Daily Papers

Large language models (LLMs) are increasingly deployed as tutors, but it is unclear whether they support all students equally well. We introduce EduFair-Bench, a benchmark for auditing the pedagogical fairness of LLM tutors---whether tutoring quality varies systematically with student demographics. EduFair-Bench pairs a multi-domain question bank (mathematics, physics, chemistry) with a controlled simulation in which a fixed LLM student interacts with each tutor across nine demographic levels spanning four dimensions: gender, immigration background, first language, and socioeconomic status (SES). Tutoring quality is scored on five turn-level pedagogical metrics and four conversation-level dimensions, using an LLM judge validated against three-annotator consensus on 180 tutor turns. Bias is measured via paired Wilcoxon signed-rank tests and bootstrap effect-size confidence intervals. Two ablations (demographic cues conveyed through names; conflicting demographic information between tutor and student) disentangle tutor-driven from student-driven bias. Across five tutors, we find that model capability and demographic fairness are largely orthogonal: the smallest model is the most consistent while the four more capable tutors all exhibit wide demographic gaps with no clear capability-to-fairness ordering, pedagogy-specific RL training redistributes rather than removes bias, and language- and immigration-related cues produce larger gaps than gender- and SES-related cues.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

Fluent guidance is not the same as useful intervention. LLM tutors are typically trained to generate the next teacher utterance, implicitly assuming that every student turn warrants a response. However, our experiments indicate that this conflates tutoring capability (what to say) with intervention necessity (whether to say it). We introduce DICE, a framework that decouples intervention decisions from response generation by first selecting an explicit pedagogical action. To calibrate this action selection policy, we define Intervention Value (IV), a rollout-grounded counterfactual metric that compares each action against non-intervention. IV shows that many prescribed interventions provide little or no marginal benefit. We further introduce DICE-Bench, a multi-variant math tutoring benchmark with skill-preserving problem variants for session-level evaluation. Using IV-weighted and KL-regularized policy optimization, DICE learns to intervene selectively while preserving tutoring effectiveness. In simulated tutoring sessions, DICE reduces the over-intervention rate to near zero while guiding students to correct solutions in approximately 3-4 fewer turns on average than existing Socratic tutoring baselines.

Large language models (LLMs) trained to answer questions are natively poor at teaching. Reinforcement Learning (RL) against a simulated student is a promising approach to improve their pedagogy, but existing RL-trained tutors reward the student's success on the tutored problem with the tutor's words still in context. The reward is then easiest to raise by telling the student the answer, and a tuned penalty is needed to reduce telling. Drawing on learning sciences, we introduce a masked near-transfer post-test: the student is tested on an unseen variant of the tutored problem with the tutor's utterances masked, so the reward can rise only through what the student wrote in its own turns. This discourages cognitive offloading by the student and allows the continuous penalty to be replaced by two binary reward gates (factual correctness of tutor response, no solution handover). A leave-one-out ablation shows that the learning-gain reward on its own does not separate teaching from telling: the gates reduce solution handover while the near-transfer post-test improves out-of-domain transfer. Using these reward designs we develop Eduardo, a multi-turn RL recipe for training LLM tutors, and use it to train 4B, 9B, 14B and 27B models from two distinct LLM architectures. Our post-trained Eduardo-27B model matches Gemini-3.1-Pro on MathTutorBench and Claude Opus 4.8 on TutorMoments at 2.4-6.2x fewer thinking tokens than frontier models, which matters for interactive tutoring. Without being named in the reward, the model more than doubles its use of the push-for-justification teacher move while support fading (e.g., assigning independent work), whose payoff lies beyond a single-problem dialog episode, is trained out. We open-source our training environment, an 8,671-problem near-transfer dataset, and trained models for further development.

Simulated students generated by computational models provide a practical way to evaluate tutoring strategies and pedagogical approaches used by human and AI tutors. However, such simulations should account for disengaged behaviors, including gaming the system, wheel-spinning, and off-task behavior, because tutors may need different responses for different learner states. We present Disengagement-Aware Student Simulators (DAS2), a reproducible pre-deployment protocol that models five learner-engagement states: engaged, gaming, wheel-spinning, off-task, and mixed, and evaluates AI tutor performance across these states. Using ASSISTments09, two coders independently labeled 100 sampled tutoring sessions based on anonymized interaction-log summaries. They achieved 84% agreement (Cohen's kappa = 0.78), and among agreed cases, human consensus labels matched DAS2 rule-based labels in 81% of cases (kappa = 0.75). Conditioning simulations on intended learner states reduced the correctness-rate gap between simulated and authentic sessions from 0.54 to 0.20 for gaming and from 0.51 to 0.18 for wheel-spinning. Fine-tuned Qwen2.5-7B better matched authentic response-time distributions, while prompt-only GPT-4o generated more distinguishable learner states. Evaluation of five AI tutors from the Claude, Llama, Gemini, Qwen, and GPT families showed that relative rankings remained stable across learner states and interaction lengths, while absolute performance varied, revealing state-specific differences in tutor support. Human validation further showed that automated tutor evaluation does not fully align with human judgment. DAS2 provides a pre-deployment framework for evaluating how AI tutors respond to diverse learner-engagement states before deployment.

Artificial intelligence offers an unprecedented opportunity to augment human capabilities, yet progress at the frontier has focused primarily on advancing model capabilities. We introduce StudentBench, a suite of AI teaching evaluations and a public platform that enables large-scale data collection with over 175,000 student-AI messages to study whether large language models (LLMs) produce learning gains equivalent to human tutoring. Using StudentBench, we measured learning gains on Quantitative and Verbal GRE questions across 2,383 human participants receiving AI tutoring, human tutoring, or no tutoring. We establish that AI tutoring is statistically equivalent to expert human tutoring for GRE learning gains (p = .015), and in five of the seven GRE domains, the best performing AI tutor surpassed the human tutor, on average. In a second study, expert human tutors compared LLM-generated lesson plans and practice problems through 2,028 pairwise rubric evaluations. Together, the two studies clearly separate AI tutors across: (1) lesson planning, (2) practice-problem creation, (3) conversational pedagogy, (4) cost, and (5) engagement. Surprisingly, one AI tutor achieved learning gains equivalent to human tutoring (p = .044) at 918 times lower cost (USD 0.0052 for AI versus USD 4.81 for human, per percentage point gained). For Quantitative GRE sessions, faster AI replies correlated with more student messages, more messages with more correct practice, and more correct practice with larger learning gains (all p < .002). The StudentBench platform is freely available at https://studentbench.org.

Program repair techniques offer cost-saving benefits for debugging within software development and programming education scenarios. With the proven effectiveness of Large Language Models (LLMs) in code-related tasks, researchers have explored their potential for program repair. However, it is crucial to recognize that existing repair benchmarks may have influenced LLM training data, potentially causing data leakage. To evaluate LLMs' realistic repair capabilities, (1) we introduce an extensive, non-crawled benchmark, referred to as TutorCode, comprising 1,239 C++ defect codes and associated information such as tutor guidance, solution description, failing test cases, and the corrected code. Our work assesses the repair performance of 12 LLMs on TutorCode, measuring repair correctness (TOP-5 and AVG-5) and patch precision (RPSR). (2) We then provide a comprehensive investigation into which types of extra information can help LLMs improve their performance in repairing defects. Among these types, tutor guidance was found to be the most effective information in enhancing LLM repair capabilities. To fully harness LLMs' conversational capabilities and the benefits of augmented information, (3) we introduce a novel conversational semi-automatic repair framework CREF assisting human tutor. It demonstrates a remarkable AVG-5 improvement of 17.2%-24.6% compared to the baseline, achieving an impressive AVG-5 of 76.6% when utilizing GPT-4. These results highlight the potential for enhancing LLMs' repair capabilities through interactions with tutors and historical conversations involving incorrect responses. The successful application of CREF in a real-world educational setting demonstrates its effectiveness in reducing tutors' workload and improving students' learning experience, while also showcasing its promise for facilitating other software engineering tasks, such as code review.

AI tutors are most useful when they adapt to each student's strengths, weaknesses, and preferred guidance, but evidence about which guidance works for which student is sparse, slow, and costly to collect from real learners. Student simulators can provide this signal as a proxy, yet existing approaches are limited: state-tracking models fit student behavior but struggle to process explanations or corrections, while LLM role-play follows guidance fluently but does not reliably match the competence of the student being imitated. We present StudentSim, a training framework that turns sparse per-student data into individualized simulators through pooled training followed by per-student specialization. The resulting simulators both mirror a student's own responses and update them under tutor guidance. We also introduce StudentSimEval, a standardized protocol covering 60 students across chess, second-language English writing, and mathematics, using public learner datasets with de-identified records shared for research. StudentSimEval measures behavioral fidelity (F), or how well a simulator matches a student's responses, and guidance responsiveness (R), or how readily it updates under tutor guidance, with all methods fit and evaluated on the same records. Across all three domains, StudentSim outperforms GPT-5.4 on both metrics. In chess, StudentSim reaches F=0.51 and R=0.91, compared with 0.23 and 0.72 for GPT-5.4 and 0.45 and 0.27 for Maia2. As a proof of concept, using StudentSim as a reward model for tutor reinforcement learning produces a chess tutor that expert humans rate as more accurate, better-guided, and more personalized than a no-RL baseline and a tutor trained against a GPT-5.4 simulator reward. Code is available at https://github.com/microsoft/StudentSim.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

This paper presents our system for Track 1: Mistake Identification in the BEA 2025 Shared Task on Pedagogical Ability Assessment of AI-powered Tutors. The task involves evaluating whether a tutor's response correctly identifies a mistake in a student's mathematical reasoning. We explore four approaches: (1) an ensemble of machine learning models over pooled token embeddings from multiple pretrained language models (LMs); (2) a frozen sentence-transformer using [CLS] embeddings with an MLP classifier; (3) a history-aware model with multi-head attention between token-level history and response embeddings; and (4) a retrieval-augmented few-shot prompting system with a large language model (LLM) i.e. GPT 4o. Our final system retrieves semantically similar examples, constructs structured prompts, and uses schema-guided output parsing to produce interpretable predictions. It outperforms all baselines, demonstrating the effectiveness of combining example-driven prompting with LLM reasoning for pedagogical feedback assessment. Our code is available at https://github.com/NaumanNaeem/BEA_2025.

