Daily Papers

We propose a novel end-to-end curriculum learning approach for sparsely labelled animal datasets leveraging large volumes of unlabelled data to improve supervised species detectors. We exemplify the method in detail on the task of finding great apes in camera trap footage taken in challenging real-world jungle environments. In contrast to previous semi-supervised methods, our approach adjusts learning parameters dynamically over time and gradually improves detection quality by steering training towards virtuous self-reinforcement. To achieve this, we propose integrating pseudo-labelling with curriculum learning policies and show how learning collapse can be avoided. We discuss theoretical arguments, ablations, and significant performance improvements against various state-of-the-art systems when evaluating on the Extended PanAfrican Dataset holding approx. 1.8M frames. We also demonstrate our method can outperform supervised baselines with significant margins on sparse label versions of other animal datasets such as Bees and Snapshot Serengeti. We note that performance advantages are strongest for smaller labelled ratios common in ecological applications. Finally, we show that our approach achieves competitive benchmarks for generic object detection in MS-COCO and PASCAL-VOC indicating wider applicability of the dynamic learning concepts introduced. We publish all relevant source code, network weights, and data access details for full reproducibility. The code is available at https://github.com/youshyee/DCL-Detection.

Recent advances in pre-trained language models have improved the performance for text classification tasks. However, little attention is paid to the priority scheduling strategy on the samples during training. Humans acquire knowledge gradually from easy to complex concepts, and the difficulty of the same material can also vary significantly in different learning stages. Inspired by this insights, we proposed a novel self-paced dynamic curriculum learning (SPDCL) method for imbalanced text classification, which evaluates the sample difficulty by both linguistic character and model capacity. Meanwhile, rather than using static curriculum learning as in the existing research, our SPDCL can reorder and resample training data by difficulty criterion with an adaptive from easy to hard pace. The extensive experiments on several classification tasks show the effectiveness of SPDCL strategy, especially for the imbalanced dataset.

Visual Question Answering (VQA) is a multimodal task requiring reasoning across textual and visual inputs, which becomes particularly challenging in low-resource languages like Vietnamese due to linguistic variability and the lack of high-quality datasets. Traditional methods often rely heavily on extensive annotated datasets, computationally expensive pipelines, and large pre-trained models, specifically in the domain of Vietnamese VQA, limiting their applicability in such scenarios. To address these limitations, we propose a training framework that combines a paraphrase-based feature augmentation module with a dynamic curriculum learning strategy. Explicitly, augmented samples are considered "easy" while raw samples are regarded as "hard". The framework then utilizes a mechanism that dynamically adjusts the ratio of easy to hard samples during training, progressively modifying the same dataset to increase its difficulty level. By enabling gradual adaptation to task complexity, this approach helps the Vietnamese VQA model generalize well, thus improving overall performance. Experimental results show consistent improvements on the OpenViVQA dataset and mixed outcomes on the ViVQA dataset, highlighting both the potential and challenges of our approach in advancing VQA for Vietnamese language.

Back-translation has proven to be an effective method to utilize monolingual data in neural machine translation (NMT), and iteratively conducting back-translation can further improve the model performance. Selecting which monolingual data to back-translate is crucial, as we require that the resulting synthetic data are of high quality and reflect the target domain. To achieve these two goals, data selection and weighting strategies have been proposed, with a common practice being to select samples close to the target domain but also dissimilar to the average general-domain text. In this paper, we provide insights into this commonly used approach and generalize it to a dynamic curriculum learning strategy, which is applied to iterative back-translation models. In addition, we propose weighting strategies based on both the current quality of the sentence and its improvement over the previous iteration. We evaluate our models on domain adaptation, low-resource, and high-resource MT settings and on two language pairs. Experimental results demonstrate that our methods achieve improvements of up to 1.8 BLEU points over competitive baselines.

Directly learning from examples of random difficulty levels is often challenging for both humans and machine learning models. A more effective strategy involves exposing learners to examples in a progressive order, from easy to difficult. Curriculum Learning (CL) has been proposed to implement this strategy in machine learning model training. However, two key challenges persist in CL framework design: defining the difficulty of training data and determining the appropriate amount of data to input at each training step. This paper presents a Psychology-based Unified Dynamic Framework for Curriculum Learning (PUDF), drawing inspiration from psychometrics. We quantify the difficulty of training data by applying Item Response Theory (IRT) to responses from Artificial Crowds (AC). This theory-driven IRT-AC approach leads to global (i.e., model-independent) and interpretable difficulty values. Leveraging IRT, we propose a Dynamic Data Selection via Model Ability Estimation (DDS-MAE) strategy to schedule the appropriate amount of data during model training. Since our difficulty labeling and model ability estimation are based on a consistent theory, namely IRT, their values are comparable within the same scope, potentially leading to a faster convergence compared to the other CL methods. Experimental results demonstrate that fine-tuning pre-trained language models with PUDF enhances their performance on the GLUE benchmark. Moreover, PUDF surpasses other state-of-the-art (SOTA) CL methods on the GLUE benchmark. We further explore the components of PUDF, namely the difficulty measurer (IRT-AC) and the training scheduler (DDS-MAE) qualitatively and quantitatively. Lastly, we conduct an ablation study to clarify which components of PUDF contribute to faster convergence and higher accuracy.

Recently, online Reinforcement Learning with Verifiable Rewards (RLVR) has become a key paradigm for enhancing the reasoning capabilities of Large Language Models (LLMs). However, existing methods typically treat all training samples uniformly, overlooking the vast differences in problem difficulty relative to the model's current capabilities. This uniform training strategy leads to inefficient exploration of problems the model has already mastered, while concurrently lacking effective guidance on problems that are challenging its abilities the most, limiting both learning efficiency and upper-bound performance. To address this, we propose CLPO (Curriculum-guided Learning for Policy Optimization), a novel algorithm that creates a dynamic pedagogical feedback loop within the policy optimization process. The core of CLPO leverages the model's own rollout performance to conduct real-time difficulty assessment, thereby constructing an Online Curriculum. This curriculum then guides an Adaptive Problem Restructuring mechanism, where the model acts as its own teacher: it diversifies medium-difficulty problems to promote generalization and simplifies challenging problems to make them more attainable. Our approach transforms the static training procedure into a dynamic process that co-evolves with the model's capabilities. Experiments show that CLPO achieves state-of-the-art performance across eight challenging mathematical and general reasoning benchmarks, with an average pass@1 improvement of 6.96% over other methods, demonstrating its potential for more efficiently training more capable reasoning models.

In autonomous driving, traditional Computer Vision (CV) agents often struggle in unfamiliar situations due to biases in the training data. Deep Reinforcement Learning (DRL) agents address this by learning from experience and maximizing rewards, which helps them adapt to dynamic environments. However, ensuring their generalization remains challenging, especially with static training environments. Additionally, DRL models lack transparency, making it difficult to guarantee safety in all scenarios, particularly those not seen during training. To tackle these issues, we propose a method that combines DRL with Curriculum Learning for autonomous driving. Our approach uses a Proximal Policy Optimization (PPO) agent and a Variational Autoencoder (VAE) to learn safe driving in the CARLA simulator. The agent is trained using two-fold curriculum learning, progressively increasing environment difficulty and incorporating a collision penalty in the reward function to promote safety. This method improves the agent's adaptability and reliability in complex environments, and understand the nuances of balancing multiple reward components from different feedback signals in a single scalar reward function. Keywords: Computer Vision, Deep Reinforcement Learning, Variational Autoencoder, Proximal Policy Optimization, Curriculum Learning, Autonomous Driving.

Incorporating a robotic manipulator into a wheel-legged robot enhances its agility and expands its potential for practical applications. However, the presence of potential instability and uncertainties presents additional challenges for control objectives. In this paper, we introduce an arm-constrained curriculum learning architecture to tackle the issues introduced by adding the manipulator. Firstly, we develop an arm-constrained reinforcement learning algorithm to ensure safety and stability in control performance. Additionally, to address discrepancies in reward settings between the arm and the base, we propose a reward-aware curriculum learning method. The policy is first trained in Isaac gym and transferred to the physical robot to do dynamic grasping tasks, including the door-opening task, fan-twitching task and the relay-baton-picking and following task. The results demonstrate that our proposed approach effectively controls the arm-equipped wheel-legged robot to master dynamic grasping skills, allowing it to chase and catch a moving object while in motion. Please refer to our website (https://acodedog.github.io/wheel-legged-loco-manipulation) for the code and supplemental videos.

Critic-free methods like GRPO reduce memory demands by estimating advantages from multiple rollouts but tend to converge slowly, as critical learning signals are diluted by an abundance of uninformative samples and tokens. To tackle this challenge, we propose the Dynamic Dual-Level Down-Sampling (D^3S) framework that prioritizes the most informative samples and tokens across groups to improve the efficient of policy optimization. D^3S operates along two levels: (1) the sample-level, which selects a subset of rollouts to maximize advantage variance (Var(A)). We theoretically proven that this selection is positively correlated with the upper bound of the policy gradient norms, yielding higher policy gradients. (2) the token-level, which prioritizes tokens with a high product of advantage magnitude and policy entropy (|A_{i,t}|times H_{i,t}), focusing updates on tokens where the policy is both uncertain and impactful. Moreover, to prevent overfitting to high-signal data, D^3S employs a dynamic down-sampling schedule inspired by curriculum learning. This schedule starts with aggressive down-sampling to accelerate early learning and gradually relaxes to promote robust generalization. Extensive experiments on Qwen2.5 and Llama3.1 demonstrate that integrating D^3S into advanced RL algorithms achieves state-of-the-art performance and generalization while requiring fewer samples and tokens across diverse reasoning benchmarks. Our code is added in the supplementary materials and will be made publicly available.

Finetuning large language models inflates the costs of NLU applications and remains the bottleneck of development cycles. Recent works in computer vision use data pruning to reduce training time. Pruned data selection with static methods is based on a score calculated for each training example prior to finetuning, which involves important computational overhead. Moreover, the score may not necessarily be representative of sample importance throughout the entire training duration. We propose to address these issues with a refined version of dynamic data pruning, a curriculum which periodically scores and discards unimportant examples during finetuning. Our method leverages an EL2N metric that we extend to the joint intent and slot classification task, and an initial finetuning phase on the full train set. Our results on the GLUE benchmark and four joint NLU datasets show a better time-accuracy trade-off compared to static methods. Our method preserves full accuracy while training on 50% of the data points and reduces computational times by up to 41%. If we tolerate instead a minor drop of accuracy of 1%, we can prune 80% of the training examples for a reduction in finetuning time reaching 66%.

Large Language Models (LLMs) have been successful in mathematical reasoning tasks such as formal theorem proving when integrated with interactive proof assistants like Lean. Existing approaches involve training or fine-tuning an LLM on a specific dataset to perform well on particular domains, such as undergraduate-level mathematics. These methods struggle with generalizability to advanced mathematics. A fundamental limitation is that these approaches operate on static domains, failing to capture how mathematicians often work across multiple domains and projects simultaneously or cyclically. We present LeanAgent, a novel lifelong learning framework for theorem proving that continuously generalizes to and improves on ever-expanding mathematical knowledge without forgetting previously learned knowledge. LeanAgent introduces several key innovations, including a curriculum learning strategy that optimizes the learning trajectory in terms of mathematical difficulty, a dynamic database for efficient management of evolving mathematical knowledge, and progressive training to balance stability and plasticity. LeanAgent successfully proves 162 theorems previously unproved by humans across 23 diverse Lean repositories, many from advanced mathematics. It performs up to 11times better than the static LLM baseline, proving challenging theorems in domains like abstract algebra and algebraic topology while showcasing a clear progression of learning from basic concepts to advanced topics. In addition, we analyze LeanAgent's superior performance on key lifelong learning metrics. LeanAgent achieves exceptional scores in stability and backward transfer, where learning new tasks improves performance on previously learned tasks. This emphasizes LeanAgent's continuous generalizability and improvement, explaining its superior theorem proving performance.

We address a fundamental challenge in Reinforcement Learning from Interaction Demonstration (RLID): demonstration noise and coverage limitations. While existing data collection approaches provide valuable interaction demonstrations, they often yield sparse, disconnected, and noisy trajectories that fail to capture the full spectrum of possible skill variations and transitions. Our key insight is that despite noisy and sparse demonstrations, there exist infinite physically feasible trajectories that naturally bridge between demonstrated skills or emerge from their neighboring states, forming a continuous space of possible skill variations and transitions. Building upon this insight, we present two data augmentation techniques: a Stitched Trajectory Graph (STG) that discovers potential transitions between demonstration skills, and a State Transition Field (STF) that establishes unique connections for arbitrary states within the demonstration neighborhood. To enable effective RLID with augmented data, we develop an Adaptive Trajectory Sampling (ATS) strategy for dynamic curriculum generation and a historical encoding mechanism for memory-dependent skill learning. Our approach enables robust skill acquisition that significantly generalizes beyond the reference demonstrations. Extensive experiments across diverse interaction tasks demonstrate substantial improvements over state-of-the-art methods in terms of convergence stability, generalization capability, and recovery robustness.

This paper aims to develop a novel cost-effective framework for face identification, which progressively maintains a batch of classifiers with the increasing face images of different individuals. By naturally combining two recently rising techniques: active learning (AL) and self-paced learning (SPL), our framework is capable of automatically annotating new instances and incorporating them into training under weak expert re-certification. We first initialize the classifier using a few annotated samples for each individual, and extract image features using the convolutional neural nets. Then, a number of candidates are selected from the unannotated samples for classifier updating, in which we apply the current classifiers ranking the samples by the prediction confidence. In particular, our approach utilizes the high-confidence and low-confidence samples in the self-paced and the active user-query way, respectively. The neural nets are later fine-tuned based on the updated classifiers. Such heuristic implementation is formulated as solving a concise active SPL optimization problem, which also advances the SPL development by supplementing a rational dynamic curriculum constraint. The new model finely accords with the "instructor-student-collaborative" learning mode in human education. The advantages of this proposed framework are two-folds: i) The required number of annotated samples is significantly decreased while the comparable performance is guaranteed. A dramatic reduction of user effort is also achieved over other state-of-the-art active learning techniques. ii) The mixture of SPL and AL effectively improves not only the classifier accuracy compared to existing AL/SPL methods but also the robustness against noisy data. We evaluate our framework on two challenging datasets, and demonstrate very promising results. (http://hcp.sysu.edu.cn/projects/aspl/)

Rapid advances in generative AI have led to increasingly realistic deepfakes, posing growing challenges for law enforcement and public trust. Existing passive deepfake detectors struggle to keep pace, largely due to their dependence on specific forgery artifacts, which limits their ability to generalize to new deepfake types. Proactive deepfake detection using watermarks has emerged to address the challenge of identifying high-quality synthetic media. However, these methods often struggle to balance robustness against benign distortions with sensitivity to malicious tampering. This paper introduces a novel deep learning framework that harnesses high-dimensional latent space representations and the Multi-Agent Adversarial Reinforcement Learning (MAARL) paradigm to develop a robust and adaptive watermarking approach. Specifically, we develop a learnable watermark embedder that operates in the latent space, capturing high-level image semantics, while offering precise control over message encoding and extraction. The MAARL paradigm empowers the learnable watermarking agent to pursue an optimal balance between robustness and fragility by interacting with a dynamic curriculum of benign and malicious image manipulations simulated by an adversarial attacker agent. Comprehensive evaluations on the CelebA and CelebA-HQ benchmarks reveal that our method consistently outperforms state-of-the-art approaches, achieving improvements of over 4.5% on CelebA and more than 5.3% on CelebA-HQ under challenging manipulation scenarios.

