Existing literature typically treats style-driven and subject-driven generation as two disjoint tasks: the former prioritizes stylistic similarity, whereas the latter insists on subject consistency, resulting in an apparent antagonism. We argue that both objectives can be unified under a single framework because they ultimately concern the disentanglement and re-composition of content and style, a long-standing theme in style-driven research. To this end, we present USO, a Unified Style-Subject Optimized customization model. First, we construct a large-scale triplet dataset consisting of content images, style images, and their corresponding stylized content images. Second, we introduce a disentangled learning scheme that simultaneously aligns style features and disentangles content from style through two complementary objectives, style-alignment training and content-style disentanglement training. Third, we incorporate a style reward-learning paradigm denoted as SRL to further enhance the model's performance. Finally, we release USO-Bench, the first benchmark that jointly evaluates style similarity and subject fidelity across multiple metrics. Extensive experiments demonstrate that USO achieves state-of-the-art performance among open-source models along both dimensions of subject consistency and style similarity. Code and model: https://github.com/bytedance/USO

The GPT (Generative Pre-trained Transformer) language models are an artificial intelligence and natural language processing technology that enables automatic text generation. There is a growing interest in applying GPT language models to university teaching in various dimensions. From the perspective of innovation in student and teacher activities, they can provide support in understanding and generating content, problem-solving, as well as personalization and test correction, among others. From the dimension of internationalization, the misuse of these models represents a global problem that requires taking a series of common measures in universities from different geographical areas. In several countries, there has been a review of assessment tools to ensure that work is done by students and not by AI. To this end, we have conducted a detailed experiment in a representative subject of Computer Science such as Software Engineering, which has focused on evaluating the use of ChatGPT as an assistant in theory activities, exercises, and laboratory practices, assessing its potential use as a support tool for both students and teachers.