The integration of large language models (LLMs) into education presents unprecedented opportunities for scalable personalized learning. However, standard LLMs often function as generic information providers, lacking alignment with fundamental pedagogical principles such as helpfulness, student-centered personalization, and creativity cultivation. To bridge this gap, we propose EduAlign, a novel framework designed to guide LLMs toward becoming more effective and responsible educational assistants. EduAlign consists of two main stages. In the first stage, we curate a dataset of 8k educational interactions and annotate them-both manually and automatically-along three key educational dimensions: Helpfulness, Personalization, and Creativity (HPC). These annotations are used to train HPC-RM, a multi-dimensional reward model capable of accurately scoring LLM outputs according to these educational principles. We further evaluate the consistency and reliability of this reward model. In the second stage, we leverage HPC-RM as a reward signal to fine-tune a pre-trained LLM using Group Relative Policy Optimization (GRPO) on a set of 2k diverse prompts. We then assess the pre- and post-finetuning models on both educational and general-domain benchmarks across the three HPC dimensions. Experimental results demonstrate that the fine-tuned model exhibits significantly improved alignment with pedagogical helpfulness, personalization, and creativity stimulation. This study presents a scalable and effective approach to aligning LLMs with nuanced and desirable educational traits, paving the way for the development of more engaging, pedagogically aligned AI tutors.

Online education platforms, leveraging the internet to distribute education resources, seek to provide convenient education but often fall short in real-time communication with students. They often struggle to offer personalized education resources due to the challenge of addressing the diverse obstacles students encounter throughout their learning journey. Recently, the emergence of large language models (LLMs), such as ChatGPT, offers the possibility for resolving this issue by comprehending individual requests. Although LLMs have been successful in various fields, creating an LLM-based education system is still challenging for the wide range of educational skills required. This paper reviews the recently emerged LLM researches related to educational capabilities, including mathematics, writing, programming, reasoning, and knowledge-based question answering, with the aim to explore their potential in constructing the next-generation intelligent education system. Based on the current development status, we further outline two approaches for an LLM-based education system: a unified approach and a mixture-of-expert (MoE) approach. Finally, we explore the challenges and future directions, providing new research opportunities and perspectives on adapting LLMs for education.

The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than 56%, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a 60% pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.

Large language models (LLMs) such as ChatGPT have received immense interest for their general-purpose language understanding and, in particular, their ability to generate high-quality text or computer code. For many professions, LLMs represent an invaluable tool that can speed up and improve the quality of work. In this note, we discuss to what extent they can aid professional mathematicians. We first provide a mathematical description of the transformer model used in all modern language models. Based on recent studies, we then outline best practices and potential issues and report on the mathematical abilities of language models. Finally, we shed light on the potential of LMMs to change how mathematicians work.

This study evaluates the effectiveness of various large language models (LLMs) in performing tasks common among undergraduate computer science students. Although a number of research studies in the computing education community have explored the possibility of using LLMs for a variety of tasks, there is a lack of comprehensive research comparing different LLMs and evaluating which LLMs are most effective for different tasks. Our research systematically assesses some of the publicly available LLMs such as Google Bard, ChatGPT(3.5), GitHub Copilot Chat, and Microsoft Copilot across diverse tasks commonly encountered by undergraduate computer science students in India. These tasks include code explanation and documentation, solving class assignments, technical interview preparation, learning new concepts and frameworks, and email writing. Evaluation for these tasks was carried out by pre-final year and final year undergraduate computer science students and provides insights into the models' strengths and limitations. This study aims to guide students as well as instructors in selecting suitable LLMs for any specific task and offers valuable insights on how LLMs can be used constructively by students and instructors.

We introduce AI University (AI-U), a flexible framework for AI-driven course content delivery that adapts to instructors' teaching styles. At its core, AI-U fine-tunes a large language model (LLM) with retrieval-augmented generation (RAG) to generate instructor-aligned responses from lecture videos, notes, and textbooks. Using a graduate-level finite-element-method (FEM) course as a case study, we present a scalable pipeline to systematically construct training data, fine-tune an open-source LLM with Low-Rank Adaptation (LoRA), and optimize its responses through RAG-based synthesis. Our evaluation - combining cosine similarity, LLM-based assessment, and expert review - demonstrates strong alignment with course materials. We also have developed a prototype web application, available at https://my-ai-university.com, that enhances traceability by linking AI-generated responses to specific sections of the relevant course material and time-stamped instances of the open-access video lectures. Our expert model is found to have greater cosine similarity with a reference on 86% of test cases. An LLM judge also found our expert model to outperform the base Llama 3.2 model approximately four times out of five. AI-U offers a scalable approach to AI-assisted education, paving the way for broader adoption in higher education. Here, our framework has been presented in the setting of a class on FEM - a subject that is central to training PhD and Master students in engineering science. However, this setting is a particular instance of a broader context: fine-tuning LLMs to research content in science.

Large language models (LLMs) have become increasingly capable problem solvers, but being able to solve a problem is not the same as being able to teach it. Existing approaches to training LLMs as teachers rely on demonstrations, preference data, or predefined pedagogical criteria that specify what good teaching looks like. However, these signals are often not grounded in individual student learning outcomes, where effective teaching strategies can vary substantially across learners. To address this, we introduce Sherpa, a multi-turn reinforcement learning framework that instantiates multiple student archetypes with LLMs conditioned on distinct learning preferences and trains a teacher model to adapt its instruction by directly maximizing their learning outcomes. Teacher LLMs trained with Sherpa improve instructed students' performance across all archetypes by an average of 20.5 percentage points. Under MathTutorBench's evaluation, Sherpa raises the overall pedagogy score from 52.5% to 79.2%, indicating better teaching responses. Our human studies show that the trained teacher is preferred over the base model in 79.6% of pairwise comparisons. Together, Sherpa trains LLM teachers to adapt to diverse simulated students and become better aligned with human teachers, paving the road towards AI tutors teaching real students.

Recent work has explored the use of large language models (LLMs) to generate tutoring responses in mathematics, yet it remains unclear how closely their instructional behavior aligns with expert human practice. We analyze a dataset of math remediation dialogues in which expert tutors, novice tutors, and seven LLMs of varying sizes, comprising both open-weight and commercial models, respond to the same student errors. We examine instructional strategies and linguistic characteristics of tutoring responses, including uptake (restating and revoicing), pressing for accuracy and reasoning, lexical diversity, readability, politeness, and agency. We find that expert tutors produce higher-quality responses than novices, and that larger LLMs generally receive higher pedagogical quality ratings than smaller models, approaching expert performance on average. However, LLMs exhibit systematic differences in their instructional profiles: they underuse discursive strategies characteristic of expert tutors while generating longer, more lexically diverse, and more polite responses. Regression analyses show that pressing for accuracy and reasoning, restating and revoicing, and lexical diversity, are positively associated with perceived pedagogical quality, whereas higher levels of agentic and polite language are negatively associated. These findings highlight the importance of analyzing instructional strategies and linguistic characteristics when evaluating tutoring responses across human tutors and intelligent tutoring systems.

Effective math tutoring requires not only solving problems but also diagnosing students' difficulties and guiding them step by step. While multimodal large language models (MLLMs) show promise, existing benchmarks largely overlook these tutoring skills. We introduce MMTutorBench, the first benchmark for AI math tutoring, consisting of 685 problems built around pedagogically significant key-steps. Each problem is paired with problem-specific rubrics that enable fine-grained evaluation across six dimensions, and structured into three tasks-Insight Discovery, Operation Formulation, and Operation Execution. We evaluate 12 leading MLLMs and find clear performance gaps between proprietary and open-source systems, substantial room compared to human tutors, and consistent trends across input variants: OCR pipelines degrade tutoring quality, few-shot prompting yields limited gains, and our rubric-based LLM-as-a-Judge proves highly reliable. These results highlight both the difficulty and diagnostic value of MMTutorBench for advancing AI tutoring.

Large Language Models(LLMs)have become effective tools for natural language processing and have been used in many different fields. This essay offers a succinct summary of various LLM subcategories. The survey emphasizes recent developments and efforts made for various LLM kinds, including task-based financial LLMs, multilingual language LLMs, biomedical and clinical LLMs, vision language LLMs, and code language models. The survey gives a general summary of the methods, attributes, datasets, transformer models, and comparison metrics applied in each category of LLMs. Furthermore, it highlights unresolved problems in the field of developing chatbots and virtual assistants, such as boosting natural language processing, enhancing chatbot intelligence, and resolving moral and legal dilemmas. The purpose of this study is to provide readers, developers, academics, and users interested in LLM-based chatbots and virtual intelligent assistant technologies with useful information and future directions.

Artificial intelligence (AI) has a profound impact on traditional education. In recent years, large language models (LLMs) have been increasingly used in various applications such as natural language processing, computer vision, speech recognition, and autonomous driving. LLMs have also been applied in many fields, including recommendation, finance, government, education, legal affairs, and finance. As powerful auxiliary tools, LLMs incorporate various technologies such as deep learning, pre-training, fine-tuning, and reinforcement learning. The use of LLMs for smart education (LLMEdu) has been a significant strategic direction for countries worldwide. While LLMs have shown great promise in improving teaching quality, changing education models, and modifying teacher roles, the technologies are still facing several challenges. In this paper, we conduct a systematic review of LLMEdu, focusing on current technologies, challenges, and future developments. We first summarize the current state of LLMEdu and then introduce the characteristics of LLMs and education, as well as the benefits of integrating LLMs into education. We also review the process of integrating LLMs into the education industry, as well as the introduction of related technologies. Finally, we discuss the challenges and problems faced by LLMEdu, as well as prospects for future optimization of LLMEdu.