Multimodal large language models (MLLMs) still perform poorly on scientific tasks, particularly those requiring multi-step and interpretable reasoning. Their limitations include insufficient scientific reasoning patterns, lack of global coherence in multi-step inference, and the absence of reflective self-correction, making them unreliable in structured scientific contexts. We introduce EduFlow, the first end-to-end framework that covers the full pipeline of educational scientific reasoning, including data selection, MCTS-based trajectory construction, model training, and output optimization. At its core is EduPRM, a process-aware reward model that critiques reasoning steps with tags and justifications. EduPRM is trained via curriculum learning on three complementary supervision sources: MCTS-guided trajectories, error-injected critiques, and teacher-student dialogues, enabling dynamic adaptation to multi-stage problem solving and iterative refinement during inference. We further propose EduMCTS, a domain-adapted search framework that introduces bootstrapping actions specifically designed for educational reasoning, such as a self-reflection mechanism that promotes reflective error correction. It further leverages EduPRM's fine-grained feedback to guide the search toward higher-quality reasoning trajectories. By applying self-consistency and rejection sampling, we constructed EduMCTS-160K, a large-scale dataset of educational reasoning trajectories. Extensive experiments demonstrate that EduFlow enhances reasoning consistency and coherence. Code, data, and models will be released.

Recent advances in reinforcement learning for large language models have converged on increasing complexity: multi-stage training pipelines, dynamic hyperparameter schedules, and curriculum learning strategies. This raises a fundamental question: Is this complexity necessary? We present JustRL, a minimal approach using single-stage training with fixed hyperparameters that achieves state-of-the-art performance on two 1.5B reasoning models (54.9\% and 64.3\% average accuracy across nine mathematical benchmarks) while using 2times less compute than sophisticated approaches. The same hyperparameters transfer across both models without tuning, and training exhibits smooth, monotonic improvement over 4,000+ steps without the collapses or plateaus that typically motivate interventions. Critically, ablations reveal that adding ``standard tricks'' like explicit length penalties and robust verifiers may degrade performance by collapsing exploration. These results suggest that the field may be adding complexity to solve problems that disappear with a stable, scaled-up baseline. We release our models and code to establish a simple, validated baseline for the community.

Robust grasping of various objects from single-view perception is fundamental for dexterous robots. Previous works often rely on fully observable objects, expert demonstrations, or static grasping poses, which restrict their generalization ability and adaptability to external disturbances. In this paper, we present a reinforcement-learning-based framework that enables zero-shot dynamic dexterous grasping of a wide range of unseen objects from single-view perception, while performing adaptive motions to external disturbances. We utilize a hand-centric object representation for shape feature extraction that emphasizes interaction-relevant local shapes, enhancing robustness to shape variance and uncertainty. To enable effective hand adaptation to disturbances with limited observations, we propose a mixed curriculum learning strategy, which first utilizes imitation learning to distill a policy trained with privileged real-time visual-tactile feedback, and gradually transfers to reinforcement learning to learn adaptive motions under disturbances caused by observation noises and dynamic randomization. Our experiments demonstrate strong generalization in grasping unseen objects with random poses, achieving success rates of 97.0% across 247,786 simulated objects and 94.6% across 512 real objects. We also demonstrate the robustness of our method to various disturbances, including unobserved object movement and external forces, through both quantitative and qualitative evaluations. Project Page: https://zdchan.github.io/Robust_DexGrasp/

Reinforcement learning has proven its effectiveness in enhancing the reasoning capabilities of large language models. Recent research efforts have progressively extended this paradigm to multimodal reasoning tasks. Due to the inherent complexity and diversity of multimodal tasks, especially in semantic content and problem formulations, existing models often exhibit unstable performance across various domains and difficulty levels. To address these limitations, we propose VL-Cogito, an advanced multimodal reasoning model trained via a novel multi-stage Progressive Curriculum Reinforcement Learning (PCuRL) framework. PCuRL systematically guides the model through tasks of gradually increasing difficulty, substantially improving its reasoning abilities across diverse multimodal contexts. The framework introduces two key innovations: (1) an online difficulty soft weighting mechanism, dynamically adjusting training difficulty across successive RL training stages; and (2) a dynamic length reward mechanism, which encourages the model to adaptively regulate its reasoning path length according to task complexity, thus balancing reasoning efficiency with correctness. Experimental evaluations demonstrate that VL-Cogito consistently matches or surpasses existing reasoning-oriented models across mainstream multimodal benchmarks spanning mathematics, science, logic, and general understanding, validating the effectiveness of our approach.

Encoder-only Transformers have advanced along three axes -- architecture, data, and systems -- yielding Pareto gains in accuracy, speed, and memory efficiency. Yet these improvements have not fully transferred to Chinese, where tokenization and morphology differ markedly from English. We introduce Chinese ModernBERT, a from-scratch Chinese encoder that couples: (i) a hardware-aware 32k BPE vocabulary tailored to frequent Chinese affixes/compounds, lowering the embedding budget; (ii) whole-word masking (WWM) with a dynamic masking curriculum (30% -> 15%) to align task difficulty with training progress; (iii) a two-stage pre-training pipeline that extends the native context from 1,024 to 8,192 tokens using RoPE and alternating local/global attention; and (iv) a damped-cosine learning-rate schedule for stable long-horizon optimization. We pre-train on ~1.2T Chinese tokens from CCI3-HQ, CCI4 (Chinese), and Cosmopedia-Chinese. On CLUE, Chinese ModernBERT is competitive with strong Chinese encoders under a unified fine-tuning protocol. Under bf16 it achieves high long-sequence throughput while maintaining strong short-sequence speed, reflecting benefits from budget allocation and attention design. To probe retrieval-oriented quality, we add a small amount of open contrastive data: fine-tuning on SimCLUE (~3M pairs) improves further when adding T2Ranking (~2M), reaching 0.505 (Pearson) / 0.537 (Spearman) on the SimCLUE test set. Under this open-data setting, Chinese ModernBERT surpasses Qwen-0.6B-embedding on SimCLUE, suggesting a clear scaling path for STS with additional curated pairs. We will release tokenizer and weights to facilitate reproducible research.

Deep reinforcement learning (DRL) has emerged as a promising solution to mastering explosive and versatile quadrupedal jumping skills. However, current DRL-based frameworks usually rely on pre-existing reference trajectories obtained by capturing animal motions or transferring experience from existing controllers. This work aims to prove that learning dynamic jumping is possible without relying on imitating a reference trajectory by leveraging a curriculum design. Starting from a vertical in-place jump, we generalize the learned policy to forward and diagonal jumps and, finally, we learn to jump across obstacles. Conditioned on the desired landing location, orientation, and obstacle dimensions, the proposed approach yields a wide range of omnidirectional jumping motions in real-world experiments. Particularly we achieve a 90cm forward jump, exceeding all previous records for similar robots reported in the existing literature. Additionally, the robot can reliably execute continuous jumping on soft grassy grounds, which is especially remarkable as such conditions were not included in the training stage. A supplementary video can be found on: https://www.youtube.com/watch?v=nRaMCrwU5X8. The code associated with this work can be found on: https://github.com/Vassil17/Curriculum-Quadruped-Jumping-DRL.

Large Language Models (LLMs) demonstrate impressive capabilities but lack robust temporal intelligence, struggling to integrate reasoning about the past with predictions and plausible generations of the future. Meanwhile, existing methods typically target isolated temporal skills, such as question answering about past events or basic forecasting, and exhibit poor generalization, particularly when dealing with events beyond their knowledge cutoff or requiring creative foresight. To address these limitations, we introduce Time-R1, the first framework to endow a moderate-sized (3B-parameter) LLM with comprehensive temporal abilities: understanding, prediction, and creative generation. Our approach features a novel three-stage development path; the first two constitute a reinforcement learning (RL) curriculum driven by a meticulously designed dynamic rule-based reward system. This framework progressively builds (1) foundational temporal understanding and logical event-time mappings from historical data, (2) future event prediction skills for events beyond its knowledge cutoff, and finally (3) enables remarkable generalization to creative future scenario generation without any fine-tuning. Strikingly, experiments demonstrate that Time-R1 outperforms models over 200 times larger, including the state-of-the-art 671B DeepSeek-R1, on highly challenging future event prediction and creative scenario generation benchmarks. This work provides strong evidence that thoughtfully engineered, progressive RL fine-tuning allows smaller, efficient models to achieve superior temporal performance, offering a practical and scalable path towards truly time-aware AI. To foster further research, we also release Time-Bench, a large-scale multi-task temporal reasoning dataset derived from 10 years of news data, and our series of Time-R1 checkpoints.

Pretrained vision foundation models (VFMs) advance robotic learning via rich visual representations, yet individual VFMs typically excel only in specific domains, limiting generality across tasks. Distilling multiple VFMs into a unified representation for policy can mitigate this limitation but often yields inflexible task-specific feature selection and requires costly full re-training to incorporate robot-domain knowledge. We propose VER, a Vision Expert transformer for Robot learning. During pretraining, VER distills multiple VFMs into a vision expert library. It then fine-tunes only a lightweight routing network (fewer than 0.4% of parameters) to dynamically select task-relevant experts from the pretrained library for downstream robot tasks. We further introduce Patchwise Expert Routing with Curriculum Top-K Annealing to improve both flexibility and precision of dynamic expert selection. Moreover, VER supports parameter-efficient finetuning for scalable expert utilization and adaptive robot-domain knowledge integration. Across 17 diverse robotic tasks and multiple policy heads, VER achieves state-of-the-art performance. We find that VER reduces large-norm outliers in task-irrelevant regions (e.g., background) and concentrates on task-critical regions. Visualizations and codes can be found in https://yixiaowang7.github.io/ver_page/.

Humanoid robots are promising to acquire various skills by imitating human behaviors. However, existing algorithms are only capable of tracking smooth, low-speed human motions, even with delicate reward and curriculum design. This paper presents a physics-based humanoid control framework, aiming to master highly-dynamic human behaviors such as Kungfu and dancing through multi-steps motion processing and adaptive motion tracking. For motion processing, we design a pipeline to extract, filter out, correct, and retarget motions, while ensuring compliance with physical constraints to the maximum extent. For motion imitation, we formulate a bi-level optimization problem to dynamically adjust the tracking accuracy tolerance based on the current tracking error, creating an adaptive curriculum mechanism. We further construct an asymmetric actor-critic framework for policy training. In experiments, we train whole-body control policies to imitate a set of highly-dynamic motions. Our method achieves significantly lower tracking errors than existing approaches and is successfully deployed on the Unitree G1 robot, demonstrating stable and expressive behaviors. The project page is https://kungfu-bot.github.io.

As autonomous agents become adept at understanding and interacting with graphical user interface (GUI) environments, a new era of automated task execution is emerging. Recent studies have demonstrated that Reinforcement Learning (RL) can effectively enhance agents' performance in dynamic interactive GUI environments. However, these methods face two key limitations: (1) they overlook the significant variation in difficulty across different GUI tasks by treating the entire training data as a uniform set, which hampers the agent's ability to adapt its learning process; and (2) most approaches collapse task-specific nuances into a single, coarse reward, leaving the agent with a uniform signal that yields inefficient policy updates. To address these limitations, we propose CRAFT-GUI, a curriculum learning framework based on Group Relative Policy Optimization (GRPO) that explicitly accounts for the varying difficulty across trajectories. To enable more fine-grained policy optimization, we design a reward function that combines simple rule-based signals with model-judged evaluation, providing richer and more nuanced feedback during training. Experimental results demonstrate that our method achieves significant improvements over previous state-of-the-art approaches, outperforming them by 5.6% on public benchmarks Android Control and 10.3% on our internal online benchmarks, respectively. These findings empirically validate the effectiveness of integrating reinforcement learning with curriculum learning in GUI interaction tasks.

Audio question answering (AQA) requires models to understand acoustic content and perform complex reasoning. Current models struggle with dataset imbalances and unstable training dynamics. This work combines curriculum learning with statistical data balancing to address these challenges. The method labels question difficulty using language models, then trains progressively from easy to hard examples. Statistical filtering removes overrepresented audio categories, and guided decoding constrains outputs to valid multiple-choice formats. Experiments on the DCASE 2025 training set and five additional public datasets show that data curation improves accuracy by 11.7% over baseline models, achieving 64.2% on the DCASE 2025 benchmark.

The superior performance of modern deep networks usually comes with a costly training procedure. This paper presents a new curriculum learning approach for the efficient training of visual backbones (e.g., vision Transformers). Our work is inspired by the inherent learning dynamics of deep networks: we experimentally show that at an earlier training stage, the model mainly learns to recognize some 'easier-to-learn' discriminative patterns within each example, e.g., the lower-frequency components of images and the original information before data augmentation. Driven by this phenomenon, we propose a curriculum where the model always leverages all the training data at each epoch, while the curriculum starts with only exposing the 'easier-to-learn' patterns of each example, and introduces gradually more difficult patterns. To implement this idea, we 1) introduce a cropping operation in the Fourier spectrum of the inputs, which enables the model to learn from only the lower-frequency components efficiently, 2) demonstrate that exposing the features of original images amounts to adopting weaker data augmentation, and 3) integrate 1) and 2) and design a curriculum learning schedule with a greedy-search algorithm. The resulting approach, EfficientTrain, is simple, general, yet surprisingly effective. As an off-the-shelf method, it reduces the wall-time training cost of a wide variety of popular models (e.g., ResNet, ConvNeXt, DeiT, PVT, Swin, and CSWin) by >1.5x on ImageNet-1K/22K without sacrificing accuracy. It is also effective for self-supervised learning (e.g., MAE). Code is available at https://github.com/LeapLabTHU/EfficientTrain.

