitate procedural learning and assess pedagogic quality. We introduce a dataset of 114,296 teacher-learner conversations grounded in 14,287 tutorials across 17 domains and 727 topics. Our evaluation protocol combines computational and rubric-based metrics with human judgment alignment. Results demonstrate the workflow's effectiveness in diverse setups, offering insights into LLM capabilities across domains. Our datasets and implementations are fully open-sourced.

The increasing heterogeneity of student populations poses significant challenges for teachers, particularly in mathematics education, where cognitive, motivational, and emotional differences strongly influence learning outcomes. While AI-driven personalization tools have emerged, most remain performance-focused, offering limited support for teachers and neglecting broader pedagogical needs. This paper presents the FACET framework, a teacher-facing, large language model (LLM)-based multi-agent system designed to generate individualized classroom materials that integrate both cognitive and motivational dimensions of learner profiles. The framework comprises three specialized agents: (1) learner agents that simulate diverse profiles incorporating topic proficiency and intrinsic motivation, (2) a teacher agent that adapts instructional content according to didactical principles, and (3) an evaluator agent that provides automated quality assurance. We tested the system using authentic grade 8 mathematics curriculum content and evaluated its feasibility through a) automated agent-based assessment of output quality and b) exploratory feedback from K-12 in-service teachers. Results from ten internal evaluations highlighted high stability and alignment between generated materials and learner profiles, and teacher feedback particularly highlighted structure and suitability of tasks. The findings demonstrate the potential of multi-agent LLM architectures to provide scalable, context-aware personalization in heterogeneous classroom settings, and outline directions for extending the framework to richer learner profiles and real-world classroom trials.

We jointly train the learner agent's policy and learn

In this paper, we consider a transfer reinforcement learning problem involving agents with different action spaces. Specifically, for any new unseen task, the goal is to use a successful demonstration of this task by an expert agent in its action space to enable a learner agent learn an optimal policy in its own different action space with fewer samples than those required if the learner was learning on its own. Existing transfer learning methods across different action spaces either require handcrafted mappings between those action spaces provided by human experts, which can induce bias in the learning procedure, or require the expert agent to share its policy parameters with the learner agent, which does not generalize well to unseen tasks. In this work, we propose a method that learns a subgoal mapping between the expert agent policy and the learner agent policy. Since the expert agent and the learner agent have different action spaces, their optimal policies can have different subgoal trajectories. We learn this subgoal mapping by training a Long Short Term Memory (LSTM) network for a distribution of tasks and then use this mapping to predict the learner subgoal sequence for unseen tasks, thereby improving the speed of learning by biasing the agent's policy towards the predicted learner subgoal sequence. Through numerical experiments, we demonstrate that the proposed learning scheme can effectively find the subgoal mapping underlying the given distribution of tasks. Moreover, letting the learner agent imitate the expert agent's policy with the learnt subgoal mapping can significantly improve the sample efficiency and training time of the learner agent in unseen new tasks.

The adoption of large language models (LLMs) in healthcare has attracted significant research interest. However, their performance in healthcare remains under-investigated and potentially limited, due to i) they lack rich domain-specific knowledge and medical reasoning skills; and ii) most state-of-the-art LLMs are unimodal, text-only models that cannot directly process multimodal inputs. To this end, we propose a multimodal medical collaborative reasoning framework \textbf{MultiMedRes}, which incorporates a learner agent to proactively gain essential information from domain-specific expert models, to solve medical multimodal reasoning problems. Our method includes three steps: i) \textbf{Inquire}: The learner agent first decomposes given complex medical reasoning problems into multiple domain-specific sub-problems; ii) \textbf{Interact}: The agent then interacts with domain-specific expert models by repeating the ``ask-answer'' process to progressively obtain different domain-specific knowledge; iii) \textbf{Integrate}: The agent finally integrates all the acquired domain-specific knowledge to accurately address the medical reasoning problem. We validate the effectiveness of our method on the task of difference visual question answering for X-ray images. The experiments demonstrate that our zero-shot prediction achieves state-of-the-art performance, and even outperforms the fully supervised methods. Besides, our approach can be incorporated into various LLMs and multimodal LLMs to significantly boost their performance.

The open radio access network (O-RAN) architecture supports intelligent network control algorithms as one of its core capabilities. Data-driven applications incorporate such algorithms to optimize radio access network (RAN) functions via RAN intelligent controllers (RICs). Deep reinforcement learning (DRL) algorithms are among the main approaches adopted in the O-RAN literature to solve dynamic radio resource management problems. However, despite the benefits introduced by the O-RAN RICs, the practical adoption of DRL algorithms in real network deployments falls behind. This is primarily due to the slow convergence and unstable performance exhibited by DRL agents upon deployment and when encountering previously unseen network conditions. In this paper, we address these challenges by proposing transfer learning (TL) as a core component of the training and deployment workflows for the DRL-based closed-loop control of O-RAN functionalities. To this end, we propose and design a hybrid TL-aided approach that leverages the advantages of both policy reuse and distillation TL methods to provide safe and accelerated convergence in DRL-based O-RAN slicing. We conduct a thorough experiment that accommodates multiple services, including real VR gaming traffic to reflect practical scenarios of O-RAN slicing. We also propose and implement policy reuse and distillation-aided DRL and non-TL-aided DRL as three separate baselines. The proposed hybrid approach shows at least: 7.7% and 20.7% improvements in the average initial reward value and the percentage of converged scenarios, and a 64.6% decrease in reward variance while maintaining fast convergence and enhancing the generalizability compared with the baselines.

We study how an autonomous agent learns to perform a task from demonstrations in a different domain, such as a different environment or different agent. Such cross-domain imitation learning is required to, for example, train an artificial agent from demonstrations of a human expert. We propose a scalable framework that enables cross-domain imitation learning without access to additional demonstrations or further domain knowledge. We jointly train the learner agent's policy and learn a mapping between the learner and expert domains with adversarial training. We effect this by using a mutual information criterion to find an embedding of the expert's state space that contains task-relevant information and is invariant to domain specifics. This step significantly simplifies estimating the mapping between the learner and expert domains and hence facilitates end-to-end learning. We demonstrate successful transfer of policies between considerably different domains, without extra supervision such as additional demonstrations, and in situations where other methods fail.