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.

Large Language Models (LLMs) have significantly advanced the development of Legal Artificial Intelligence (Legal AI) in recent years, enhancing the efficiency and accuracy of legal tasks. To advance research and applications of LLM-based approaches in legal domain, this paper provides a comprehensive review of 16 legal LLMs series and 47 LLM-based frameworks for legal tasks, and also gather 15 benchmarks and 29 datasets to evaluate different legal capabilities. Additionally, we analyse the challenges and discuss future directions for LLM-based approaches in the legal domain. We hope this paper provides a systematic introduction for beginners and encourages future research in this field. Resources are available at https://github.com/ZhitianHou/LLMs4LegalAI.

Reinforcement learning (RL) for non-verifiable instruction following increasingly relies on LLM judges with prompt-specific rubrics as reward signals. While recent methods adapt these rubrics to the evolving policy during training, the training prompts themselves remain static, drawn from fixed corpora. This static approach often results in a critical misalignment between prompt difficulty and policy capability, leaving the judge unable to recover a discriminative reward signal when prompts fail to elicit quality variance among rollouts. To address this misalignment, we introduce LLM-as-a-Tutor, a framework that extends the LLM's role from judge to tutor: a single model serves as an examiner that pairwise-compares policy rollouts to detect non-challenging prompts, and as a generator that appends atomic constraints to them. This append-only design monotonically raises difficulty in step with the policy's capability, producing a self-calibrating training signal without external difficulty schedules. On three complex instruction-following benchmarks, our method consistently outperforms both policy-unaware baselines and prior policy-adaptive methods that adapt rubrics or rewrite prompts, suggesting prompt adaptation as a missing axis of policy-awareness in non-verifiable RL.

Recent research on large language models (LLMs) has primarily focused on their adaptation and application in specialized domains. The application of LLMs in the medical field is mainly concentrated on tasks such as the automation of medical report generation, summarization, diagnostic reasoning, and question-and-answer interactions between doctors and patients. The challenge of becoming a good teacher is more formidable than that of becoming a good student, and this study pioneers the application of LLMs in the field of medical education. In this work, we investigate the extent to which LLMs can generate medical qualification exam questions and corresponding answers based on few-shot prompts. Utilizing a real-world Chinese dataset of elderly chronic diseases, we tasked the LLMs with generating open-ended questions and answers based on a subset of sampled admission reports across eight widely used LLMs, including ERNIE 4, ChatGLM 4, Doubao, Hunyuan, Spark 4, Qwen, Llama 3, and Mistral. Furthermore, we engaged medical experts to manually evaluate these open-ended questions and answers across multiple dimensions. The study found that LLMs, after using few-shot prompts, can effectively mimic real-world medical qualification exam questions, whereas there is room for improvement in the correctness, evidence-based statements, and professionalism of the generated answers. Moreover, LLMs also demonstrate a decent level of ability to correct and rectify reference answers. Given the immense potential of artificial intelligence in the medical field, the task of generating questions and answers for medical qualification exams aimed at medical students, interns and residents can be a significant focus of future research.

Mathematics is often perceived as a complex subject by students, leading to high failure rates in exams. To improve Mathematics skills, it is important to provide sample questions for students to practice problem-solving. Manually creating Math Word Problems (MWPs) is time consuming for tutors, because they have to type in natural language while adhering to grammar and spelling rules of the language. Existing Deep Learning techniques for MWP generation either require a tutor to provide the initial portion of the MWP, and/or additional information such as an equation. In this paper, we present an MWP generation system based on Large Language Models (LLMs) that overcome the need for additional input - the only input to our system is the number of MWPs needed, the grade and the type of question (e.g. addition, subtraction). Unlike the existing LLM-based solutions for MWP generation, we carried out an extensive set of experiments involving different LLMs, prompting strategies, techniques to improve the diversity of questions, as well as techniques that employ human feedback to improve LLM performance. Human and automated evaluations confirmed that the generated MWPs are high in quality, with minimal spelling and grammar issues. However, LLMs still struggle to generate questions that adhere to the specified grade and question type requirements.

In this paper, we introduce SaulLM-7B, a large language model (LLM) tailored for the legal domain. With 7 billion parameters, SaulLM-7B is the first LLM designed explicitly for legal text comprehension and generation. Leveraging the Mistral 7B architecture as its foundation, SaulLM-7B is trained on an English legal corpus of over 30 billion tokens. SaulLM-7B exhibits state-of-the-art proficiency in understanding and processing legal documents. Additionally, we present a novel instructional fine-tuning method that leverages legal datasets to further enhance SaulLM-7B's performance in legal tasks. SaulLM-7B is released under the CC-BY-SA-4.0 License.

This article reports the results of a study examining the ability of legal and non-legal Large Language Models to perform legal analysis using the Issue-Rule-Application-Conclusion framework. LLMs were tested on legal reasoning tasks involving rule analysis and analogical reasoning. The results show that LLMs can conduct basic IRAC analysis, but are limited by brief responses lacking detail, an inability to commit to answers, false confidence, and hallucinations. The study compares legal and nonlegal LLMs, identifies shortcomings, and explores traits that may hinder their ability to think like a lawyer. It also discusses the implications for legal education and practice, highlighting the need for critical thinking skills in future lawyers and the potential pitfalls of overreliance on artificial intelligence AI resulting in a loss of logic, reasoning, and critical thinking skills.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

This paper provides a primer on Large Language Models (LLMs) and identifies their strengths, limitations, applications and research directions. It is intended to be useful to those in academia and industry who are interested in gaining an understanding of the key LLM concepts and technologies, and in utilising this knowledge in both day to day tasks and in more complex scenarios where this technology can enhance current practices and processes.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

Large language models (LLMs) have shown excellent mastering of human language, but still struggle in real-world applications that require mathematical problem-solving. While many strategies and datasets to enhance LLMs' mathematics are developed, it remains a challenge to simultaneously maintain and improve both language and mathematical capabilities in deployed LLM systems.In this work, we tailor the Self-Critique pipeline, which addresses the challenge in the feedback learning stage of LLM alignment. We first train a general Math-Critique model from the LLM itself to provide feedback signals. Then, we sequentially employ rejective fine-tuning and direct preference optimization over the LLM's own generations for data collection. Based on ChatGLM3-32B, we conduct a series of experiments on both academic and our newly created challenging dataset, MathUserEval. Results show that our pipeline significantly enhances the LLM's mathematical problem-solving while still improving its language ability, outperforming LLMs that could be two times larger. Related techniques have been deployed to ChatGLM\url{https://chatglm.cn}, an online serving LLM. Related evaluation dataset and scripts are released at https://github.com/THUDM/ChatGLM-Math.

In recent years, large pre-trained language models (LLMs) have demonstrated the ability to follow instructions and perform novel tasks from a few examples. The possibility to parameterise an LLM through such in-context examples widens their capability at a much lower cost than finetuning. We extend this line of reasoning and present a method which further expands the capabilities of an LLM by embedding it within an algorithm or program. To demonstrate the benefits of this approach, we present an illustrative example of evidence-supported question-answering. We obtain a 6.4\% improvement over the chain of thought baseline through a more algorithmic approach without any finetuning. Furthermore, we highlight recent work from this perspective and discuss the advantages and disadvantages in comparison to the standard approaches.

Can Large Language Models understand how students learn? As LLMs are deployed for adaptive testing and personalized tutoring, this question becomes urgent -- yet we cannot answer it with existing resources. Current educational datasets provide only question identifiers and binary correctness labels, rendering them opaque to LLMs that reason in natural language. We address this gap with FoundationalASSIST, the first English educational dataset providing the complete information needed for research on LLMs in education: full question text, actual student responses (not just right/wrong), records of which wrong answers students chose, and alignment to Common Core K-12 standards. These 1.7 million interactions from 5,000 students enable research directions that were previously impossible to pursue, from fine-tuning student models to analyzing misconception patterns. To demonstrate the dataset's utility, we evaluate four frontier models (GPT-OSS-120B, Llama-3.3-70B, Qwen3-Next-80B variants) on two complementary task families: Knowledge Tracing, testing whether LLMs can predict student performance on questions, and the exact answer a student will give; and Pedagogical Grounding, testing whether LLMs understand the properties that make assessment items effective. Our evaluation reveals significant gaps in current LLM capabilities. Every model barely achieves a trivial baseline on knowledge tracing. All models fall below random chance on item discrimination, indicating that LLMs do not understand what makes one problem more diagnostic than another. Models do show competence at judging relative difficulty (up to 68.6%), but this partial success only highlights the gaps elsewhere. These results establish that substantial advances are needed before LLMs can reliably support personalized learning at scale. We release FoundationalASSIST to support progress on these foundational challenges.

As LLMs gain more popularity as chatbots and general assistants, methods have been developed to enable LLMs to follow instructions and align with human preferences. These methods have found success in the field, but their effectiveness has not been demonstrated outside of high-resource languages. In this work, we discuss our experiences in post-training an LLM for instruction-following for English and Finnish. We use a multilingual LLM to translate instruction and preference datasets from English to Finnish. We perform instruction tuning and preference optimization in English and Finnish and evaluate the instruction-following capabilities of the model in both languages. Our results show that with a few hundred Finnish instruction samples we can obtain competitive performance in Finnish instruction-following. We also found that although preference optimization in English offers some cross-lingual benefits, we obtain our best results by using preference data from both languages. We release our model, datasets, and recipes under open licenses at https://huggingface.co/LumiOpen/Poro-34B-chat-OpenAssistant

We propose DISC-LawLLM, an intelligent legal system utilizing large language models (LLMs) to provide a wide range of legal services. We adopt legal syllogism prompting strategies to construct supervised fine-tuning datasets in the Chinese Judicial domain and fine-tune LLMs with legal reasoning capability. We augment LLMs with a retrieval module to enhance models' ability to access and utilize external legal knowledge. A comprehensive legal benchmark, DISC-Law-Eval, is presented to evaluate intelligent legal systems from both objective and subjective dimensions. Quantitative and qualitative results on DISC-Law-Eval demonstrate the effectiveness of our system in serving various users across diverse legal scenarios. The detailed resources are available at https://github.com/FudanDISC/DISC-LawLLM.