The predictive learning of spatiotemporal sequences aims to generate future images by learning from the historical context, where the visual dynamics are believed to have modular structures that can be learned with compositional subsystems. This paper models these structures by presenting PredRNN, a new recurrent network, in which a pair of memory cells are explicitly decoupled, operate in nearly independent transition manners, and finally form unified representations of the complex environment. Concretely, besides the original memory cell of LSTM, this network is featured by a zigzag memory flow that propagates in both bottom-up and top-down directions across all layers, enabling the learned visual dynamics at different levels of RNNs to communicate. It also leverages a memory decoupling loss to keep the memory cells from learning redundant features. We further propose a new curriculum learning strategy to force PredRNN to learn long-term dynamics from context frames, which can be generalized to most sequence-to-sequence models. We provide detailed ablation studies to verify the effectiveness of each component. Our approach is shown to obtain highly competitive results on five datasets for both action-free and action-conditioned predictive learning scenarios.

This paper introduces the sparse modular addition task and examines how transformers learn it. We focus on transformers with embeddings in R^2 and introduce a visual sandbox that provides comprehensive visualizations of each layer throughout the training process. We reveal a type of circuit, called "clustering heads," which learns the problem's invariants. We analyze the training dynamics of these circuits, highlighting two-stage learning, loss spikes due to high curvature or normalization layers, and the effects of initialization and curriculum learning.

We investigated Agentic RL with large language models on the TravelPlanner benchmark. Our approach, Planner-R1, achieved a 56.9\% final-pass rate with only 180 training queries, a 2.7times improvement over GPT-5's 21.2% baseline and the strongest agentic result on the public leaderboard. A central finding was that smaller models (8B) were highly responsive to reward shaping: with dense process-level signals, they reached competitive performance while being 3.5times more compute-efficient and 1.5times more memory-efficient than 32B models. Larger models were more robust under sparse rewards but exhibited smaller relative gains from shaping and higher variance across runs. While curriculum learning offered no significant benefit, shaped rewards consistently amplified learning dynamics, making 8B models the most efficient setting for agentic RL. Crucially, these gains did not come at the cost of overfitting: fine-tuned models mostly maintained or exceeded baseline performance on out-of-domain tasks, including Multi-IF, NaturalPlan, and tau-Bench. These results establish reward shaping as a decisive lever for scaling agentic RL, highlight the competitive strength of smaller models, and demonstrate that efficiency can be achieved without sacrificing generalization.

Inter-frame modeling is pivotal in generating intermediate frames for video frame interpolation (VFI). Current approaches predominantly rely on convolution or attention-based models, which often either lack sufficient receptive fields or entail significant computational overheads. Recently, Selective State Space Models (S6) have emerged, tailored specifically for long sequence modeling, offering both linear complexity and data-dependent modeling capabilities. In this paper, we propose VFIMamba, a novel frame interpolation method for efficient and dynamic inter-frame modeling by harnessing the S6 model. Our approach introduces the Mixed-SSM Block (MSB), which initially rearranges tokens from adjacent frames in an interleaved fashion and subsequently applies multi-directional S6 modeling. This design facilitates the efficient transmission of information across frames while upholding linear complexity. Furthermore, we introduce a novel curriculum learning strategy that progressively cultivates proficiency in modeling inter-frame dynamics across varying motion magnitudes, fully unleashing the potential of the S6 model. Experimental findings showcase that our method attains state-of-the-art performance across diverse benchmarks, particularly excelling in high-resolution scenarios. In particular, on the X-TEST dataset, VFIMamba demonstrates a noteworthy improvement of 0.80 dB for 4K frames and 0.96 dB for 2K frames.

We present MagicInfinite, a novel diffusion Transformer (DiT) framework that overcomes traditional portrait animation limitations, delivering high-fidelity results across diverse character types-realistic humans, full-body figures, and stylized anime characters. It supports varied facial poses, including back-facing views, and animates single or multiple characters with input masks for precise speaker designation in multi-character scenes. Our approach tackles key challenges with three innovations: (1) 3D full-attention mechanisms with a sliding window denoising strategy, enabling infinite video generation with temporal coherence and visual quality across diverse character styles; (2) a two-stage curriculum learning scheme, integrating audio for lip sync, text for expressive dynamics, and reference images for identity preservation, enabling flexible multi-modal control over long sequences; and (3) region-specific masks with adaptive loss functions to balance global textual control and local audio guidance, supporting speaker-specific animations. Efficiency is enhanced via our innovative unified step and cfg distillation techniques, achieving a 20x inference speed boost over the basemodel: generating a 10 second 540x540p video in 10 seconds or 720x720p in 30 seconds on 8 H100 GPUs, without quality loss. Evaluations on our new benchmark demonstrate MagicInfinite's superiority in audio-lip synchronization, identity preservation, and motion naturalness across diverse scenarios. It is publicly available at https://www.hedra.com/, with examples at https://magicinfinite.github.io/.

The key challenge in the noisy intermediate-scale quantum era is finding useful circuits compatible with current device limitations. Variational quantum algorithms (VQAs) offer a potential solution by fixing the circuit architecture and optimizing individual gate parameters in an external loop. However, parameter optimization can become intractable, and the overall performance of the algorithm depends heavily on the initially chosen circuit architecture. Several quantum architecture search (QAS) algorithms have been developed to design useful circuit architectures automatically. In the case of parameter optimization alone, noise effects have been observed to dramatically influence the performance of the optimizer and final outcomes, which is a key line of study. However, the effects of noise on the architecture search, which could be just as critical, are poorly understood. This work addresses this gap by introducing a curriculum-based reinforcement learning QAS (CRLQAS) algorithm designed to tackle challenges in realistic VQA deployment. The algorithm incorporates (i) a 3D architecture encoding and restrictions on environment dynamics to explore the search space of possible circuits efficiently, (ii) an episode halting scheme to steer the agent to find shorter circuits, and (iii) a novel variant of simultaneous perturbation stochastic approximation as an optimizer for faster convergence. To facilitate studies, we developed an optimized simulator for our algorithm, significantly improving computational efficiency in simulating noisy quantum circuits by employing the Pauli-transfer matrix formalism in the Pauli-Liouville basis. Numerical experiments focusing on quantum chemistry tasks demonstrate that CRLQAS outperforms existing QAS algorithms across several metrics in both noiseless and noisy environments.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

The development of foundation models for functional magnetic resonance imaging (fMRI) time series holds significant promise for predicting phenotypes related to disease and cognition. Current models, however, are often trained using a mask-and-reconstruct objective on small brain regions. This focus on low-level information leads to representations that are sensitive to noise and temporal fluctuations, necessitating extensive fine-tuning for downstream tasks. We introduce Brain-Semantoks, a self-supervised framework designed specifically to learn abstract representations of brain dynamics. Its architecture is built on two core innovations: a semantic tokenizer that aggregates noisy regional signals into robust tokens representing functional networks, and a self-distillation objective that enforces representational stability across time. We show that this objective is stabilized through a novel training curriculum, ensuring the model robustly learns meaningful features from low signal-to-noise time series. We demonstrate that learned representations enable strong performance on a variety of downstream tasks even when only using a linear probe. Furthermore, we provide comprehensive scaling analyses indicating more unlabeled data reliably results in out-of-distribution performance gains without domain adaptation.

Large Language Models (LLMs) solely trained on next-token prediction learn to solve a wide range of problems involving mathematical reasoning. But how does this ability evolve during training? We show the first analysis of how mathematical reasoning abilities of several open-weight LLMs develop during pre-training and post-training. To this end, we construct MathCAMPS, a synthetic dataset of novel mathematical reasoning problems grounded in 44 fine-grained skills taken from the Common Core curriculum from K to 8th grades. In one experiment, we show that mathematical skills are learned during pre-training in an order that measurably correlates with the human-designed curriculum, even though training data are randomly ordered. We also show a detailed analysis of which mathematical abilities benefit from instruction tuning, a widely used post-training method and, in contrast, which skills suffer. Our work paves the way for an empirical understanding of LLM training dynamics in relation to reasoning.

The emergence of in-context learning (ICL) is potentially attributed to two major abilities: task recognition (TR) for recognizing the task from demonstrations and utilizing pre-trained priors, and task learning (TL) for learning from demonstrations. However, relationships between the two abilities and how such relationships affect the emergence of ICL is unclear. In this paper, we take the first step by examining the pre-training dynamics of the emergence of ICL. With carefully designed metrics, we find that these two abilities are, in fact, competitive during pre-training. Moreover, we observe a strong negative correlation between the competition and ICL performance. Further analysis of common pre-training factors (i.e., model size, dataset size, and data curriculum) demonstrates possible ways to manage the competition. Based on these insights, we propose a simple yet effective method to better integrate these two abilities for ICL at inference time. Through adaptive ensemble learning, the performance of ICL can be significantly boosted, enabling two small models to outperform a larger one with more than twice the parameters. The code is available at https://github.com/RUCAIBox/Competitive-ICL.

Automatic Curriculum Learning (ACL) has become a cornerstone of recent successes in Deep Reinforcement Learning (DRL).These methods shape the learning trajectories of agents by challenging them with tasks adapted to their capacities. In recent years, they have been used to improve sample efficiency and asymptotic performance, to organize exploration, to encourage generalization or to solve sparse reward problems, among others. The ambition of this work is dual: 1) to present a compact and accessible introduction to the Automatic Curriculum Learning literature and 2) to draw a bigger picture of the current state of the art in ACL to encourage the cross-breeding of existing concepts and the emergence of new ideas.

Reinforcement learning (RL) has proven effective for fine-tuning large language models (LLMs), significantly enhancing their reasoning abilities in domains such as mathematics and code generation. A crucial factor influencing RL fine-tuning success is the training curriculum: the order in which training problems are presented. While random curricula serve as common baselines, they remain suboptimal; manually designed curricula often rely heavily on heuristics, and online filtering methods can be computationally prohibitive. To address these limitations, we propose Self-Evolving Curriculum (SEC), an automatic curriculum learning method that learns a curriculum policy concurrently with the RL fine-tuning process. Our approach formulates curriculum selection as a non-stationary Multi-Armed Bandit problem, treating each problem category (e.g., difficulty level or problem type) as an individual arm. We leverage the absolute advantage from policy gradient methods as a proxy measure for immediate learning gain. At each training step, the curriculum policy selects categories to maximize this reward signal and is updated using the TD(0) method. Across three distinct reasoning domains: planning, inductive reasoning, and mathematics, our experiments demonstrate that SEC significantly improves models' reasoning capabilities, enabling better generalization to harder, out-of-distribution test problems. Additionally, our approach achieves better skill balance when fine-tuning simultaneously on multiple reasoning domains. These findings highlight SEC as a promising strategy for RL fine-tuning of LLMs.

Artificial neural networks (ANN) are inspired by human learning. However, unlike human education, classical ANN does not use a curriculum. Curriculum Learning (CL) refers to the process of ANN training in which examples are used in a meaningful order. When using CL, training begins with a subset of the dataset and new samples are added throughout the training, or training begins with the entire dataset and the number of samples used is reduced. With these changes in training dataset size, better results can be obtained with curriculum, anti-curriculum, or random-curriculum methods than the vanilla method. However, a generally efficient CL method for various architectures and data sets is not found. In this paper, we propose cyclical curriculum learning (CCL), in which the data size used during training changes cyclically rather than simply increasing or decreasing. Instead of using only the vanilla method or only the curriculum method, using both methods cyclically like in CCL provides more successful results. We tested the method on 18 different data sets and 15 architectures in image and text classification tasks and obtained more successful results than no-CL and existing CL methods. We also have shown theoretically that it is less erroneous to apply CL and vanilla cyclically instead of using only CL or only vanilla method. The code of Cyclical Curriculum is available at https://github.com/CyclicalCurriculum/Cyclical-Curriculum.

Large Language Models (LLMs) have demonstrated remarkable capabilities in natural language generation and reasoning. However, their integration into automated software ecosystems is often hindered by the "Structure Gap" - the inherent tension between the probabilistic nature of token generation and the deterministic requirements of structured data formats (e.g., JSON, XML). Traditional Supervised Fine-Tuning (SFT) often fails to enforce strict syntactic constraints, leading to "hallucinated" keys or malformed structures, while constrained decoding methods impose significant inference latency. In this paper, we propose a lightweight, efficient Reinforcement Learning (RL) framework to bridge this gap. We introduce a novel Multi-dimensional Reward Function that decomposes the structured output task into a hierarchy of constraints: structural integrity, format correctness, content accuracy, and validity. Leveraging Gradient Regularized Policy Optimization (GRPO), we enable the model to internalize these constraints without the need for a separate critic network, reducing peak VRAM usage by 40% compared to PPO. We validate our approach on multiple tasks, including complex recipe generation and structured math reasoning (GSM8K-JSON). Experimental results demonstrate that our method achieves 89.7% structural accuracy and 92.1% JSON validity, significantly outperforming both zero-shot baselines (e.g., GPT-3.5) and SFT on larger models like LLaMA-3-8B. Furthermore, we provide a detailed analysis of training dynamics, revealing a distinct self-paced curriculum where the model sequentially acquires syntactic proficiency before semantic accuracy. Our model is publicly available at https://huggingface.co/Freakz3z/Qwen-JSON.

Despite impressive progress in areas like mathematical reasoning, large language models still face significant challenges in consistently solving complex problems. Drawing inspiration from key human learning strategies, we propose two novel strategies to enhance the capability of large language models to solve these complex problems. First, Adaptive Difficulty Curriculum Learning (ADCL) is a novel curriculum learning strategy that tackles the Difficulty Shift phenomenon (i.e., a model's perception of problem difficulty dynamically changes during training) by periodically re-estimating difficulty within upcoming data batches to maintain alignment with the model's evolving capabilities. Second, Expert-Guided Self-Reformulation (EGSR) is a novel reinforcement learning strategy that bridges the gap between imitation learning and pure exploration by guiding models to reformulate expert solutions within their own conceptual framework, rather than relying on direct imitation, fostering deeper understanding and knowledge assimilation. Extensive experiments on challenging mathematical reasoning benchmarks, using Qwen2.5-7B as the base model, demonstrate that these human-inspired strategies synergistically and significantly enhance performance. Notably, their combined application improves performance over the standard Zero-RL baseline by 10% on the AIME24 benchmark and 16.6% on AIME25.

Curriculum learning has shown promise in improving training efficiency and generalization in various machine learning domains, yet its potential in pretraining language models remains underexplored, prompting our work as the first systematic investigation in this area. We experimented with different settings, including vanilla curriculum learning, pacing-based sampling, and interleaved curricula-guided by six difficulty metrics spanning linguistic and information-theoretic perspectives. We train models under these settings and evaluate their performance on eight diverse benchmarks. Our experiments reveal that curriculum learning consistently improves convergence in early and mid-training phases, and can yield lasting gains when used as a warmup strategy with up to 3.5% improvement. Notably, we identify compression ratio, lexical diversity, and readability as effective difficulty signals across settings. Our findings highlight the importance of data ordering in large-scale pretraining and provide actionable insights for scalable, data-efficient model development under realistic training scenarios.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

Policy-based reinforcement learning currently plays an important role in improving LLMs on mathematical reasoning tasks. However, existing rollout-based reinforcement learning methods (GRPO, DAPO, GSPO, etc.) fail to explicitly consider LLMs' learning ability for samples of different difficulty levels, which is contrary to the human cognitive process of mathematical reasoning tasks from easy to difficult. Intuitively, we find that the variance of the rollout group's reward in RLVR partly reflects the difficulty of the current sample for LLMs. Samples that are too easy or too difficult have a lower variance, while samples with moderate difficulty have a higher variance. Based on this, we propose VCRL, a curriculum reinforcement learning framework that dynamically controls the difficulty of training samples based on the variance of group rewards. Experiments on five mathematical benchmarks and two models reveal the advantages of VCRL over the current LLM RL baselines.

Existing dialog state tracking (DST) models are trained with dialog data in a random order, neglecting rich structural information in a dataset. In this paper, we propose to use curriculum learning (CL) to better leverage both the curriculum structure and schema structure for task-oriented dialogs. Specifically, we propose a model-agnostic framework called Schema-aware Curriculum Learning for Dialog State Tracking (SaCLog), which consists of a preview module that pre-trains a DST model with schema information, a curriculum module that optimizes the model with CL, and a review module that augments mispredicted data to reinforce the CL training. We show that our proposed approach improves DST performance over both a transformer-based and RNN-based DST model (TripPy and TRADE) and achieves new state-of-the-art results on WOZ2.0 and MultiWOZ2.1.

Recent advances in reinforcement learning (RL)-based post-training have led to notable improvements in large language models (LLMs), particularly in enhancing their reasoning capabilities to handle complex tasks. However, most existing methods treat the training data as a unified whole, overlooking the fact that modern LLM training often involves a mixture of data from diverse distributions-varying in both source and difficulty. This heterogeneity introduces a key challenge: how to adaptively schedule training across distributions to optimize learning efficiency. In this paper, we present a principled curriculum learning framework grounded in the notion of distribution-level learnability. Our core insight is that the magnitude of policy advantages reflects how much a model can still benefit from further training on a given distribution. Based on this, we propose a distribution-level curriculum learning framework for RL-based LLM post-training, which leverages the Upper Confidence Bound (UCB) principle to dynamically adjust sampling probabilities for different distrubutions. This approach prioritizes distributions with either high average advantage (exploitation) or low sample count (exploration), yielding an adaptive and theoretically grounded training schedule. We instantiate our curriculum learning framework with GRPO as the underlying RL algorithm and demonstrate its effectiveness on logic reasoning datasets with multiple difficulties and sources. Our experiments show that our framework significantly improves convergence speed and final performance, highlighting the value of distribution-aware curriculum strategies in LLM post-training. Code: https://github.com/ZhentingWang/DUMP.

Modern language models rely on static vocabularies, fixed before pretraining, in contrast to the adaptive vocabulary acquisition observed in human language learning. To bridge this gap, we introduce vocabulary curriculum learning, an approach that improves pretraining efficiency with log-linear scaling gains relative to vocabulary size. Our method alternates between entropy-guided vocabulary expansion and model optimization, enabling models to learn transferable representations across diverse tokenization granularities. This approach naturally gives rise to an optimal computation allocation pattern: longer tokens capture predictable content, while shorter tokens focus on more complex, harder-to-predict contexts. Experiments on small-scale GPT models demonstrate improved scaling efficiency, reinforcing the effectiveness of dynamic tokenization. We release our code to support further research and plan to extend our experiments to larger models and diverse domains.

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

We introduce Prompt Curriculum Learning (PCL), a lightweight reinforcement learning (RL) algorithm that selects intermediate-difficulty prompts using a learned value model to post-train language models. Since post-training LLMs via RL remains sensitive to batching and prompt selection strategies, we first conduct a series of systematic experiments where we (1) determine the optimal training batch size that balances generation efficiency and gradient quality and (2) establish the importance of focusing on prompts of intermediate difficulty for the policy. We build upon these results to design PCL, which identifies prompts of intermediate difficulty for the current policy in an on-policy manner by using a value model that is concurrently updated based on the current policy. By focusing on informative prompts that yield high effective ratios, PCL achieves either the highest performance or requires significantly less time to reach comparable performance to its counterparts. Compared to rollout-based filtering methods, PCL avoids costly rollouts and achieves 12.1times and 16.9times faster speed on identifying intermediate-difficulty prompts when training on MATH and DeepScaleR, respectively. We further demonstrate that our value model accurately predicts prompt difficulty and allows PCL to focus on progressively more challenging prompts during RL. Our results present a new methodology that delivers improved tradeoff between upper-bound performance and efficiency for reasoning-focused RL.

Reinforcement learning (RL) problems can be challenging without well-shaped rewards. Prior work on provably efficient RL methods generally proposes to address this issue with dedicated exploration strategies. However, another way to tackle this challenge is to reformulate it as a multi-task RL problem, where the task space contains not only the challenging task of interest but also easier tasks that implicitly function as a curriculum. Such a reformulation opens up the possibility of running existing multi-task RL methods as a more efficient alternative to solving a single challenging task from scratch. In this work, we provide a theoretical framework that reformulates a single-task RL problem as a multi-task RL problem defined by a curriculum. Under mild regularity conditions on the curriculum, we show that sequentially solving each task in the multi-task RL problem is more computationally efficient than solving the original single-task problem, without any explicit exploration bonuses or other exploration strategies. We also show that our theoretical insights can be translated into an effective practical learning algorithm that can accelerate curriculum learning on simulated robotic tasks.

Large language models (LLM) have recently shown the extraordinary ability to perform unseen tasks based on few-shot examples provided as text, also known as in-context learning (ICL). While recent works have attempted to understand the mechanisms driving ICL, few have explored training strategies that incentivize these models to generalize to multiple tasks. Multi-task learning (MTL) for generalist models is a promising direction that offers transfer learning potential, enabling large parameterized models to be trained from simpler, related tasks. In this work, we investigate the combination of MTL with ICL to build models that efficiently learn tasks while being robust to out-of-distribution examples. We propose several effective curriculum learning strategies that allow ICL models to achieve higher data efficiency and more stable convergence. Our experiments reveal that ICL models can effectively learn difficult tasks by training on progressively harder tasks while mixing in prior tasks, denoted as mixed curriculum in this work. Our code and models are available at https://github.com/harmonbhasin/curriculum_learning_icl .

Humans are good at learning on the job: We learn how to solve the tasks we face as we go along. Can a model do the same? We propose an agent that assembles a task-specific curriculum, called test-time curriculum (TTC-RL), and applies reinforcement learning to continue training the model for its target task. The test-time curriculum avoids time-consuming human curation of datasets by automatically selecting the most task-relevant data from a large pool of available training data. Our experiments demonstrate that reinforcement learning on a test-time curriculum consistently improves the model on its target tasks, across a variety of evaluations and models. Notably, on challenging math and coding benchmarks, TTC-RL improves the pass@1 of Qwen3-8B by approximately 1.8x on AIME25 and 2.1x on CodeElo. Moreover, we find that TTC-RL significantly raises the performance ceiling compared to the initial model, increasing pass@8 on AIME25 from 40% to 62% and on CodeElo from 28% to 43%. Our findings show the potential of test-time curricula in extending the test-time scaling paradigm to continual training on thousands of task-relevant experiences during test-time.

Curriculum Learning has been a popular strategy to improve the cognitive plausibility of Small-Scale Language Models (SSLMs) in the BabyLM Challenge. However, it has not led to considerable improvements over non-curriculum models. We assess whether theoretical linguistic acquisition theories can be used to specify more fine-grained curriculum learning strategies, creating age-ordered corpora of Child-Directed Speech for four typologically distant language families to implement SSLMs and acquisition-inspired curricula cross-lingually. Comparing the success of three objective curricula (Growing, Inwards and MMM) that precisely replicate the predictions of acquisition theories on a standard SSLM architecture, we find fine-grained acquisition-inspired curricula can outperform non-curriculum baselines and performance benefits of curricula strategies in SSLMs can be derived by specifying fine-grained language-specific curricula that precisely replicate language acquisition theories.

Direct Preference Optimization (DPO) has been proposed as an effective and efficient alternative to reinforcement learning from human feedback (RLHF). In this paper, we propose a novel and enhanced version of DPO based on curriculum learning for text-to-image generation. Our method is divided into two training stages. First, a ranking of the examples generated for each prompt is obtained by employing a reward model. Then, increasingly difficult pairs of examples are sampled and provided to a text-to-image generative (diffusion or consistency) model. Generated samples that are far apart in the ranking are considered to form easy pairs, while those that are close in the ranking form hard pairs. In other words, we use the rank difference between samples as a measure of difficulty. The sampled pairs are split into batches according to their difficulty levels, which are gradually used to train the generative model. Our approach, Curriculum DPO, is compared against state-of-the-art fine-tuning approaches on nine benchmarks, outperforming the competing methods in terms of text alignment, aesthetics and human preference. Our code is available at https://github.com/CroitoruAlin/Curriculum-DPO.

Curriculum learning (CL) posits that machine learning models -- similar to humans -- may learn more efficiently from data that match their current learning progress. However, CL methods are still poorly understood and, in particular for natural language processing (NLP), have achieved only limited success. In this paper, we explore why. Starting from an attempt to replicate and extend a number of recent curriculum methods, we find that their results are surprisingly brittle when applied to NLP. A deep dive into the (in)effectiveness of the curricula in some scenarios shows us why: when curricula are employed in combination with the popular Adam optimisation algorithm, they oftentimes learn to adapt to suboptimally chosen optimisation parameters for this algorithm. We present a number of different case studies with different common hand-crafted and automated CL approaches to illustrate this phenomenon, and we find that none of them outperforms optimisation with only Adam with well-chosen hyperparameters. As such, our results contribute to understanding why CL methods work, but at the same time urge caution when claiming positive results.

Reinforcement finetuning (RFT) has shown great potential for enhancing the mathematical reasoning capabilities of large language models (LLMs), but it is often sample- and compute-inefficient, requiring extensive training. In this work, we introduce AdaRFT (Adaptive Curriculum Reinforcement Finetuning), a method that significantly improves both the efficiency and final accuracy of RFT through adaptive curriculum learning. AdaRFT dynamically adjusts the difficulty of training problems based on the model's recent reward signals, ensuring that the model consistently trains on tasks that are challenging but solvable. This adaptive sampling strategy accelerates learning by maintaining an optimal difficulty range, avoiding wasted computation on problems that are too easy or too hard. AdaRFT requires only a lightweight extension to standard RFT algorithms like Proximal Policy Optimization (PPO), without modifying the reward function or model architecture. Experiments on competition-level math datasets-including AMC, AIME, and IMO-style problems-demonstrate that AdaRFT significantly improves both training efficiency and reasoning performance. We evaluate AdaRFT across multiple data distributions and model sizes, showing that it reduces the number of training steps by up to 2x and improves accuracy by a considerable margin, offering a more scalable and effective RFT framework.

Imitation learning uses data for training policies to solve complex tasks. However, when the training data is collected from human demonstrators, it often leads to multimodal distributions because of the variability in human actions. Most imitation learning methods rely on a maximum likelihood (ML) objective to learn a parameterized policy, but this can result in suboptimal or unsafe behavior due to the mode-averaging property of the ML objective. In this work, we propose Information Maximizing Curriculum, a curriculum-based approach that assigns a weight to each data point and encourages the model to specialize in the data it can represent, effectively mitigating the mode-averaging problem by allowing the model to ignore data from modes it cannot represent. To cover all modes and thus, enable diverse behavior, we extend our approach to a mixture of experts (MoE) policy, where each mixture component selects its own subset of the training data for learning. A novel, maximum entropy-based objective is proposed to achieve full coverage of the dataset, thereby enabling the policy to encompass all modes within the data distribution. We demonstrate the effectiveness of our approach on complex simulated control tasks using diverse human demonstrations, achieving superior performance compared to state-of-the-art methods.

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

Reinforcement Learning (RL) algorithms are often known for sample inefficiency and difficult generalization. Recently, Unsupervised Environment Design (UED) emerged as a new paradigm for zero-shot generalization by simultaneously learning a task distribution and agent policies on the generated tasks. This is a non-stationary process where the task distribution evolves along with agent policies; creating an instability over time. While past works demonstrated the potential of such approaches, sampling effectively from the task space remains an open challenge, bottlenecking these approaches. To this end, we introduce CLUTR: a novel unsupervised curriculum learning algorithm that decouples task representation and curriculum learning into a two-stage optimization. It first trains a recurrent variational autoencoder on randomly generated tasks to learn a latent task manifold. Next, a teacher agent creates a curriculum by maximizing a minimax REGRET-based objective on a set of latent tasks sampled from this manifold. Using the fixed-pretrained task manifold, we show that CLUTR successfully overcomes the non-stationarity problem and improves stability. Our experimental results show CLUTR outperforms PAIRED, a principled and popular UED method, in the challenging CarRacing and navigation environments: achieving 10.6X and 45\% improvement in zero-shot generalization, respectively. CLUTR also performs comparably to the non-UED state-of-the-art for CarRacing, while requiring 500X fewer environment interactions.

Large language models (LLMs) excel at answering questions but remain passive learners--absorbing static data without the ability to question and refine knowledge. This paper explores how LLMs can transition to interactive, question-driven learning through student-teacher dialogues. We introduce INTERACT (INTEReractive Learning for Adaptive Concept Transfer), a framework in which a "student" LLM engages a "teacher" LLM through iterative inquiries to acquire knowledge across 1,347 contexts, including song lyrics, news articles, movie plots, academic papers, and images. Our experiments show that across a wide range of scenarios and LLM architectures, interactive learning consistently enhances performance, achieving up to a 25% improvement, with 'cold-start' student models matching static learning baselines in as few as five dialogue turns. Interactive setups can also mitigate the disadvantages of weaker teachers, showcasing the robustness of question-driven learning.