The promise of generative AI to revolutionize education is constrained by the pedagogical limits of large language models (LLMs). A major issue is the lack of access to high-quality training data that reflect the learning of actual students. Prompt engineering has emerged as a stopgap, but the ability of prompts to encode complex pedagogical strategies in rule-based natural language is inherently limited. To address this gap we introduce TeachLM - an LLM optimized for teaching through parameter-efficient fine-tuning of state-of-the-art models. TeachLM is trained on a dataset comprised of 100,000 hours of one-on-one, longitudinal student-tutor interactions maintained by Polygence, which underwent a rigorous anonymization process to protect privacy. We use parameter-efficient fine-tuning to develop an authentic student model that enables the generation of high-fidelity synthetic student-tutor dialogues. Building on this capability, we propose a novel multi-turn evaluation protocol that leverages synthetic dialogue generation to provide fast, scalable, and reproducible assessments of the dialogical capabilities of LLMs. Our evaluations demonstrate that fine-tuning on authentic learning data significantly improves conversational and pedagogical performance - doubling student talk time, improving questioning style, increasing dialogue turns by 50%, and greater personalization of instruction.

Large Language Models (LLMs) have been profusely evaluated on their ability to answer questions on many topics and their performance on different natural language understanding tasks. Those tests are usually conducted in English, but most LLM users are not native English speakers. Therefore, it is of interest to analyze how LLMs understand other languages at different levels: from paragraphs to morphems. In this paper, we evaluate the performance of state-of-the-art LLMs in TELEIA, a recently released benchmark with similar questions to those of Spanish exams for foreign students, covering topics such as reading comprehension, word formation, meaning and compositional semantics, and grammar. The results show that LLMs perform well at understanding Spanish but are still far from achieving the level of a native speaker in terms of grammatical competence.

The rapid advancement of Large Language Models (LLMs) has driven their expanding application across various fields. One of the most promising applications is their role as evaluators based on natural language responses, referred to as ''LLMs-as-judges''. This framework has attracted growing attention from both academia and industry due to their excellent effectiveness, ability to generalize across tasks, and interpretability in the form of natural language. This paper presents a comprehensive survey of the LLMs-as-judges paradigm from five key perspectives: Functionality, Methodology, Applications, Meta-evaluation, and Limitations. We begin by providing a systematic definition of LLMs-as-Judges and introduce their functionality (Why use LLM judges?). Then we address methodology to construct an evaluation system with LLMs (How to use LLM judges?). Additionally, we investigate the potential domains for their application (Where to use LLM judges?) and discuss methods for evaluating them in various contexts (How to evaluate LLM judges?). Finally, we provide a detailed analysis of the limitations of LLM judges and discuss potential future directions. Through a structured and comprehensive analysis, we aim aims to provide insights on the development and application of LLMs-as-judges in both research and practice. We will continue to maintain the relevant resource list at https://github.com/CSHaitao/Awesome-LLMs-as-Judges.

Legal Prompt Engineering (LPE) or Legal Prompting is a process to guide and assist a large language model (LLM) with performing a natural legal language processing (NLLP) skill. Our goal is to use LPE with LLMs over long legal documents for the Legal Judgement Prediction (LJP) task. We investigate the performance of zero-shot LPE for given facts in case-texts from the European Court of Human Rights (in English) and the Federal Supreme Court of Switzerland (in German, French and Italian). Our results show that zero-shot LPE is better compared to the baselines, but it still falls short compared to current state of the art supervised approaches. Nevertheless, the results are important, since there was 1) no explicit domain-specific data used - so we show that the transfer to the legal domain is possible for general-purpose LLMs, and 2) the LLMs where directly applied without any further training or fine-tuning - which in turn saves immensely in terms of additional computational costs.

Scaling high-quality tutoring remains a major challenge in education. Due to growing demand, many platforms employ novice tutors who, unlike experienced educators, struggle to address student mistakes and thus fail to seize prime learning opportunities. Our work explores the potential of large language models (LLMs) to close the novice-expert knowledge gap in remediating math mistakes. We contribute Bridge, a method that uses cognitive task analysis to translate an expert's latent thought process into a decision-making model for remediation. This involves an expert identifying (A) the student's error, (B) a remediation strategy, and (C) their intention before generating a response. We construct a dataset of 700 real tutoring conversations, annotated by experts with their decisions. We evaluate state-of-the-art LLMs on our dataset and find that the expert's decision-making model is critical for LLMs to close the gap: responses from GPT4 with expert decisions (e.g., "simplify the problem") are +76% more preferred than without. Additionally, context-sensitive decisions are critical to closing pedagogical gaps: random decisions decrease GPT4's response quality by -97% than expert decisions. Our work shows the potential of embedding expert thought processes in LLM generations to enhance their capability to bridge novice-expert knowledge gaps. Our dataset and code can be found at: https://github.com/rosewang2008/bridge.

Current LLM assistants are powerful at answering questions, but they have limited access to the behavioral context that reveals when and where a user is struggling. We present a gaze-grounded multimodal LLM assistant that uses egocentric video with gaze overlays to identify likely points of difficulty and target follow-up retrospective assistance. We instantiate this vision in a controlled study (n=36) comparing the gaze-aware AI assistant to a text-only LLM assistant. Compared to a conventional LLM assistant, the gaze-aware assistant was rated as significantly more accurate and personalized in its assessments of users' reading behavior and significantly improved people's ability to recall information. Users spoke significantly fewer words with the gaze-aware assistant, indicating more efficient interactions. Qualitative results underscored both perceived benefits in comprehension and challenges when interpretations of gaze behaviors were inaccurate. Our findings suggest that gaze-aware LLM assistants can reason about cognitive needs to improve cognitive outcomes of users.

Large language models (LLMs) have demonstrated strong capabilities in various aspects. However, when applying them to the highly specialized, safe-critical legal domain, it is unclear how much legal knowledge they possess and whether they can reliably perform legal-related tasks. To address this gap, we propose a comprehensive evaluation benchmark LawBench. LawBench has been meticulously crafted to have precise assessment of the LLMs' legal capabilities from three cognitive levels: (1) Legal knowledge memorization: whether LLMs can memorize needed legal concepts, articles and facts; (2) Legal knowledge understanding: whether LLMs can comprehend entities, events and relationships within legal text; (3) Legal knowledge applying: whether LLMs can properly utilize their legal knowledge and make necessary reasoning steps to solve realistic legal tasks. LawBench contains 20 diverse tasks covering 5 task types: single-label classification (SLC), multi-label classification (MLC), regression, extraction and generation. We perform extensive evaluations of 51 LLMs on LawBench, including 20 multilingual LLMs, 22 Chinese-oriented LLMs and 9 legal specific LLMs. The results show that GPT-4 remains the best-performing LLM in the legal domain, surpassing the others by a significant margin. While fine-tuning LLMs on legal specific text brings certain improvements, we are still a long way from obtaining usable and reliable LLMs in legal tasks. All data, model predictions and evaluation code are released in https://github.com/open-compass/LawBench/. We hope this benchmark provides in-depth understanding of the LLMs' domain-specified capabilities and speed up the development of LLMs in the legal domain.

We present Multi-expert Prompting, a novel enhancement of ExpertPrompting (Xu et al., 2023), designed to improve the large language model (LLM) generation. Specifically, it guides an LLM to fulfill an input instruction by simulating multiple experts, aggregating their responses, and selecting the best among individual and aggregated responses. This process is performed in a single chain of thoughts through our seven carefully designed subtasks derived from the Nominal Group Technique (Ven and Delbecq, 1974), a well-established decision-making framework. Our evaluations demonstrate that Multi-expert Prompting significantly outperforms ExpertPrompting and comparable baselines in enhancing the truthfulness, factuality, informativeness, and usefulness of responses while reducing toxicity and hurtfulness. It further achieves state-of-the-art truthfulness by outperforming the best baseline by 8.69% with ChatGPT. Multi-expert Prompting is efficient, explainable, and highly adaptable to diverse scenarios, eliminating the need for manual prompt construction.

Recent generative reasoning breakthroughs have transformed how large language models (LLMs) tackle complex problems by dynamically retrieving and refining information while generating coherent, multi-step thought processes. Techniques such as inference-time scaling, reinforcement learning, supervised fine-tuning, and distillation have been successfully applied to models like DeepSeek-R1, OpenAI's o1 & o3, GPT-4o, Qwen-32B, and various Llama variants, resulting in enhanced reasoning capabilities. In this paper, we provide a comprehensive analysis of the top 27 LLM models released between 2023 and 2025 (including models such as Mistral AI Small 3 24B, DeepSeek-R1, Search-o1, QwQ-32B, and phi-4). Then, we present an extensive overview of training methodologies that spans general training approaches, mixture-of-experts (MoE) and architectural innovations, retrieval-augmented generation (RAG), chain-of-thought and self-improvement techniques, as well as test-time compute scaling, distillation, and reinforcement learning (RL) methods. Finally, we discuss the key challenges in advancing LLM capabilities, including improving multi-step reasoning without human supervision, overcoming limitations in chained tasks, balancing structured prompts with flexibility, and enhancing long-context retrieval and external tool integration.

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.

Assessing student's answers and in particular natural language answers is a crucial challenge in the field of education. Advances in machine learning, including transformer-based models such as Large Language Models(LLMs), have led to significant progress in various natural language tasks. Nevertheless, amidst the growing trend of evaluating LLMs across diverse tasks, evaluating LLMs in the realm of automated answer assesment has not received much attention. To address this gap, we explore the potential of using LLMs for automated assessment of student's short and open-ended answer. Particularly, we use LLMs to compare students' explanations with expert explanations in the context of line-by-line explanations of computer programs. For comparison purposes, we assess both Large Language Models (LLMs) and encoder-based Semantic Textual Similarity (STS) models in the context of assessing the correctness of students' explanation of computer code. Our findings indicate that LLMs, when prompted in few-shot and chain-of-thought setting perform comparable to fine-tuned encoder-based models in evaluating students' short answers in programming domain.

In recent years, Large Language Models (LLMs) have achieved almost human-like performance on various tasks. While some LLMs have been trained on multilingual data, most of the training data is in English. Hence, their performance in English greatly exceeds their performance in other languages. This document presents our approach to training and evaluating the first foundational and chat LLM specialized for Romanian.

This tutorial explores the advancements and challenges in the development of Large Language Models (LLMs) such as ChatGPT and Gemini. It addresses inherent limitations like temporal knowledge cutoffs, mathematical inaccuracies, and the generation of incorrect information, proposing solutions like Retrieval Augmented Generation (RAG), Program-Aided Language Models (PAL), and frameworks such as ReAct and LangChain. The integration of these techniques enhances LLM performance and reliability, especially in multi-step reasoning and complex task execution. The paper also covers fine-tuning strategies, including instruction fine-tuning, parameter-efficient methods like LoRA, and Reinforcement Learning from Human Feedback (RLHF) as well as Reinforced Self-Training (ReST). Additionally, it provides a comprehensive survey of transformer architectures and training techniques for LLMs. The toolbox for implementing these techniques is publicly available at https://github.com/giorgioroffo/large_language_models_open_suite

In recent years, Recommender Systems(RS) have witnessed a transformative shift with the advent of Large Language Models(LLMs) in the field of Natural Language Processing(NLP). These models such as OpenAI's GPT-3.5/4, Llama from Meta, have demonstrated unprecedented capabilities in understanding and generating human-like text. This has led to a paradigm shift in the realm of personalized and explainable recommendations, as LLMs offer a versatile toolset for processing vast amounts of textual data to enhance user experiences. To provide a comprehensive understanding of the existing LLM-based recommendation systems, this survey aims to analyze how RS can benefit from LLM-based methodologies. Furthermore, we describe major challenges in Personalized Explanation Generating(PEG) tasks, which are cold-start problems, unfairness and bias problems in RS.

Student simulation can support learning-by-teaching pedagogy where human students (as tutors) teach AI-simulated novice students (as tutees). Recent research often relies on prompt engineering with large language models (LLMs) to simulate novice student behaviour, but it is difficult to keep the AI-simulated student at a stable novice knowledge level. A key reason is that many LLMs are trained to be broadly capable, so even when prompted to "act like a novice," the LLMs can still produce expert-level explanations during the learning-by-teaching interaction process. As a result, the AI-simulated student may drift beyond the intended knowledge level, reducing the credibility of the simulation for studying learning-by-teaching processes. Thus, we propose a knowledge-level simulation approach based on machine unlearning. We investigate this approach using a dataset of multiple-choice questions on Python programming concepts. We apply machine unlearning to transform a knowledgeable LLM into a novice-level AI student (i.e., teachable agent), then evaluate whether the teachable agent can relearn targeted knowledge components through learning-by-teaching dialogue interactions. Finally, we analyse the dialogue logs to characterise how the agent's behaviour changes over time, including its question asking, error patterns, and responsiveness to instruction. The results show that (1) unlearning produces simulated student agents with more novice-like responses than prompt-only baselines, (2) the agents recover a measurable portion of the unlearned knowledge under structured exposure, and (3) dialogue analyses reveal identifiable trajectories of conceptual change and teaching moves that predict learning recovery.

Large Language Models (LLMs) have demonstrated remarkable capabilities in understanding and generating human-like content. This has revolutionized various sectors such as healthcare, software development, and education. In education, LLMs offer potential for personalized and interactive learning experiences, especially in regions with limited teaching resources. However, adapting these models effectively to curriculum-specific content, such as the National Council of Educational Research and Training (NCERT) syllabus in India, presents unique challenges in terms of accuracy, alignment, and pedagogical relevance. In this paper, we present the framework "PustakAI"Pustak means `book' in many Indian languages. for the design and evaluation of a novel question-answering dataset "NCERT-QA" aligned with the NCERT curriculum for English and Science subjects of grades 6 to 8. We classify the curated QA pairs as Factoid, Inferential, and Others (evaluative and reasoning). We evaluate the dataset with various prompting techniques, such as meta-prompt, few-shot, and CoT-style prompting, using diverse evaluation metrics to understand which approach aligns more efficiently with the structure and demands of the curriculum. Along with the usability of the dataset, we analyze the strengths and limitations of current open-source LLMs (Gemma3:1b, Llama3.2:3b, and Nemotron-mini:4b) and high-end LLMs (Llama-4-Scout-17B and Deepseek-r1-70B) as AI-based learning tools in formal education systems.

To use Large Language Models (LLMs) in a targeted way for NLP problems in RE, we require both (1) basic knowledge about the inner workings of LLMs and (2) a guideline on how to select and systematically utilize or repurpose LLMs for NLP4RE tasks. This chapter establishes the required knowledge and introduces the fundamentals of LLMs in the first part. In the second part, we present a detailed guideline for students, researchers, and practitioners on using LLMs for their purposes.

The current study describes a cost-effective method for adapting large language models (LLMs) for academic advising with study-abroad contexts in mind and for application in low-resource methods for acculturation. With the Mistral-7B-Instruct model applied with a Low-Rank Adaptation (LoRA) method and a 4-bit quantization method, the model underwent training in two distinct stages related to this study's purpose to enhance domain specificity while maintaining computational efficiency. In Phase 1, the model was conditioned with a synthetic dataset via the Gemini Pro API, and in Phase 2, it was trained with manually curated datasets from the StudyAbroadGPT project to achieve enhanced, contextualized responses. Technical innovations entailed memory-efficient quantization, parameter-efficient adaptation, and continuous training analytics via Weights & Biases. After training, this study demonstrated a reduction in training loss by 52.7%, 92% accuracy in domain-specific recommendations, achieved 95% markdown-based formatting support, and a median run-rate of 100 samples per second on off-the-shelf GPU equipment. These findings support the effective application of instruction-tuned LLMs within educational advisers, especially in low-resource institutional scenarios. Limitations included decreased generalizability and the application of a synthetically generated dataset, but this framework is scalable for adding new multilingual-augmented and real-time academic advising processes. Future directions may include plans for the integration of retrieval-augmented generation, applying dynamic quantization routines, and connecting to real-time academic databases to increase adaptability and accuracy.

We introduce LLM-as-an-Interviewer, a novel paradigm for evaluating large language models (LLMs). This approach leverages multi-turn interactions where the LLM interviewer actively provides feedback on responses and poses follow-up questions to the evaluated LLM. At the start of the interview, the LLM interviewer dynamically modifies datasets to generate initial questions, mitigating data contamination. We apply the LLM-as-an-Interviewer framework to evaluate six models on the MATH and DepthQA tasks. Our results show that the framework effectively provides insights into LLM performance, including the quality of initial responses, adaptability to feedback, and ability to address follow-up queries like clarification or additional knowledge requests. The framework also addresses key limitations of conventional methods like LLM-as-a-Judge, including verbosity bias and inconsistency across runs. Finally, we propose the Interview Report, which aggregates insights from the interview process, providing examples and a comprehensive analysis of the LLM's strengths and weaknesses. This report offers a detailed snapshot of the model's real-world applicability. The code for our framework is publicly available at https://github.com/interview-eval/.

Large Language Models (LLMs) have demonstrated exceptional capabilities in various natural language tasks, often achieving performances that surpass those of humans. Despite these advancements, the domain of mathematics presents a distinctive challenge, primarily due to its specialized structure and the precision it demands. In this study, we adopted a two-step approach for investigating the proficiency of LLMs in answering mathematical questions. First, we employ the most effective LLMs, as identified by their performance on math question-answer benchmarks, to generate answers to 78 questions from the Math Stack Exchange (MSE). Second, a case analysis is conducted on the LLM that showed the highest performance, focusing on the quality and accuracy of its answers through manual evaluation. We found that GPT-4 performs best (nDCG of 0.48 and P@10 of 0.37) amongst existing LLMs fine-tuned for answering mathematics questions and outperforms the current best approach on ArqMATH3 Task1, considering P@10. Our Case analysis indicates that while the GPT-4 can generate relevant responses in certain instances, it does not consistently answer all questions accurately. This paper explores the current limitations of LLMs in navigating complex mathematical problem-solving. Through case analysis, we shed light on the gaps in LLM capabilities within mathematics, thereby setting the stage for future research and advancements in AI-driven mathematical reasoning. We make our code and findings publicly available for research: https://github.com/gipplab/LLM-Investig-MathStackExchange

Large Language Models (LLMs) have exhibited exceptional performance across a broad range of tasks and domains. However, they still encounter difficulties in solving mathematical problems due to the rigorous and logical nature of mathematics. Previous studies have employed techniques such as supervised fine-tuning (SFT), prompt engineering, and search-based methods to improve the mathematical problem-solving abilities of LLMs. Despite these efforts, their performance remains suboptimal and demands substantial computational resources. To address this issue, we propose a novel approach, BEATS, to enhance mathematical problem-solving abilities. Our method leverages newly designed prompts that guide the model to iteratively rewrite, advance by one step, and generate answers based on previous steps. Additionally, we introduce a new back-verification technique that uses LLMs to validate the correctness of the generated answers. Furthermore, we employ a pruning tree search to optimize search time while achieving strong performance. Notably, our method improves Qwen2-7b-Instruct's score from 36.94 to 61.52, outperforming GPT4's 42.5 on the MATH benchmark.