Recent self-supervised learning approaches focus on using a few thousand data points to learn policies for high-level, low-dimensional action spaces. However, scaling this framework for high-dimensional control require either scaling up the data collection efforts or using a clever sampling strategy for training. We present a novel approach - Curriculum Accelerated Self-Supervised Learning (CASSL) - to train policies that map visual information to high-level, higher- dimensional action spaces. CASSL orders the sampling of training data based on control dimensions: the learning and sampling are focused on few control parameters before other parameters. The right curriculum for learning is suggested by variance-based global sensitivity analysis of the control space. We apply our CASSL framework to learning how to grasp using an adaptive, underactuated multi-fingered gripper, a challenging system to control. Our experimental results indicate that CASSL provides significant improvement and generalization compared to baseline methods such as staged curriculum learning (8% increase) and complete end-to-end learning with random exploration (14% improvement) tested on a set of novel objects.

Large Language Models (LLMs) have shown strong in-context learning (ICL) abilities with a few demonstrations. However, one critical challenge is how to select demonstrations to elicit the full potential of LLMs. In this paper, we propose Curriculum Demonstration Selection (CDS), a novel demonstration selection method for ICL. Instead of merely using similarity, CDS additionally partitions samples by their complexity measurements. Following curriculum learning, CDS then selects demonstrations from easy to difficult. Thus the selected demonstrations cover a wide range of difficulty levels, enabling LLMs to learn from varied complexities within the training set. Experiments demonstrate that our CDS consistently outperforms baseline methods, achieving notable improvements across nine LLMs on three benchmarks. Moreover, CDS proves especially effective in enhancing LLM performance in solving challenging problems.

Training Large Language Models (LLMs) incurs substantial data-related costs, motivating the development of data-efficient training methods through optimised data ordering and selection. Human-inspired learning strategies, such as curriculum learning, offer possibilities for efficient training by organising data according to common human learning practices. Despite evidence that fine-tuning with curriculum learning improves the performance of LLMs for natural language understanding tasks, its effectiveness is typically assessed using a single model. In this work, we extend previous research by evaluating both curriculum-based and non-curriculum-based learning strategies across multiple LLMs, using human-defined and automated data labels for medical question answering. Our results indicate a moderate impact of using human-inspired learning strategies for fine-tuning LLMs, with maximum accuracy gains of 1.77% per model and 1.81% per dataset. Crucially, we demonstrate that the effectiveness of these strategies varies significantly across different model-dataset combinations, emphasising that the benefits of a specific human-inspired strategy for fine-tuning LLMs do not generalise. Additionally, we find evidence that curriculum learning using LLM-defined question difficulty outperforms human-defined difficulty, highlighting the potential of using model-generated measures for optimal curriculum design.

Uniform-state discrete diffusion models hold the promise of fast text generation due to their inherent ability to self-correct. However, they are typically outperformed by autoregressive models and masked diffusion models. In this work, we narrow this performance gap by leveraging a key insight: Uniform-state diffusion processes naturally emerge from an underlying Gaussian diffusion. Our method, Duo, transfers powerful techniques from Gaussian diffusion to improve both training and sampling. First, we introduce a curriculum learning strategy guided by the Gaussian process, doubling training speed by reducing variance. Models trained with curriculum learning surpass autoregressive models in zero-shot perplexity on 3 of 7 benchmarks. Second, we present Discrete Consistency Distillation, which adapts consistency distillation from the continuous to the discrete setting. This algorithm unlocks few-step generation in diffusion language models by accelerating sampling by two orders of magnitude. We provide the code and model checkpoints on the project page: http://s-sahoo.github.io/duo

The advent of Intelligent Tutoring Systems (ITSs) has marked a paradigm shift in education, enabling highly personalized learning pathways. However, true personalization requires adapting to learners' complex knowledge states (multi-source) and diverse goals (multi-sink); existing ITSs often lack the necessary structural-reasoning capability and knowledge dynamism to generate genuinely effective learning paths, and they lack scientifically rigorous validation paradigms. In this paper we propose GraphMASAL (A Graph-based Multi-Agent System for Adaptive Learning), which integrates (i) a dynamic knowledge graph for persistent, stateful learner modeling; (ii) a LangGraph-orchestrated trio of agents (Diagnostician, Planner, Tutor); (iii) a knowledge-graph-grounded two-stage neural IR component (dual-encoder dense retrieval with cross-encoder listwise re-ranking and calibrated score fusion); and (iv) a multi-source multi-sink (MSMS) planning engine with a cognitively grounded cost and an approximation guarantee via greedy set cover. Under blinded automated evaluations with matched inputs and inference settings across diverse student profiles, GraphMASAL consistently outperforms LLM prompting and structured ablations in planning--achieving stronger structural/sequence alignment of learning paths, higher coverage of weak concepts, and lower learning cost--while also surpassing prompt-based baselines in cognitive diagnosis. Agreement with expert/LLM-proxy ratings further supports the validity of our evaluation protocol. These findings indicate that grounding LLM agents in a dynamic knowledge graph, coupled with optimization under educational constraints, yields reliable, interpretable, and pedagogically plausible learning plans, advancing personalized and goal-oriented education.

We propose TraceRL, a trajectory-aware reinforcement learning framework for diffusion language models (DLMs) that incorporates preferred inference trajectory into post-training, and is applicable across different architectures. Equipped with a diffusion-based value model that enhances training stability, we demonstrate improved reasoning performance on complex math and coding tasks. Besides, it can also be applied to adapt block-specific models to larger blocks, which improves sampling flexibility. Employing TraceRL, we derive a series of state-of-the-art diffusion language models, namely TraDo. Although smaller than 7B-scale AR models, TraDo-4B-Instruct still consistently outperforms them across complex math reasoning tasks. TraDo-8B-Instruct achieves relative accuracy improvements of 6.1% over Qwen2.5-7B-Instruct and 51.3% over Llama3.1-8B-Instruct on mathematical reasoning benchmarks. Through curriculum learning, we also derive the first long-CoT DLM, outperforming Qwen2.5-7B-Instruct on MATH500 with an 18.1% relative accuracy gain. To facilitate reproducible research and practical applications, we release a comprehensive open-source framework for building, training, and deploying diffusion LLMs across diverse architectures. The framework integrates accelerated KV-cache techniques and inference engines for both inference and reinforcement learning, and includes implementations of various supervised fine-tuning and RL methods for mathematics, coding, and general tasks. Code and Models: https://github.com/Gen-Verse/dLLM-RL

Scientific Machine Learning (SciML) is concerned with the development of learned emulators of physical systems governed by partial differential equations (PDE). In application domains such as weather forecasting, molecular dynamics, and inverse design, ML-based surrogate models are increasingly used to augment or replace inefficient and often non-differentiable numerical simulation algorithms. While a number of ML-based methods for approximating the solutions of PDEs have been proposed in recent years, they typically do not adapt to the parameters of the PDEs, making it difficult to generalize to PDE parameters not seen during training. We propose a Channel Attention mechanism guided by PDE Parameter Embeddings (CAPE) component for neural surrogate models and a simple yet effective curriculum learning strategy. The CAPE module can be combined with neural PDE solvers allowing them to adapt to unseen PDE parameters. The curriculum learning strategy provides a seamless transition between teacher-forcing and fully auto-regressive training. We compare CAPE in conjunction with the curriculum learning strategy using a popular PDE benchmark and obtain consistent and significant improvements over the baseline models. The experiments also show several advantages of CAPE, such as its increased ability to generalize to unseen PDE parameters without large increases inference time and parameter count.

We describe our team's contribution to the STRICT-SMALL track of the BabyLM Challenge. The challenge requires training a language model from scratch using only a relatively small training dataset of ten million words. We experiment with three variants of cognitively-motivated curriculum learning and analyze their effect on the performance of the model on linguistic evaluation tasks. In the vocabulary curriculum, we analyze methods for constraining the vocabulary in the early stages of training to simulate cognitively more plausible learning curves. In the data curriculum experiments, we vary the order of the training instances based on i) infant-inspired expectations and ii) the learning behavior of the model. In the objective curriculum, we explore different variations of combining the conventional masked language modeling task with a more coarse-grained word class prediction task to reinforce linguistic generalization capabilities. Our results did not yield consistent improvements over our own non-curriculum learning baseline across a range of linguistic benchmarks; however, we do find marginal gains on select tasks. Our analysis highlights key takeaways for specific combinations of tasks and settings which benefit from our proposed curricula. We moreover determine that careful selection of model architecture, and training hyper-parameters yield substantial improvements over the default baselines provided by the BabyLM challenge.

Current Reinforcement Fine-tuning (RFT) paradigms for Large Language Models (LLMs) suffer from sample inefficiency due to the redundant exposure of identical queries under uniform data sampling. While previous work has explored curriculum learning via heuristic difficulty metrics, these strategies exhibit limitations by neglecting the intrinsic learning signals generated by the model itself, thus leading to suboptimal training regimes. In this paper, we identify a model-inherent signal termed angle concentration that effectively reflects an LLM's capacity to learn from specific data. We theoretically and empirically demonstrate a correlation between the angular distribution of token hidden state vectors and the resulting gradient, revealing a learning preference for data exhibiting higher angle concentration. Inspired by this finding, we propose GAIN-RL, a Gradient-driven Angle-Informed Navigated RL framework. By leveraging the model's intrinsic angle concentration signal, GAIN-RL dynamically selects training data in each epoch, ensuring consistently impactful gradient updates and thus significantly enhancing overall training efficiency. Empirical evaluations show that GAIN-RL (GRPO) achieves over a 2.5x acceleration in training efficiency across diverse mathematical and coding tasks and varying model scales. Furthermore, GAIN-RL (GRPO)'s efficient sampling yields data-efficient training, achieving better performance with half the original data compared to vanilla GRPO with full training data. Code is realsed at https://github.com/wangqinsi1/GAINRL/tree/main.

Sparse reward environments in reinforcement learning (RL) pose significant challenges for exploration, often leading to inefficient or incomplete learning processes. To tackle this issue, this work proposes a teacher-student RL framework that leverages Large Language Models (LLMs) as "teachers" to guide the agent's learning process by decomposing complex tasks into subgoals. Due to their inherent capability to understand RL environments based on a textual description of structure and purpose, LLMs can provide subgoals to accomplish the task defined for the environment in a similar fashion to how a human would do. In doing so, three types of subgoals are proposed: positional targets relative to the agent, object representations, and language-based instructions generated directly by the LLM. More importantly, we show that it is possible to query the LLM only during the training phase, enabling agents to operate within the environment without any LLM intervention. We assess the performance of this proposed framework by evaluating three state-of-the-art open-source LLMs (Llama, DeepSeek, Qwen) eliciting subgoals across various procedurally generated environment of the MiniGrid benchmark. Experimental results demonstrate that this curriculum-based approach accelerates learning and enhances exploration in complex tasks, achieving up to 30 to 200 times faster convergence in training steps compared to recent baselines designed for sparse reward environments.

Retrieval-Augmented Language Models (RALMs) represent a classic paradigm where models enhance generative capabilities using external knowledge retrieved via a specialized module. Recent advancements in Agent techniques enable Large Language Models (LLMs) to autonomously utilize tools for retrieval, planning, and reasoning. While existing training-based methods show promise, their agentic abilities are limited by inherent characteristics of the task-specific data used during training. To further enhance the universal search capability of agents, we propose a novel pre-training framework, MaskSearch. In the pre-training stage, we introduce the Retrieval Augmented Mask Prediction (RAMP) task, where the model learns to leverage search tools to fill masked spans on a large number of pre-training data, thus acquiring universal retrieval and reasoning capabilities for LLMs. After that, the model is trained on downstream tasks to achieve further improvement. We apply both Supervised Fine-tuning (SFT) and Reinforcement Learning (RL) for training. For SFT, we combine agent-based and distillation-based methods to generate training data, starting with a multi-agent system consisting of a planner, rewriter, observer, and followed by a self-evolving teacher model. While for RL, we employ DAPO as the training framework and adopt a hybrid reward system consisting of answer rewards and format rewards. Additionally, we introduce a curriculum learning approach that allows the model to learn progressively from easier to more challenging instances based on the number of masked spans. We evaluate the effectiveness of our framework in the scenario of open-domain multi-hop question answering. Through extensive experiments, we demonstrate that MaskSearch significantly enhances the performance of LLM-based search agents on both in-domain and out-of-domain downstream tasks.

Reasoning-Oriented Reinforcement Learning (RORL) enhances the reasoning ability of Large Language Models (LLMs). However, due to the sparsity of rewards in RORL, effective training is highly dependent on the selection of problems of appropriate difficulty. Although curriculum learning attempts to address this by adjusting difficulty, it often relies on static schedules, and even recent online filtering methods lack theoretical grounding and a systematic understanding of their effectiveness. In this work, we theoretically and empirically show that curating the batch with the problems that the training model achieves intermediate accuracy on the fly can maximize the effectiveness of RORL training, namely balanced online difficulty filtering. We first derive that the lower bound of the KL divergence between the initial and the optimal policy can be expressed with the variance of the sampled accuracy. Building on those insights, we show that balanced filtering can maximize the lower bound, leading to better performance. Experimental results across five challenging math reasoning benchmarks show that balanced online filtering yields an additional 10% in AIME and 4% improvements in average over plain GRPO. Moreover, further analysis shows the gains in sample efficiency and training time efficiency, exceeding the maximum reward of plain GRPO within 60% training time and the volume of the training set.

The advancement of general-purpose artificial intelligence relies on large language models (LLMs) that excel across a wide range of tasks, from structured reasoning to creative generation. However, post-training methods like Supervised Fine-Tuning (SFT) often struggle with generalization, favoring memorization over transferable learning. In this work, we introduce Omni-Thinker, a unified reinforcement learning (RL) framework that enhances LLM performance across diverse tasks by combining rule-based verifiable rewards with generative preference signals via LLM-as-a-Judge evaluations. Our approach enables consistent optimization across task types and scales RL-based training to subjective domains. We further investigate training strategies, demonstrating that a curriculum-based progression that orders tasks from structured to open-ended improves performance and reduces forgetting. Experimental results across four domains reveal that curriculum learning improves performance by 5.2% over joint training and 9.1% over model merging. These results highlight the importance of task-aware sampling and hybrid supervision in scaling RL-based post-training for general-purpose LLMs.

Although the vision-and-language pretraining (VLP) equipped cross-modal image-text retrieval (ITR) has achieved remarkable progress in the past two years, it suffers from a major drawback: the ever-increasing size of VLP models restricts its deployment to real-world search scenarios (where the high latency is unacceptable). To alleviate this problem, we present a novel plug-in dynamic contrastive distillation (DCD) framework to compress the large VLP models for the ITR task. Technically, we face the following two challenges: 1) the typical uni-modal metric learning approach is difficult to directly apply to the cross-modal tasks, due to the limited GPU memory to optimize too many negative samples during handling cross-modal fusion features. 2) it is inefficient to static optimize the student network from different hard samples, which have different effects on distillation learning and student network optimization. We try to overcome these challenges from two points. First, to achieve multi-modal contrastive learning, and balance the training costs and effects, we propose to use a teacher network to estimate the difficult samples for students, making the students absorb the powerful knowledge from pre-trained teachers, and master the knowledge from hard samples. Second, to dynamic learn from hard sample pairs, we propose dynamic distillation to dynamically learn samples of different difficulties, from the perspective of better balancing the difficulty of knowledge and students' self-learning ability. We successfully apply our proposed DCD strategy to two state-of-the-art vision-language pretrained models, i.e. ViLT and METER. Extensive experiments on MS-COCO and Flickr30K benchmarks show the effectiveness and efficiency of our DCD framework. Encouragingly, we can speed up the inference at least 129times compared to the existing ITR models.