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

Better understanding of Large Language Models' (LLMs) legal analysis abilities can contribute to improving the efficiency of legal services, governing artificial intelligence, and leveraging LLMs to identify inconsistencies in law. This paper explores LLM capabilities in applying tax law. We choose this area of law because it has a structure that allows us to set up automated validation pipelines across thousands of examples, requires logical reasoning and maths skills, and enables us to test LLM capabilities in a manner relevant to real-world economic lives of citizens and companies. Our experiments demonstrate emerging legal understanding capabilities, with improved performance in each subsequent OpenAI model release. We experiment with retrieving and utilising the relevant legal authority to assess the impact of providing additional legal context to LLMs. Few-shot prompting, presenting examples of question-answer pairs, is also found to significantly enhance the performance of the most advanced model, GPT-4. The findings indicate that LLMs, particularly when combined with prompting enhancements and the correct legal texts, can perform at high levels of accuracy but not yet at expert tax lawyer levels. As LLMs continue to advance, their ability to reason about law autonomously could have significant implications for the legal profession and AI governance.

In this paper we discuss the capability of large language models to base their answer and provide proper references when dealing with legal matters of non-english and non-chinese speaking country. We discuss the history of legal information retrieval, the difference between case law and statute law, its impact on the legal tasks and analyze the latest research in this field. Basing on that background we introduce gAIus, the architecture of the cognitive LLM-based agent, whose responses are based on the knowledge retrieved from certain legal act, which is Polish Civil Code. We propose a retrieval mechanism which is more explainable, human-friendly and achieves better results than embedding-based approaches. To evaluate our method we create special dataset based on single-choice questions from entrance exams for law apprenticeships conducted in Poland. The proposed architecture critically leveraged the abilities of used large language models, improving the gpt-3.5-turbo-0125 by 419%, allowing it to beat gpt-4o and lifting gpt-4o-mini score from 31% to 86%. At the end of our paper we show the possible future path of research and potential applications of our findings.

Extending the capabilities of Large Language Models (LLMs) with functions or tools for environment interaction has led to the emergence of the agent paradigm. In industry, training an LLM is not always feasible because of the scarcity of domain data, legal holds on proprietary customer data, rapidly changing business requirements, and the need to prototype new assistants. Agents provide an elegant solution to the above by relying on the zero-shot reasoning abilities of the underlying LLM and utilizing tools to explore and reason over customer data and respond to user requests. However, there are two concerns here: (I) acquiring large scale customer queries for agent testing is time-consuming, and (II) high reliance on the tool call sequence (or trajectory) followed by the agent to respond to user queries may lead to unexpected or incorrect behavior. To address this, we propose MAG-V, a multi-agent framework to first generate a dataset of questions that mimic customer queries; and second, reverse-engineer alternate questions from the responses for trajectory verification. Initial results indicate that our synthetic data can improve agent performance on actual customer queries. Furthermore, our trajectory verification methodology, inspired by distant supervision and using traditional machine learning (ML) models, outperforms a GPT-4o judge baseline by 11% accuracy and matches the performance of a GPT-4 judge on our constructed dataset. Overall, our approach is a step towards unifying diverse task agents into a cohesive framework for achieving an aligned objective.

Large Language Models (LLMs), like LLaMA, have exhibited remarkable performance across various tasks. Nevertheless, when deployed to specific domains such as law or medicine, the models still confront the challenge of a deficiency in domain-specific knowledge and an inadequate capability to leverage that knowledge to resolve domain-related problems. In this paper, we propose a new framework to adapt LLMs to specific domains and build Lawyer LLaMA, a legal domain LLM, based on this framework. Specifically, we inject domain knowledge during the continual training stage and teach the model to learn professional skills using properly designed supervised fine-tuning tasks. Moreover, to alleviate the hallucination problem during the model's generation, we add a retrieval module and extract relevant legal articles before the model answers any queries. When learning domain-specific skills, we find that experts' experience is much more useful than experiences distilled from ChatGPT, where hundreds of expert-written data outperform tens of thousands of ChatGPT-generated ones. We will release our model and data.

Large language models (LLMs) have demonstrated their remarkable capacity across a variety of tasks. However, reasoning remains a challenge for LLMs. To improve LLMs' reasoning ability, process supervision has proven to be better than outcome supervision. In this work, we study using Monte Carlo Tree Search (MCTS) to generate process supervision data with LLMs themselves for training them. We sample reasoning steps with an LLM and assign each step a score that captures its "relative correctness," and the LLM is then trained by minimizing weighted log-likelihood of generating the reasoning steps. This generate-then-train process is repeated iteratively until convergence.Our experimental results demonstrate that the proposed methods considerably improve the performance of LLMs on two mathematical reasoning datasets. Furthermore, models trained on one dataset also exhibit improved performance on the other, showing the transferability of the enhanced reasoning ability.

Nowadays, the quality of responses generated by different modern large language models (LLMs) are hard to evaluate and compare automatically. Recent studies suggest and predominantly use LLMs as a reference-free metric for open-ended question answering. More specifically, they use the recognized "strongest" LLM as the evaluator, which conducts pairwise comparisons of candidate models' answers and provides a ranking score. However, this intuitive method has multiple problems, such as bringing in self-enhancement (favoring its own answers) and positional bias. We draw insights and lessons from the educational domain (Cho and MacArthur, 2011; Walsh, 2014) to improve LLM-based evaluations. Specifically, we propose the (1) peer rank (PR) algorithm that takes into account each peer LLM's pairwise preferences of all answer pairs, and outputs a final ranking of models; and (2) peer discussion (PD), where we prompt two LLMs to discuss and try to reach a mutual agreement on preferences of two answers. We conduct experiments on two benchmark datasets. We find that our approaches achieve higher accuracy and align better with human judgments, respectively. Interestingly, PR can induce a relatively accurate self-ranking of models under the anonymous setting, where each model's name is unrevealed. Our work provides space to explore evaluating models that are hard to compare for humans.

Current LLM training positions mathematical reasoning as a core capability. With publicly available sources fully tapped, there is unmet demand for diverse and challenging math questions. Relying solely on human experts is both time-consuming and costly, while LLM-generated questions often lack the requisite diversity and difficulty. We present a design framework that combines the strengths of LLMs with a human-in-the-loop approach to generate a diverse array of challenging math questions. We leverage LLM metacognition skills [Didolkar et al., 2024] of a strong LLM to extract core "skills" from existing math datasets. These skills serve as the basis for generating novel and difficult questions by prompting the LLM with random pairs of core skills. The use of two different skills within each question makes finding such questions an "out of distribution" task for both LLMs and humans. Our pipeline employs LLMs to iteratively generate and refine questions and solutions through multiturn prompting. Human annotators then verify and further refine the questions, with their efficiency enhanced via further LLM interactions. Applying this pipeline on skills extracted from the MATH dataset [Hendrycks et al., 2021] resulted in MATH^2 - a dataset of higher-quality math questions, as evidenced by: (a) Lower performance of all models on MATH^2 than on MATH (b) Higher performance on MATH when using MATH^2 questions as in-context examples. Although focused on mathematics, our methodology seems applicable to other domains requiring structured reasoning, and potentially as a component of scalable oversight. Also of interest is a striking relationship observed between models' performance on the new dataset: the success rate on MATH^2 is the square on MATH, suggesting that successfully solving the question in MATH^2 requires a nontrivial combination of two distinct math skills.

Metacognitive knowledge refers to humans' intuitive knowledge of their own thinking and reasoning processes. Today's best LLMs clearly possess some reasoning processes. The paper gives evidence that they also have metacognitive knowledge, including ability to name skills and procedures to apply given a task. We explore this primarily in context of math reasoning, developing a prompt-guided interaction procedure to get a powerful LLM to assign sensible skill labels to math questions, followed by having it perform semantic clustering to obtain coarser families of skill labels. These coarse skill labels look interpretable to humans. To validate that these skill labels are meaningful and relevant to the LLM's reasoning processes we perform the following experiments. (a) We ask GPT-4 to assign skill labels to training questions in math datasets GSM8K and MATH. (b) When using an LLM to solve the test questions, we present it with the full list of skill labels and ask it to identify the skill needed. Then it is presented with randomly selected exemplar solved questions associated with that skill label. This improves accuracy on GSM8k and MATH for several strong LLMs, including code-assisted models. The methodology presented is domain-agnostic, even though this article applies it to math problems.

While the rise of large language models (LLMs) has created rich new opportunities to learn about digital technology, many on the margins of this technology struggle to gain and maintain competency due to lexical or conceptual barriers that prevent them from asking appropriate questions. Although there have been many efforts to understand factuality of LLM-created content and ability of LLMs to answer questions, it is not well understood how unclear or nonstandard language queries affect the model outputs. We propose the creation of a dataset that captures questions of digital newcomers and outsiders, utilizing data we have compiled from a decade's worth of one-on-one tutoring. In this paper we lay out our planned efforts and some potential uses of this dataset.

The advent of large language models (LLMs) has led to significant achievements in various domains, including legal text processing. Leveraging LLMs for legal tasks is a natural evolution and an increasingly compelling choice. However, their capabilities are often portrayed as greater than they truly are. Despite the progress, we are still far from the ultimate goal of fully automating legal tasks using artificial intelligence (AI) and natural language processing (NLP). Moreover, legal systems are deeply domain-specific and exhibit substantial variation across different countries and languages. The need for building legal text processing applications for different natural languages is, therefore, large and urgent. However, there is a big challenge for legal NLP in low-resource languages such as Vietnamese due to the scarcity of resources and annotated data. The need for labeled legal corpora for supervised training, validation, and supervised fine-tuning is critical. In this paper, we introduce the VLQA dataset, a comprehensive and high-quality resource tailored for the Vietnamese legal domain. We also conduct a comprehensive statistical analysis of the dataset and evaluate its effectiveness through experiments with state-of-the-art models on legal information retrieval and question-answering tasks.

This paper presents a comprehensive and practical guide for practitioners and end-users working with Large Language Models (LLMs) in their downstream natural language processing (NLP) tasks. We provide discussions and insights into the usage of LLMs from the perspectives of models, data, and downstream tasks. Firstly, we offer an introduction and brief summary of current GPT- and BERT-style LLMs. Then, we discuss the influence of pre-training data, training data, and test data. Most importantly, we provide a detailed discussion about the use and non-use cases of large language models for various natural language processing tasks, such as knowledge-intensive tasks, traditional natural language understanding tasks, natural language generation tasks, emergent abilities, and considerations for specific tasks.We present various use cases and non-use cases to illustrate the practical applications and limitations of LLMs in real-world scenarios. We also try to understand the importance of data and the specific challenges associated with each NLP task. Furthermore, we explore the impact of spurious biases on LLMs and delve into other essential considerations, such as efficiency, cost, and latency, to ensure a comprehensive understanding of deploying LLMs in practice. This comprehensive guide aims to provide researchers and practitioners with valuable insights and best practices for working with LLMs, thereby enabling the successful implementation of these models in a wide range of NLP tasks. A curated list of practical guide resources of LLMs, regularly updated, can be found at https://github.com/Mooler0410/LLMsPracticalGuide.

LLMs are typically trained to answer user questions or follow instructions similarly to how human experts respond. However, in the standard alignment framework they lack the basic ability of explicit thinking before answering. Thinking is important for complex questions that require reasoning and planning -- but can be applied to any task. We propose a training method for equipping existing LLMs with such thinking abilities for general instruction following without use of additional human data. We achieve this by an iterative search and optimization procedure that explores the space of possible thought generations, allowing the model to learn how to think without direct supervision. For each instruction, the thought candidates are scored using a judge model to evaluate their responses only, and then optimized via preference optimization. We show that this procedure leads to superior performance on AlpacaEval and Arena-Hard, and shows gains from thinking on non-reasoning categories such as marketing, health and general knowledge, in addition to more traditional reasoning & problem-solving tasks.

Following the impressive development of LLMs, vision-language alignment in LLMs is actively being researched to enable multimodal reasoning and visual IO. This direction of research is particularly relevant to medical imaging because medical image analysis and generation consist of reasoning based on a combination of visual features and prior knowledge. Many recent works have focused on training adapter networks that serve as an information bridge between image processing networks and LLMs; but presumably, in order to achieve maximum reasoning potential of LLMs on visual information as well, visual and language features should be allowed to interact more freely. This is especially important in the medical domain because understanding and generating medical images such as chest X-rays (CXR) require not only accurate visual and language-based reasoning but also a more intimate mapping between the two modalities. Thus, taking inspiration from previous work on the transformer and VQ-GAN combination for bidirectional image and text generation, we build upon this approach and develop a method for instruction-tuning an LLM pre-trained only on text to gain vision-language capabilities for medical images. Specifically, we leverage a pretrained LLM's existing question-answering and instruction-following abilities to teach it to understand visual inputs by instructing it to answer questions about image inputs and, symmetrically, output both text and image responses appropriate to a given query by tuning the LLM with diverse tasks that encompass image-based text-generation and text-based image-generation. We show that our model, LLM-CXR, trained in this approach shows better image-text alignment in both CXR understanding and generation tasks while being smaller in size compared to previously developed models that perform a narrower range of tasks. The code is at https://github.com/hyn2028/llm-cxr.

While large language models (LLMs) have been increasingly adopted for machine translation (MT), their performance for specialist domains such as medicine and law remains an open challenge. Prior work has shown that LLMs can be domain-adapted at test-time by retrieving targeted few-shot demonstrations or terminologies for inclusion in the prompt. Meanwhile, for general-purpose LLM MT, recent studies have found some success in generating similarly useful domain knowledge from an LLM itself, prior to translation. Our work studies domain-adapted MT with LLMs through a careful prompting setup, finding that demonstrations consistently outperform terminology, and retrieval consistently outperforms generation. We find that generating demonstrations with weaker models can close the gap with larger model's zero-shot performance. Given the effectiveness of demonstrations, we perform detailed analyses to understand their value. We find that domain-specificity is particularly important, and that the popular multi-domain benchmark is testing adaptation to a particular writing style more so than to a specific domain.

The rise of Large Language Models (LLMs) such as ChatGPT and Gemini has posed new challenges for the academic community. With the help of these models, students can easily complete their assignments and exams, while educators struggle to detect AI-generated content. This has led to a surge in academic misconduct, as students present work generated by LLMs as their own, without putting in the effort required for learning. As AI tools become more advanced and produce increasingly human-like text, detecting such content becomes more challenging. This development has significantly impacted the academic world, where many educators are finding it difficult to adapt their assessment methods to this challenge. This research first demonstrates how LLMs have increased academic dishonesty, and then reviews state-of-the-art solutions for academic plagiarism in detail. A survey of datasets, algorithms, tools, and evasion strategies for plagiarism detection has been conducted, focusing on how LLMs and AI-generated content (AIGC) detection have affected this area. The survey aims to identify the gaps in existing solutions. Lastly, potential long-term solutions are presented to address the issue of academic plagiarism using LLMs based on AI tools and educational approaches in an ever-changing world.

The widespread availability of large language models (LLMs), such as ChatGPT, has significantly impacted education, raising both opportunities and challenges. Students can frequently interact with LLM-powered, interactive learning tools, but their usage patterns need to be analyzed to ensure ethical usage of these tools. To better understand how students interact with LLMs in an academic setting, we introduce StudyChat, a publicly available dataset capturing real-world student interactions with an LLM-powered tutoring chatbot in a semester-long, university-level artificial intelligence (AI) course. We deploy a web application that replicates ChatGPT's core functionalities, and use it to log student interactions with the LLM while working on programming assignments. We collect 1,197 conversations, which we annotate using a dialogue act labeling schema inspired by observed interaction patterns and prior research. Additionally, we analyze these interactions, highlight behavioral trends, and analyze how specific usage patterns relate to course outcomes. StudyChat provides a rich resource for the learning sciences and AI in education communities, enabling further research into the evolving role of LLMs in education.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Large Language Models (LLMs) have recently demonstrated remarkable capabilities in natural language processing tasks and beyond. This success of LLMs has led to a large influx of research contributions in this direction. These works encompass diverse topics such as architectural innovations, better training strategies, context length improvements, fine-tuning, multi-modal LLMs, robotics, datasets, benchmarking, efficiency, and more. With the rapid development of techniques and regular breakthroughs in LLM research, it has become considerably challenging to perceive the bigger picture of the advances in this direction. Considering the rapidly emerging plethora of literature on LLMs, it is imperative that the research community is able to benefit from a concise yet comprehensive overview of the recent developments in this field. This article provides an overview of the existing literature on a broad range of LLM-related concepts. Our self-contained comprehensive overview of LLMs discusses relevant background concepts along with covering the advanced topics at the frontier of research in LLMs. This review article is intended to not only provide a systematic survey but also a quick comprehensive reference for the researchers and practitioners to draw insights from extensive informative summaries of the existing works to advance the LLM research.

As the general capabilities of artificial intelligence (AI) agents continue to evolve, their ability to learn to master multiple complex tasks through experience remains a key challenge. Current LLM agents, particularly those based on proprietary language models, typically rely on prompts to incorporate knowledge about the target tasks. This approach does not allow the agent to internalize this information and instead relies on ever-expanding prompts to sustain its functionality in diverse scenarios. This resembles a system of notes used by a person affected by anterograde amnesia, the inability to form new memories. In this paper, we propose a novel method to train AI agents to incorporate knowledge and skills for multiple tasks without the need for either cumbersome note systems or prior high-quality demonstration data. Our approach employs an iterative process where the agent collects new experiences, receives corrective feedback from humans in the form of hints, and integrates this feedback into its weights via a context distillation training procedure. We demonstrate the efficacy of our approach by implementing it in a Llama-3-based agent that, after only a few rounds of feedback, outperforms advanced models GPT-4o and DeepSeek-V3 in tasksets requiring correct sequencing of information retrieval, tool use, and question answering.

In recent years, Large Language Models (LLMs) have shown great potential across a wide range of legal tasks. Despite these advances, mitigating hallucination remains a significant challenge, with state-of-the-art LLMs still frequently generating incorrect legal references. In this paper, we focus on the problem of legal citation prediction within the Australian law context, where correctly identifying and citing relevant legislations or precedents is critical. We compare several approaches: prompting general purpose and law-specialised LLMs, retrieval-only pipelines with both generic and domain-specific embeddings, task-specific instruction-tuning of LLMs, and hybrid strategies that combine LLMs with retrieval augmentation, query expansion, or voting ensembles. Our findings indicate that domain-specific pre-training alone is insufficient for achieving satisfactory citation accuracy even after law-specialised pre-training. In contrast, instruction tuning on our task-specific dataset dramatically boosts performance reaching the best results across all settings. We also highlight that database granularity along with the type of embeddings play a critical role in the performance of retrieval systems. Among retrieval-based approaches, hybrid methods consistently outperform retrieval-only setups, and among these, ensemble voting delivers the best result by combining the predictive quality of instruction-tuned LLMs with the retrieval system.