A major challenge in the Deep RL (DRL) community is to train agents able to generalize their control policy over situations never seen in training. Training on diverse tasks has been identified as a key ingredient for good generalization, which pushed researchers towards using rich procedural task generation systems controlled through complex continuous parameter spaces. In such complex task spaces, it is essential to rely on some form of Automatic Curriculum Learning (ACL) to adapt the task sampling distribution to a given learning agent, instead of randomly sampling tasks, as many could end up being either trivial or unfeasible. Since it is hard to get prior knowledge on such task spaces, many ACL algorithms explore the task space to detect progress niches over time, a costly tabula-rasa process that needs to be performed for each new learning agents, although they might have similarities in their capabilities profiles. To address this limitation, we introduce the concept of Meta-ACL, and formalize it in the context of black-box RL learners, i.e. algorithms seeking to generalize curriculum generation to an (unknown) distribution of learners. In this work, we present AGAIN, a first instantiation of Meta-ACL, and showcase its benefits for curriculum generation over classical ACL in multiple simulated environments including procedurally generated parkour environments with learners of varying morphologies. Videos and code are available at https://sites.google.com/view/meta-acl .

Recent research highlights the challenges retrieval models face in retrieving useful contexts and the limitations of generation models in effectively utilizing those contexts in retrieval-augmented generation (RAG) settings. To address these challenges, we introduce RAG-RL, the first reasoning language model (RLM) specifically trained for RAG. RAG-RL demonstrates that stronger answer generation models can identify relevant contexts within larger sets of retrieved information -- thereby alleviating the burden on retrievers -- while also being able to utilize those contexts more effectively. Moreover, we show that curriculum design in the reinforcement learning (RL) post-training process is a powerful approach to enhancing model performance. We benchmark our method on two open-domain question-answering datasets and achieve state-of-the-art results, surpassing previous SOTA generative reader models. In addition, we offers empirical insights into various curriculum learning strategies, providing a deeper understanding of their impact on model performance.

We present a new algorithm, Cross-Episodic Curriculum (CEC), to boost the learning efficiency and generalization of Transformer agents. Central to CEC is the placement of cross-episodic experiences into a Transformer's context, which forms the basis of a curriculum. By sequentially structuring online learning trials and mixed-quality demonstrations, CEC constructs curricula that encapsulate learning progression and proficiency increase across episodes. Such synergy combined with the potent pattern recognition capabilities of Transformer models delivers a powerful cross-episodic attention mechanism. The effectiveness of CEC is demonstrated under two representative scenarios: one involving multi-task reinforcement learning with discrete control, such as in DeepMind Lab, where the curriculum captures the learning progression in both individual and progressively complex settings; and the other involving imitation learning with mixed-quality data for continuous control, as seen in RoboMimic, where the curriculum captures the improvement in demonstrators' expertise. In all instances, policies resulting from CEC exhibit superior performance and strong generalization. Code is open-sourced at https://cec-agent.github.io/ to facilitate research on Transformer agent learning.

While reinforcement learning (RL) has achieved great success in acquiring complex skills solely from environmental interactions, it assumes that resets to the initial state are readily available at the end of each episode. Such an assumption hinders the autonomous learning of embodied agents due to the time-consuming and cumbersome workarounds for resetting in the physical world. Hence, there has been a growing interest in autonomous RL (ARL) methods that are capable of learning from non-episodic interactions. However, existing works on ARL are limited by their reliance on prior data and are unable to learn in environments where task-relevant interactions are sparse. In contrast, we propose a demonstration-free ARL algorithm via Implicit and Bi-directional Curriculum (IBC). With an auxiliary agent that is conditionally activated upon learning progress and a bidirectional goal curriculum based on optimal transport, our method outperforms previous methods, even the ones that leverage demonstrations.

An oft-cited open problem of federated learning is the existence of data heterogeneity at the clients. One pathway to understanding the drastic accuracy drop in federated learning is by scrutinizing the behavior of the clients' deep models on data with different levels of "difficulty", which has been left unaddressed. In this paper, we investigate a different and rarely studied dimension of FL: ordered learning. Specifically, we aim to investigate how ordered learning principles can contribute to alleviating the heterogeneity effects in FL. We present theoretical analysis and conduct extensive empirical studies on the efficacy of orderings spanning three kinds of learning: curriculum, anti-curriculum, and random curriculum. We find that curriculum learning largely alleviates non-IIDness. Interestingly, the more disparate the data distributions across clients the more they benefit from ordered learning. We provide analysis explaining this phenomenon, specifically indicating how curriculum training appears to make the objective landscape progressively less convex, suggesting fast converging iterations at the beginning of the training procedure. We derive quantitative results of convergence for both convex and nonconvex objectives by modeling the curriculum training on federated devices as local SGD with locally biased stochastic gradients. Also, inspired by ordered learning, we propose a novel client selection technique that benefits from the real-world disparity in the clients. Our proposed approach to client selection has a synergic effect when applied together with ordered learning in FL.

Curriculum learning plays a crucial role in enhancing the training efficiency of large language models (LLMs) on reasoning tasks. However, existing methods often fail to adequately account for variations in prompt difficulty or rely on simplistic filtering mechanisms to select prompt datasets within a narrow criterion range, resulting in significant computational waste. In this work, we approach the problem from the perspective of reinforcement learning gradient optimization, offering a systematic and theoretical investigation into how to improve the training efficiency of LLMs. We identify two key factors influencing training efficiency: the selection of training prompts and the allocation of rollout quantities across different prompts. Our theoretical analysis reveals that the sampling distribution of prompts dictates the convergence rate of gradient descent, while the allocation of the rollout quantity influences the consistency and stability of overall gradient updates. Based on these insights, we propose CurES, an efficient training method that accelerates convergence and employs Bayesian posterior estimation to minimize computational overhead. Experiments demonstrate that our CurES outperforms Group Relative Policy Optimization (GRPO) by +3.30 points and +4.82 points with 1.5B and 7B models, respectively. Additionally, CurES exhibits faster convergence compared to baselines, including GRPO.

Reinforcement learning has emerged as a paradigm for post-training large language models, boosting their reasoning capabilities. Such approaches compute an advantage value for each sample, reflecting better or worse performance than expected, thereby yielding both positive and negative signals for training. However, the indiscriminate mixing of the two signals in existing methods, especially from the early stages, may lead to ambiguous guidance and limited gains. To address this issue, we propose **CAPO** (**C**urriculum **A**dvantage **P**olicy **O**ptimization), an adaptive curriculum mechanism based on advantage signals. The proposed mechanism bootstraps imitation learning with positive-only advantage samples to establish robust foundations, and subsequently introduces negative signals to cultivate discriminative capabilities, thereby improving generalization across complex scenarios. Compatible with diverse optimization methods including GRPO, PPO, RLOO, and Reinforce++, our method consistently achieves stable and significant improvements in mathematical reasoning tasks, and further generalizes effectively to multimodal Graphical User Interface (GUI) reasoning scenarios, establishing itself as a versatile and robust optimization framework.

Our objective in this work is video-text retrieval - in particular a joint embedding that enables efficient text-to-video retrieval. The challenges in this area include the design of the visual architecture and the nature of the training data, in that the available large scale video-text training datasets, such as HowTo100M, are noisy and hence competitive performance is achieved only at scale through large amounts of compute. We address both these challenges in this paper. We propose an end-to-end trainable model that is designed to take advantage of both large-scale image and video captioning datasets. Our model is an adaptation and extension of the recent ViT and Timesformer architectures, and consists of attention in both space and time. The model is flexible and can be trained on both image and video text datasets, either independently or in conjunction. It is trained with a curriculum learning schedule that begins by treating images as 'frozen' snapshots of video, and then gradually learns to attend to increasing temporal context when trained on video datasets. We also provide a new video-text pretraining dataset WebVid-2M, comprised of over two million videos with weak captions scraped from the internet. Despite training on datasets that are an order of magnitude smaller, we show that this approach yields state-of-the-art results on standard downstream video-retrieval benchmarks including MSR-VTT, MSVD, DiDeMo and LSMDC.

Code language models have emerged as useful tools for various programming tasks, yet they often struggle when it comes to complex ones. In this paper, we explore the potential of curriculum learning in enhancing the performance of these models. While prior research has suggested that curriculum learning does not necessarily help in improving the performance of language models, our results surprisingly show that this may not be the case for code language models. We demonstrate that a well-designed curriculum learning approach significantly improves the accuracy of small decoder-only code language models on the task of code execution, while its effect on code completion is less significant. To explore the potential of curriculum learning, we train multiple GPT models with 1 million parameters each to predict the next token and evaluate them on code completion and execution tasks. Our contributions include proposing a novel code difficulty assessment metric by combining software code measures, investigating the effectiveness of Curriculum Learning for code language models, and introducing a Novel Curriculum Learning schedule that enhances the performance of small decoder-only language models in code execution tasks. The results of this paper open the door for more research on the use of curriculum learning for code language models.

Recent work on enhancing the reasoning abilities of large language models (LLMs) has introduced explicit length control as a means of constraining computational cost while preserving accuracy. However, existing approaches rely on fixed-length training budgets, which do not take advantage of the natural progression from exploration to compression during learning. In this work, we propose a curriculum learning strategy for length-controlled reasoning using Group Relative Policy Optimization (GRPO). Our method starts with generous token budgets and gradually tightens them over training, encouraging models to first discover effective solution strategies and then distill them into more concise reasoning traces. We augment GRPO with a reward function that balances three signals: task correctness (via verifier feedback), length efficiency, and formatting adherence (via structural tags). Experiments on GSM8K, MATH500, SVAMP, College Math, and GSM+ demonstrate that curriculum-based training consistently outperforms fixed-budget baselines at the same final budget, achieving higher accuracy and significantly improved token efficiency. We further ablate the impact of reward weighting and decay schedule design, showing that progressive constraint serves as a powerful inductive bias for training efficient reasoning models. Our code and checkpoints are released at: https://github.com/hammoudhasan/curriculum_grpo.

The process of instruction tuning aligns pre-trained large language models (LLMs) with open-domain instructions and human-preferred responses. While several studies have explored autonomous approaches to distilling and annotating instructions from more powerful proprietary LLMs, such as ChatGPT, they often neglect the impact of task distributions and the varying difficulty of instructions of the training sets. This oversight can lead to imbalanced knowledge capabilities and poor generalization powers of small student LLMs. To address this challenge, we introduce Task-Aware Curriculum Planning for Instruction Refinement (TAPIR), a multi-round distillation framework with balanced task distributions and dynamic difficulty adjustment. This approach utilizes an oracle LLM to select instructions that are difficult for a student LLM to follow and distill instructions with balanced task distributions. By incorporating curriculum planning, our approach systematically escalates the difficulty levels, progressively enhancing the student LLM's capabilities. We rigorously evaluate TAPIR using two widely recognized benchmarks, including AlpacaEval 2.0 and MT-Bench. The empirical results demonstrate that the student LLMs, trained with our method and less training data, outperform larger instruction-tuned models and strong distillation baselines. The improvement is particularly notable in complex tasks, such as logical reasoning and code generation.

Large language models (LLMs) have made significant advances in complex reasoning tasks, yet they remain bottlenecked by two core challenges: architectural inefficiency due to reliance on Transformers, and a lack of structured fine-tuning for high-difficulty domains. We introduce \ourmodel, an attention-free language model that addresses both issues through architectural and data-centric innovations. Built on the state space dual (SSD) layers of Mamba-2, our model eliminates the need for self-attention and key-value caching, enabling fixed-memory, constant-time inference. To train it for complex reasoning, we propose a two-phase curriculum fine-tuning strategy based on the PromptCoT synthesis paradigm, which generates pedagogically structured problems via abstract concept selection and rationale-guided generation. On benchmark evaluations, \ourmodel-7B outperforms strong Transformer and hybrid models of comparable scale, and even surpasses the much larger Gemma3-27B by 2.6\% on AIME 24, 0.6\% on AIME 25, and 3.0\% on Livecodebench. These results highlight the potential of state space models as efficient and scalable alternatives to attention-based architectures for high-capacity reasoning.

Recently, multi-modal content generation has attracted lots of attention from researchers by investigating the utilization of visual instruction tuning based on large language models (LLMs). To enhance the performance and generalization ability of such LLMs, the practice of distilling knowledge from pretrained multi-modal models (a.k.a. teachers) to more compact multi-modal LLMs (students) has gained considerable interest. However, the prevailing paradigm of instructiontuning in multi-modal LLMs knowledge distillation is resource-intensive and unidirectional, neglecting the potential for mutual feedback between the student and teacher models. Thus, we propose an innovative Competitive Multi-modal Distillation framework (CoMD), which captures bidirectional feedback between teacher and student models and continually updates the multi-modal capabilities that the student model has learned. It comprises two stages: multi-modal pre-training and multi-modal competitive distillation. The first stage pre-trains the student model on a large number of filtered multi-modal datasets. The second stage facilitates a bidirectional knowledge transfer between the student and teacher models. Our experimental analysis of diverse datasets shows that our knowledge transfer method consistently improves the capabilities of the student model. Finally, the 7B-sized student model after four distillations surpassed the current state-of-the-art model LLaVA-13B on the ScienceQA and LLaVA Test dataset, also outperforms other strong baselines in the zero-shot setting.

Efficient exploration is essential for intelligent systems interacting with their environment, but existing language models often fall short in scenarios that require strategic information gathering. In this paper, we present PAPRIKA, a fine-tuning approach that enables language models to develop general decision-making capabilities that are not confined to particular environments. By training on synthetic interaction data from different tasks that require diverse strategies, PAPRIKA teaches models to explore and adapt their behavior on a new task based on environment feedback in-context without more gradient updates. Experimental results show that models fine-tuned with PAPRIKA can effectively transfer their learned decision-making capabilities to entirely unseen tasks without additional training. Unlike traditional training, our approach's primary bottleneck lies in sampling useful interaction data instead of model updates. To improve sample efficiency, we propose a curriculum learning strategy that prioritizes sampling trajectories from tasks with high learning potential. These results suggest a promising path towards AI systems that can autonomously solve novel sequential decision-making problems that require interactions with the external world.

The order of training samples plays a crucial role in large language models (LLMs), significantly impacting both their external performance and internal learning dynamics. Traditional methods for investigating this effect generally require retraining the model with various sample orders, which is computationally infeasible for LLMs. In this work, we improve traditional methods by designing a retraining-free framework. By approximating Adam optimizer updates with first- and second-order Taylor expansions and utilizing random projection methods to store intermediate checkpoints, our framework can efficiently estimate model parameters for arbitrary training sample orders. Next, we apply our framework to two downstream research problems: (1) Training curriculum design for LLMs -- we base our retraining-free framework to propose a novel curriculum learning strategy that augments curriculum proposals with estimated model performances, enabling more informed sample scheduling. (2) LLMs' memorization and generalization effect analysis -- we use our retraining-free framework to estimate how the positions of training samples influence LLMs' capacity for memorization and generalization. We conduct extensive experiments to validate the effectiveness of our retraining-free framework in reproducing the true model performances, and further demonstrate its potential in optimizing LLM training curricula and analyzing the memorization and generalization effects of LLMs.

Recent video diffusion models have enhanced video editing, but it remains challenging to handle instructional editing and diverse tasks (e.g., adding, removing, changing) within a unified framework. In this paper, we introduce VEGGIE, a Video Editor with Grounded Generation from Instructions, a simple end-to-end framework that unifies video concept editing, grounding, and reasoning based on diverse user instructions. Specifically, given a video and text query, VEGGIE first utilizes an MLLM to interpret user intentions in instructions and ground them to the video contexts, generating frame-specific grounded task queries for pixel-space responses. A diffusion model then renders these plans and generates edited videos that align with user intent. To support diverse tasks and complex instructions, we employ a curriculum learning strategy: first aligning the MLLM and video diffusion model with large-scale instructional image editing data, followed by end-to-end fine-tuning on high-quality multitask video data. Additionally, we introduce a novel data synthesis pipeline to generate paired instructional video editing data for model training. It transforms static image data into diverse, high-quality video editing samples by leveraging Image-to-Video models to inject dynamics. VEGGIE shows strong performance in instructional video editing with different editing skills, outperforming the best instructional baseline as a versatile model, while other models struggle with multi-tasking. VEGGIE also excels in video object grounding and reasoning segmentation, where other baselines fail. We further reveal how the multiple tasks help each other and highlight promising applications like zero-shot multimodal instructional and in-context video editing.

Watch time prediction (WTP) has emerged as a pivotal task in short video recommendation systems, designed to quantify user engagement through continuous interaction modeling. Predicting users' watch times on videos often encounters fundamental challenges, including wide value ranges and imbalanced data distributions, which can lead to significant estimation bias when directly applying regression techniques. Recent studies have attempted to address these issues by converting the continuous watch time estimation into an ordinal regression task. While these methods demonstrate partial effectiveness, they exhibit notable limitations: (1) the discretization process frequently relies on bucket partitioning, inherently reducing prediction flexibility and accuracy and (2) the interdependencies among different partition intervals remain underutilized, missing opportunities for effective error correction. Inspired by language modeling paradigms, we propose a novel Generative Regression (GR) framework that reformulates WTP as a sequence generation task. Our approach employs structural discretization to enable nearly lossless value reconstruction while maintaining prediction fidelity. Through carefully designed vocabulary construction and label encoding schemes, each watch time is bijectively mapped to a token sequence. To mitigate the training-inference discrepancy caused by teacher-forcing, we introduce a curriculum learning with embedding mixup strategy that gradually transitions from guided to free-generation modes. We evaluate our method against state-of-the-art approaches on two public datasets and one industrial dataset. We also perform online A/B testing on the Kuaishou App to confirm the real-world effectiveness. The results conclusively show that GR outperforms existing techniques significantly.

Learning in environments with large state and action spaces, and sparse rewards, can hinder a Reinforcement Learning (RL) agent's learning through trial-and-error. For instance, following natural language instructions on the Web (such as booking a flight ticket) leads to RL settings where input vocabulary and number of actionable elements on a page can grow very large. Even though recent approaches improve the success rate on relatively simple environments with the help of human demonstrations to guide the exploration, they still fail in environments where the set of possible instructions can reach millions. We approach the aforementioned problems from a different perspective and propose guided RL approaches that can generate unbounded amount of experience for an agent to learn from. Instead of learning from a complicated instruction with a large vocabulary, we decompose it into multiple sub-instructions and schedule a curriculum in which an agent is tasked with a gradually increasing subset of these relatively easier sub-instructions. In addition, when the expert demonstrations are not available, we propose a novel meta-learning framework that generates new instruction following tasks and trains the agent more effectively. We train DQN, deep reinforcement learning agent, with Q-value function approximated with a novel QWeb neural network architecture on these smaller, synthetic instructions. We evaluate the ability of our agent to generalize to new instructions on World of Bits benchmark, on forms with up to 100 elements, supporting 14 million possible instructions. The QWeb agent outperforms the baseline without using any human demonstration achieving 100% success rate on several difficult environments.

This paper considers the learning of logical (Boolean) functions with focus on the generalization on the unseen (GOTU) setting, a strong case of out-of-distribution generalization. This is motivated by the fact that the rich combinatorial nature of data in certain reasoning tasks (e.g., arithmetic/logic) makes representative data sampling challenging, and learning successfully under GOTU gives a first vignette of an 'extrapolating' or 'reasoning' learner. We then study how different network architectures trained by (S)GD perform under GOTU and provide both theoretical and experimental evidence that for a class of network models including instances of Transformers, random features models, and diagonal linear networks, a min-degree-interpolator (MDI) is learned on the unseen. We also provide evidence that other instances with larger learning rates or mean-field networks reach leaky MDIs. These findings lead to two implications: (1) we provide an explanation to the length generalization problem (e.g., Anil et al. 2022); (2) we introduce a curriculum learning algorithm called Degree-Curriculum that learns monomials more efficiently by incrementing supports.

Open-ended learning agents must efficiently prioritize goals in vast possibility spaces, focusing on those that maximize learning progress (LP). When such autotelic exploration is achieved by LLM agents trained with online RL in high-dimensional and evolving goal spaces, a key challenge for LP prediction is modeling one's own competence, a form of metacognitive monitoring. Traditional approaches either require extensive sampling or rely on brittle expert-defined goal groupings. We introduce MAGELLAN, a metacognitive framework that lets LLM agents learn to predict their competence and LP online. By capturing semantic relationships between goals, MAGELLAN enables sample-efficient LP estimation and dynamic adaptation to evolving goal spaces through generalization. In an interactive learning environment, we show that MAGELLAN improves LP prediction efficiency and goal prioritization, being the only method allowing the agent to fully master a large and evolving goal space. These results demonstrate how augmenting LLM agents with a metacognitive ability for LP predictions can effectively scale curriculum learning to open-ended goal spaces.

Large language models excel at short-horizon reasoning tasks, but performance drops as reasoning horizon lengths increase. Existing approaches to combat this rely on inference-time scaffolding or costly step-level supervision, neither of which scales easily. In this work, we introduce a scalable method to bootstrap long-horizon reasoning capabilities using only existing, abundant short-horizon data. Our approach synthetically composes simple problems into complex, multi-step dependency chains of arbitrary length. We train models on this data using outcome-only rewards under a curriculum that automatically increases in complexity, allowing RL training to be scaled much further without saturating. Empirically, our method generalizes remarkably well: curriculum training on composed 6th-grade level math problems (GSM8K) boosts accuracy on longer, competition-level benchmarks (GSM-Symbolic, MATH-500, AIME) by up to 2.06x. It also transfers significantly to diverse out-of-distribution ReasoningGym domains and long-context benchmarks, indicating broader generalization. Importantly, our long-horizon improvements are significantly higher than baselines even at high pass@k, showing that models can learn new reasoning paths under RL. Theoretically, we show that curriculum RL with outcome rewards achieves an exponential improvement in sample complexity over full-horizon training, providing training signal comparable to dense supervision. h1 therefore introduces an efficient path towards scaling RL for long-horizon problems using only existing data.

Curriculum Learning is the presentation of samples to the machine learning model in a meaningful order instead of a random order. The main challenge of Curriculum Learning is determining how to rank these samples. The ranking of the samples is expressed by the scoring function. In this study, scoring functions were compared using data set features, using the model to be trained, and using another model and their ensemble versions. Experiments were performed for 4 images and 4 text datasets. No significant differences were found between scoring functions for text datasets, but significant improvements were obtained in scoring functions created using transfer learning compared to classical model training and other scoring functions for image datasets. It shows that different new scoring functions are waiting to be found for text classification tasks.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

As machine intelligence evolves, the need to test and compare the problem-solving abilities of different AI models grows. However, current benchmarks are often overly simplistic, allowing models to perform uniformly well, making it difficult to distinguish their capabilities. Additionally, benchmarks typically rely on static question-answer pairs, which models might memorize or guess. To address these limitations, we introduce the Dynamic Intelligence Assessment (DIA), a novel methodology for testing AI models using dynamic question templates and improved metrics across multiple disciplines such as mathematics, cryptography, cybersecurity, and computer science. The accompanying DIA-Bench dataset, which includes 150 diverse and challenging task templates with mutable parameters, is presented in various formats such as text, PDFs, compiled binaries, and visual puzzles. Our framework introduces four new metrics to assess a model's reliability and confidence across multiple attempts. These metrics revealed that even simple questions are frequently answered incorrectly when posed in varying forms, highlighting significant gaps in models' reliability. Notably, models like GPT-4o tended to overestimate their mathematical abilities, while ChatGPT-4o demonstrated better decision-making and performance through effective tool usage. We evaluated eight state-of-the-art large language models (LLMs) using DIA-Bench, showing that current models struggle with complex tasks and often display unexpectedly low confidence, even with simpler questions. The DIA framework sets a new standard for assessing not only problem-solving but also a model's adaptive intelligence and ability to assess its own limitations. The dataset is publicly available on our project's website.

Providing high-quality feedback is crucial for student success but is constrained by time, cost, and limited data availability. We introduce Synthetic Educational Feedback Loops (SEFL), a novel framework designed to deliver immediate, on-demand feedback at scale without relying on extensive, real-world student data. In SEFL, two large language models (LLMs) operate in teacher--student roles to simulate assignment completion and formative feedback, generating abundant synthetic pairs of student work and corresponding critiques. We then fine-tune smaller, more computationally efficient LLMs on these synthetic pairs, enabling them to replicate key features of high-quality, goal-oriented feedback. Unlike personalized tutoring approaches that offer multi-turn, individualized instruction, SEFL specifically focuses on replicating the teacher-->student feedback loop for diverse assignments. Through both LLM-as-a-judge and human evaluations, we demonstrate that SEFL-tuned models outperform their non-tuned counterparts in feedback quality, clarity, and timeliness. These findings reveal SEFL's potential to transform feedback processes for higher education and beyond, offering an ethical and scalable alternative to conventional manual feedback cycles.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

Few-shot video action recognition is an effective approach to recognizing new categories with only a few labeled examples, thereby reducing the challenges associated with collecting and annotating large-scale video datasets. Existing methods in video action recognition rely on large labeled datasets from the same domain. However, this setup is not realistic as novel categories may come from different data domains that may have different spatial and temporal characteristics. This dissimilarity between the source and target domains can pose a significant challenge, rendering traditional few-shot action recognition techniques ineffective. To address this issue, in this work, we propose a novel cross-domain few-shot video action recognition method that leverages self-supervised learning and curriculum learning to balance the information from the source and target domains. To be particular, our method employs a masked autoencoder-based self-supervised training objective to learn from both source and target data in a self-supervised manner. Then a progressive curriculum balances learning the discriminative information from the source dataset with the generic information learned from the target domain. Initially, our curriculum utilizes supervised learning to learn class discriminative features from the source data. As the training progresses, we transition to learning target-domain-specific features. We propose a progressive curriculum to encourage the emergence of rich features in the target domain based on class discriminative supervised features in the source domain. %a schedule that helps with this transition. We evaluate our method on several challenging benchmark datasets and demonstrate that our approach outperforms existing cross-domain few-shot learning techniques. Our code is available at https://github.com/Sarinda251/CDFSL-V{https://github.com/Sarinda251/CDFSL-V}

Large Language Models (LLMs) are typically fine-tuned for reasoning tasks through a two-stage pipeline of Supervised Fine-Tuning (SFT) followed by Reinforcement Learning (RL), a process fraught with catastrophic forgetting and suboptimal trade-offs between imitation and exploration. Recent single-stage methods attempt to unify SFT and RL using heuristics, but lack a principled mechanism for dynamically balancing the two paradigms. In this paper, we reframe this challenge through the theoretical lens of implicit rewards, viewing SFT and RL not as distinct methods but as complementary reward signals. We introduce Adaptive Meta Fine-Tuning (AMFT), a novel single-stage algorithm that learns the optimal balance between SFT's implicit, path-level reward and RL's explicit, outcome-based reward. The core of AMFT is a meta-gradient adaptive weight controller that treats the SFT-RL balance as a learnable parameter, dynamically optimizing it to maximize long-term task performance. This forward-looking approach, regularized by policy entropy for stability, autonomously discovers an effective training curriculum. We conduct a comprehensive evaluation on challenging benchmarks spanning mathematical reasoning, abstract visual reasoning (General Points), and vision-language navigation (V-IRL). AMFT consistently establishes a new state-of-the-art and demonstrats superior generalization on out-of-distribution (OOD) tasks. Ablation studies and training dynamic analysis confirm that the meta-learning controller is crucial for AMFT's stability, sample efficiency, and performance, offering a more principled and effective paradigm for LLM alignment.Our codes are open-sourced via https://github.com/hlxtsyj/AMFT.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

Recent breakthroughs in large language models (LLMs) on reasoning tasks rely heavily on massive, high-quality datasets-typically human-annotated and thus difficult to scale. While data synthesis or distillation offers a promising alternative, existing methods struggle with inconsistent data quality and an inability to dynamically adapt to the evolving capabilities of the model, leading to suboptimal training signals. To address these limitations, we introduce Socratic-Zero, a fully autonomous framework that generates high-quality training data from minimal seed examples through the co-evolution of three agents: the Teacher, the Solver, and the Generator. The Solver continuously refines its reasoning by learning from preference feedback on both successful and failed trajectories; the Teacher adaptively crafts increasingly challenging questions based on the Solver's weaknesses; and the Generator distills the Teacher's question-design strategy to enable scalable, high-fidelity curriculum generation. This closed-loop system produces a self-improving curriculum-requiring no pre-existing tasks or labels. Remarkably, starting from only 100 seed questions, our Socratic-Solver-8B achieves an average gain of +20.2 percentage points over prior data synthesis methods across seven mathematical reasoning benchmarks (AMC23, AIME24-25, Olympiad, MATH-500, Minerva, and GSM8K), with consistent gains on both Qwen3 and GLM4 series models. Even more surprisingly, synthetic data from Socratic-Generator-32B enables student LLMs to achieve superior performance compared to other state-of-the-art (SOTA) commercial LLMs on these benchmarks, including Qwen3-235B-A22B, DeepSeek-V3.1-671B, GPT-5, Gemini-2.5-Pro, Grok-4, and Claude-4.1-Opus.

The development of state-of-the-art large language models is commonly understood as a two-stage process involving pre-training and post-training. We point out the need for an additional intermediate stage called reinforcement mid-training with potential for strong performance gains. In this paper, we formally define the problem and identify three key challenges: (1) inefficient training due to excessive reasoning steps, (2) disregard of the imbalanced token entropy distribution, and (3) underutilization of token information. To address these challenges, we propose RMT, a framework for efficient, adaptive, and unified reinforcement mid-training with various innovative components. In particular, we first introduce a dynamic token budget mechanism that constrains unnecessary reasoning steps and mitigates model overthinking. Next, we design a curriculum-based adaptive sampling method that fosters a progressive learning trajectory from easy to hard tokens. Finally, we present a dual training strategy that combines reinforcement learning with next-token prediction, ensuring targeted learning on key tokens and full exploitation of all token information. Extensive experiments demonstrate the superiority of RMT over state-of-the-art methods, achieving up to +64.91% performance improvement with only 21% of the reasoning length in language modeling. We also show that checkpoints obtained after reinforcement mid-training can benefit the subsequent post-training, yielding up to +18.76% improvement in the mathematical domain.

We introduce Generalized Instruction Tuning (called GLAN), a general and scalable method for instruction tuning of Large Language Models (LLMs). Unlike prior work that relies on seed examples or existing datasets to construct instruction tuning data, GLAN exclusively utilizes a pre-curated taxonomy of human knowledge and capabilities as input and generates large-scale synthetic instruction data across all disciplines. Specifically, inspired by the systematic structure in human education system, we build the taxonomy by decomposing human knowledge and capabilities to various fields, sub-fields and ultimately, distinct disciplines semi-automatically, facilitated by LLMs. Subsequently, we generate a comprehensive list of subjects for every discipline and proceed to design a syllabus tailored to each subject, again utilizing LLMs. With the fine-grained key concepts detailed in every class session of the syllabus, we are able to generate diverse instructions with a broad coverage across the entire spectrum of human knowledge and skills. Extensive experiments on large language models (e.g., Mistral) demonstrate that GLAN excels in multiple dimensions from mathematical reasoning, coding, academic exams, logical reasoning to general instruction following without using task-specific training data of these tasks. In addition, GLAN allows for easy customization and new fields or skills can be added by simply incorporating a new node into our taxonomy.

Markov Decision Processes (MDPs) are a formal framework for modeling and solving sequential decision-making problems. In finite-time horizons such problems are relevant for instance for optimal stopping or specific supply chain problems, but also in the training of large language models. In contrast to infinite horizon MDPs optimal policies are not stationary, policies must be learned for every single epoch. In practice all parameters are often trained simultaneously, ignoring the inherent structure suggested by dynamic programming. This paper introduces a combination of dynamic programming and policy gradient called dynamic policy gradient, where the parameters are trained backwards in time. For the tabular softmax parametrisation we carry out the convergence analysis for simultaneous and dynamic policy gradient towards global optima, both in the exact and sampled gradient settings without regularisation. It turns out that the use of dynamic policy gradient training much better exploits the structure of finite-time problems which is reflected in improved convergence bounds.

We present a novel unsupervised domain adaption method for person re-identification (reID) that generalizes a model trained on a labeled source domain to an unlabeled target domain. We introduce a camera-driven curriculum learning (CaCL) framework that leverages camera labels of person images to transfer knowledge from source to target domains progressively. To this end, we divide target domain dataset into multiple subsets based on the camera labels, and initially train our model with a single subset (i.e., images captured by a single camera). We then gradually exploit more subsets for training, according to a curriculum sequence obtained with a camera-driven scheduling rule. The scheduler considers maximum mean discrepancies (MMD) between each subset and the source domain dataset, such that the subset closer to the source domain is exploited earlier within the curriculum. For each curriculum sequence, we generate pseudo labels of person images in a target domain to train a reID model in a supervised way. We have observed that the pseudo labels are highly biased toward cameras, suggesting that person images obtained from the same camera are likely to have the same pseudo labels, even for different IDs. To address the camera bias problem, we also introduce a camera-diversity (CD) loss encouraging person images of the same pseudo label, but captured across various cameras, to involve more for discriminative feature learning, providing person representations robust to inter-camera variations. Experimental results on standard benchmarks, including real-to-real and synthetic-to-real scenarios, demonstrate the effectiveness of our framework.

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

With the availability of various instruction datasets, a pivotal challenge is how to effectively select and integrate these instructions to fine-tune large language models (LLMs). Previous research mainly focuses on selecting individual high-quality instructions. However, these works overlooked the joint interactions and dependencies between different categories of instructions, leading to suboptimal selection strategies. Moreover, the nature of these interaction patterns remains largely unexplored, let alone optimize the instruction set with regard to them. To fill these gaps, in this paper, we: (1) systemically investigate interaction and dependency patterns between different categories of instructions, (2) manage to optimize the instruction set concerning the interaction patterns using a linear programming-based method, and optimize the learning schema of SFT using an instruction dependency taxonomy guided curriculum learning. Experimental results across different LLMs demonstrate improved performance over strong baselines on widely adopted benchmarks.

Multi-task learning by robots poses the challenge of the domain knowledge: complexity of tasks, complexity of the actions required, relationship between tasks for transfer learning. We demonstrate that this domain knowledge can be learned to address the challenges in life-long learning. Specifically, the hierarchy between tasks of various complexities is key to infer a curriculum from simple to composite tasks. We propose a framework for robots to learn sequences of actions of unbounded complexity in order to achieve multiple control tasks of various complexity. Our hierarchical reinforcement learning framework, named SGIM-SAHT, offers a new direction of research, and tries to unify partial implementations on robot arms and mobile robots. We outline our contributions to enable robots to map multiple control tasks to sequences of actions: representations of task dependencies, an intrinsically motivated exploration to learn task hierarchies, and active imitation learning. While learning the hierarchy of tasks, it infers its curriculum by deciding which tasks to explore first, how to transfer knowledge, and when, how and whom to imitate.

Despite their impressive performance on complex tasks, current language models (LMs) typically operate in a vacuum: Each input query is processed separately, without retaining insights from previous attempts. Here, we present Dynamic Cheatsheet (DC), a lightweight framework that endows a black-box LM with a persistent, evolving memory. Rather than repeatedly re-discovering or re-committing the same solutions and mistakes, DC enables models to store and reuse accumulated strategies, code snippets, and general problem-solving insights at inference time. This test-time learning enhances performance substantially across a range of tasks without needing explicit ground-truth labels or human feedback. Leveraging DC, Claude 3.5 Sonnet's accuracy more than doubled on AIME math exams once it began retaining algebraic insights across questions. Similarly, GPT-4o's success rate on Game of 24 increased from 10% to 99% after the model discovered and reused a Python-based solution. In tasks prone to arithmetic mistakes, such as balancing equations, DC enabled GPT-4o and Claude to reach near-perfect accuracy by recalling previously validated code, whereas their baselines stagnated around 50%. Beyond arithmetic challenges, DC yields notable accuracy gains on knowledge-demanding tasks. Claude achieved a 9% improvement in GPQA-Diamond and an 8% boost on MMLU-Pro problems. Crucially, DC's memory is self-curated, focusing on concise, transferable snippets rather than entire transcript. Unlike finetuning or static retrieval methods, DC adapts LMs' problem-solving skills on the fly, without modifying their underlying parameters. Overall, our findings present DC as a promising approach for augmenting LMs with persistent memory, bridging the divide between isolated inference events and the cumulative, experience-driven learning characteristic of human cognition.

Multi-token prediction (MTP) is a recently proposed pre-training objective for language models. Rather than predicting only the next token (NTP), MTP predicts the next k tokens at each prediction step, using multiple prediction heads. MTP has shown promise in improving downstream performance, inference speed, and training efficiency, particularly for large models. However, prior work has shown that smaller language models (SLMs) struggle with the MTP objective. To address this, we propose a curriculum learning strategy for MTP training, exploring two variants: a forward curriculum, which gradually increases the complexity of the pre-training objective from NTP to MTP, and a reverse curriculum, which does the opposite. Our experiments show that the forward curriculum enables SLMs to better leverage the MTP objective during pre-training, improving downstream NTP performance and generative output quality, while retaining the benefits of self-speculative decoding. The reverse curriculum achieves stronger NTP performance and output quality, but fails to provide any self-speculative decoding benefits.

To build a high-quality open-domain chatbot, we introduce the effective training process of PLATO-2 via curriculum learning. There are two stages involved in the learning process. In the first stage, a coarse-grained generation model is trained to learn response generation under the simplified framework of one-to-one mapping. In the second stage, a fine-grained generative model augmented with latent variables and an evaluation model are further trained to generate diverse responses and to select the best response, respectively. PLATO-2 was trained on both Chinese and English data, whose effectiveness and superiority are verified through comprehensive evaluations, achieving new state-of-the-art results.

Few-shot class-incremental learning (FSCIL) confronts the challenge of integrating new classes into a model with minimal training samples while preserving the knowledge of previously learned classes. Traditional methods widely adopt static adaptation relying on a fixed parameter space to learn from data that arrive sequentially, prone to overfitting to the current session. Existing dynamic strategies require the expansion of the parameter space continually, leading to increased complexity. To address these challenges, we integrate the recently proposed selective state space model (SSM) into FSCIL. Concretely, we propose a dual selective SSM projector that dynamically adjusts the projection parameters based on the intermediate features for dynamic adaptation. The dual design enables the model to maintain the robust features of base classes, while adaptively learning distinctive feature shifts for novel classes. Additionally, we develop a class-sensitive selective scan mechanism to guide dynamic adaptation. It minimizes the disruption to base-class representations caused by training on novel data, and meanwhile, forces the selective scan to perform in distinct patterns between base and novel classes. Experiments on miniImageNet, CUB-200, and CIFAR-100 demonstrate that our framework outperforms the existing state-of-the-art methods. The code is available at https://github.com/xiaojieli0903/Mamba-FSCIL.

Scaling up language models to billions of parameters has opened up possibilities for in-context learning, allowing instruction tuning and few-shot learning on tasks that the model was not specifically trained for. This has achieved breakthrough performance on language tasks such as translation, summarization, and question-answering. Furthermore, in addition to these associative "System 1" tasks, recent advances in Chain-of-thought prompt learning have demonstrated strong "System 2" reasoning abilities, answering a question in the field of artificial general intelligence whether LLMs can reason. The field started with the question whether LLMs can solve grade school math word problems. This paper reviews the rapidly expanding field of prompt-based reasoning with LLMs. Our taxonomy identifies different ways to generate, evaluate, and control multi-step reasoning. We provide an in-depth coverage of core approaches and open problems, and we propose a research agenda for the near future. Finally, we highlight the relation between reasoning and prompt-based learning, and we discuss the relation between reasoning, sequential decision processes, and reinforcement learning. We find that self-improvement, self-reflection, and some metacognitive abilities of the reasoning processes are possible through the judicious use of prompts. True self-improvement and self-reasoning, to go from reasoning with LLMs to reasoning by LLMs, remains future work.

Recently, extensive studies in Reinforcement Learning have been carried out on the ability of transformers to adapt in-context to various environments and tasks. Current in-context RL methods are limited by their strict requirements for data, which needs to be generated by RL agents or labeled with actions from an optimal policy. In order to address this prevalent problem, we propose AD^varepsilon, a new data acquisition approach that enables in-context Reinforcement Learning from noise-induced curriculum. We show that it is viable to construct a synthetic noise injection curriculum which helps to obtain learning histories. Moreover, we experimentally demonstrate that it is possible to alleviate the need for generation using optimal policies, with in-context RL still able to outperform the best suboptimal policy in a learning dataset by a 2x margin.

The current paradigm of test-time scaling relies on generating long reasoning traces ("thinking" more) before producing a response. In agent problems that require interaction, this can be done by generating thinking traces before acting in the world. However, this process does not allow agents to acquire new information from the environment or adapt their behavior over time. In this work, we propose to scale test-time interaction, an untapped dimension of test-time scaling that increases the agent's interaction horizon to enable running rich behaviors such as exploration, backtracking, and dynamic re-planning within a single rollout. To demonstrate the promise of this scaling dimension, we study the domain of web agents. We first show that even prompting-based interaction scaling without any training can improve task success on web benchmarks non-trivially. Building on this, we introduce TTI (Test-Time Interaction), a curriculum-based online reinforcement learning (RL) approach that trains agents by adaptively adjusting their rollout lengths. Using a Gemma 3 12B model, TTI produces state-of-the-art open-source, open-data web agents on WebVoyager and WebArena benchmarks. We further show that TTI enables agents to balance exploration and exploitation adaptively. Our results establish interaction scaling as a powerful, complementary axis to scaling per-step compute, offering new avenues for training adaptive agents.

Diffusion-based generative models have emerged as powerful tools in the realm of generative modeling. Despite extensive research on denoising across various timesteps and noise levels, a conflict persists regarding the relative difficulties of the denoising tasks. While various studies argue that lower timesteps present more challenging tasks, others contend that higher timesteps are more difficult. To address this conflict, our study undertakes a comprehensive examination of task difficulties, focusing on convergence behavior and changes in relative entropy between consecutive probability distributions across timesteps. Our observational study reveals that denoising at earlier timesteps poses challenges characterized by slower convergence and higher relative entropy, indicating increased task difficulty at these lower timesteps. Building on these observations, we introduce an easy-to-hard learning scheme, drawing from curriculum learning, to enhance the training process of diffusion models. By organizing timesteps or noise levels into clusters and training models with ascending orders of difficulty, we facilitate an order-aware training regime, progressing from easier to harder denoising tasks, thereby deviating from the conventional approach of training diffusion models simultaneously across all timesteps. Our approach leads to improved performance and faster convergence by leveraging benefits of curriculum learning, while maintaining orthogonality with existing improvements in diffusion training techniques. We validate these advantages through comprehensive experiments in image generation tasks, including unconditional, class-conditional, and text-to-image generation.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.