Recent work (e.g. LAMA (Petroni et al., 2019)) has found that the quality of the factual information extracted from Large Language Models (LLMs) depends on the prompts used to query them. This inconsistency is problematic because different users will query LLMs for the same information using different wording, but should receive the same, accurate responses regardless. In this work we aim to address this shortcoming by introducing P-Adapters: lightweight models that sit between the embedding layer and first attention layer of LLMs. They take LLM embeddings as input and output continuous prompts that are used to query the LLM. Additionally, we investigate Mixture of Experts (MoE) models that learn a set of continuous prompts ("experts") and select one to query the LLM. They require a separate classifier trained on human-annotated data to map natural language prompts to the continuous ones. P-Adapters perform comparably to the more complex MoE models in extracting factual information from BERT and RoBERTa while eliminating the need for additional annotations. P-Adapters show between 12-26% absolute improvement in precision and 36-50% absolute improvement in consistency over a baseline of only using natural language queries. Finally, we investigate what makes P-Adapters successful and conclude that a significant factor is access to the LLM's embeddings of the original natural language prompt, particularly the subject of the entity pair being queried.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

In this work, we introduce the task of life-long personalization of large language models. While recent mainstream efforts in the LLM community mainly focus on scaling data and compute for improved capabilities of LLMs, we argue that it is also very important to enable LLM systems, or language agents, to continuously adapt to the diverse and ever-changing profiles of every distinct user and provide up-to-date personalized assistance. We provide a clear task formulation and introduce a simple, general, effective, and scalable framework for life-long personalization of LLM systems and language agents. To facilitate future research on LLM personalization, we also introduce methods to synthesize realistic benchmarks and robust evaluation metrics. We will release all codes and data for building and benchmarking life-long personalized LLM systems.

Large Language Models (LLMs) are increasingly bringing advances to Natural Language Processing. However, low-resource languages, those lacking extensive prominence in datasets for various NLP tasks, or where existing datasets are not as substantial, such as Portuguese, already obtain several benefits from LLMs, but not to the same extent. LLMs trained on multilingual datasets normally struggle to respond to prompts in Portuguese satisfactorily, presenting, for example, code switching in their responses. This work proposes a fine-tuned LLaMA 2-based model for Portuguese prompts named Bode in two versions: 7B and 13B. We evaluate the performance of this model in classification tasks using the zero-shot approach with in-context learning, and compare it with other LLMs. Our main contribution is to bring an LLM with satisfactory results in the Portuguese language, as well as to provide a model that is free for research or commercial purposes.

This study explores the performance of large language models (LLMs) in solving competitive programming problems from the Romanian Informatics Olympiad at the county level. Romania, a leading nation in computer science competitions, provides an ideal environment for evaluating LLM capabilities due to its rich history and stringent competition standards. We collected and analyzed a dataset comprising 304 challenges from 2002 to 2023, focusing on solutions written by LLMs in C++ and Python for these problems. Our primary goal is to understand why LLMs perform well or poorly on different tasks. We evaluated various models, including closed-source models like GPT-4 and open-weight models such as CodeLlama and RoMistral, using a standardized process involving multiple attempts and feedback rounds. The analysis revealed significant variations in LLM performance across different grades and problem types. Notably, GPT-4 showed strong performance, indicating its potential use as an educational tool for middle school students. We also observed differences in code quality and style across various LLMs

Large Language Models (LLMs) have emerged as powerful tools in the field of Natural Language Processing (NLP) and have recently gained significant attention in the domain of Recommendation Systems (RS). These models, trained on massive amounts of data using self-supervised learning, have demonstrated remarkable success in learning universal representations and have the potential to enhance various aspects of recommendation systems by some effective transfer techniques such as fine-tuning and prompt tuning, and so on. The crucial aspect of harnessing the power of language models in enhancing recommendation quality is the utilization of their high-quality representations of textual features and their extensive coverage of external knowledge to establish correlations between items and users. To provide a comprehensive understanding of the existing LLM-based recommendation systems, this survey presents a taxonomy that categorizes these models into two major paradigms, respectively Discriminative LLM for Recommendation (DLLM4Rec) and Generative LLM for Recommendation (GLLM4Rec), with the latter being systematically sorted out for the first time. Furthermore, we systematically review and analyze existing LLM-based recommendation systems within each paradigm, providing insights into their methodologies, techniques, and performance. Additionally, we identify key challenges and several valuable findings to provide researchers and practitioners with inspiration. We have also created a GitHub repository to index relevant papers on LLMs for recommendation, https://github.com/WLiK/LLM4Rec.

Trading is a highly competitive task that requires a combination of strategy, knowledge, and psychological fortitude. With the recent success of large language models(LLMs), it is appealing to apply the emerging intelligence of LLM agents in this competitive arena and understanding if they can outperform professional traders. In this survey, we provide a comprehensive review of the current research on using LLMs as agents in financial trading. We summarize the common architecture used in the agent, the data inputs, and the performance of LLM trading agents in backtesting as well as the challenges presented in these research. This survey aims to provide insights into the current state of LLM-based financial trading agents and outline future research directions in this field.

The intersection of AI and legal systems presents a growing need for tools that support legal education, particularly in under-resourced languages such as Romanian. In this work, we aim to evaluate the capabilities of Large Language Models (LLMs) and Vision-Language Models (VLMs) in understanding and reasoning about Romanian driving law through textual and visual question-answering tasks. To facilitate this, we introduce RoD-TAL, a novel multimodal dataset comprising Romanian driving test questions, text-based and image-based, alongside annotated legal references and human explanations. We implement and assess retrieval-augmented generation (RAG) pipelines, dense retrievers, and reasoning-optimized models across tasks including Information Retrieval (IR), Question Answering (QA), Visual IR, and Visual QA. Our experiments demonstrate that domain-specific fine-tuning significantly enhances retrieval performance. At the same time, chain-of-thought prompting and specialized reasoning models improve QA accuracy, surpassing the minimum grades required to pass driving exams. However, visual reasoning remains challenging, highlighting the potential and the limitations of applying LLMs and VLMs to legal education.

In this paper, we introduce CodingTeachLLM, a large language model (LLM) designed for coding teaching. Specially, we aim to enhance the coding ability of LLM and lead it to better teaching mode in education context. Thus, we propose an end-to-end prior-based three-phases supervised fine-tuned model, which is proved more competitive than traditional fine-tuning method. More specifically, our model realizes the structural disassembly and incremental guided output of educational knowledge. To this end, we robustify data classification of three types via a sampler and overlap estimation neural network, and inject the preprocessing datasets into pre-trained model in three batches for LORA fine-tuning. Then, we design a prior module couples system prompt, vector databases, and abstract syntax tree task segmentation. Finally, the compression method and regularization constraint are applied to the prior-based fine-tuned model, followed by text filter at the output end to obtain incremental guided results. Our model represents the first research effort to truly embody the tutor role with the features of abundant educational knowledge, step-by-step incremental guided outputs and non-disclosure of answers. Extensive experiments report that our model also achieves state-of-the-art in code abilities compared to open-source models, reaching an impressive 75.10% on the HumanEval (@pass 1) benchmark. Additionally, our model maintains strong conversational capabilities, with the 13B quantized version achieving scores of 56.34, 50.60, and 45.27 respectively on the MMLU, C-Eval, and AGIEval (5 shot) dialogue evaluation benchmarks.

Large Language Models (LLMs) have gained significant attention due to their high performance on a wide range of natural language tasks since the release of ChatGPT. The LLMs learn to understand and generate language by training billions of model parameters on vast volumes of text data. Despite being a relatively new field, LLM research is rapidly advancing in various directions. In this paper, we present an overview of LLM families, including LLaMA, PaLM, GPT, and MoE, and the methods developed to create and enhance LLMs for official European Union (EU) languages. We provide a comprehensive summary of common monolingual and multilingual datasets used for pretraining large language models.

Cutting-edge Artificial Intelligence (AI) techniques keep reshaping our view of the world. For example, Large Language Models (LLMs) based applications such as ChatGPT have shown the capability of generating human-like conversation on extensive topics. Due to the impressive performance on a variety of language-related tasks (e.g., open-domain question answering, translation, and document summarization), one can envision the far-reaching impacts that can be brought by the LLMs with broader real-world applications (e.g., customer service, education and accessibility, and scientific discovery). Inspired by their success, this paper will offer an overview of state-of-the-art LLMs and their integration into a wide range of academic disciplines, including: (1) arts, letters, and law (e.g., history, philosophy, political science, arts and architecture, law), (2) economics and business (e.g., finance, economics, accounting, marketing), and (3) science and engineering (e.g., mathematics, physics and mechanical engineering, chemistry and chemical engineering, life sciences and bioengineering, earth sciences and civil engineering, computer science and electrical engineering). Integrating humanity and technology, in this paper, we will explore how LLMs are shaping research and practice in these fields, while also discussing key limitations, open challenges, and future directions in the era of generative AI. The review of how LLMs are engaged across disciplines-along with key observations and insights-can help researchers and practitioners interested in exploiting LLMs to advance their works in diverse real-world applications.

Studies have underscored how, regardless of the recent breakthrough and swift advances in AI research, even state-of-the-art Large Language models (LLMs) continue to struggle when performing logical and mathematical reasoning. The results seem to suggest that LLMs still work as (highly advanced) data pattern identifiers, scoring poorly when attempting to generalise and solve reasoning problems the models have never previously seen or that are not close to samples presented in their training data. To address this compelling concern, this paper makes use of the notion of critical questions from the literature on argumentation theory, focusing in particular on Toulmin's model of argumentation. We show that employing these critical questions can improve the reasoning capabilities of LLMs. By probing the rationale behind the models' reasoning process, the LLM can assess whether some logical mistake is occurring and correct it before providing the final reply to the user prompt. The underlying idea is drawn from the gold standard of any valid argumentative procedure: the conclusion is valid if it is entailed by accepted premises. Or, to paraphrase such Aristotelian principle in a real-world approximation, characterised by incomplete information and presumptive logic, the conclusion is valid if not proved otherwise. This approach successfully steers the models' output through a reasoning pipeline, resulting in better performance against the baseline and its Chain-of-Thought (CoT) implementation. To this end, an extensive evaluation of the proposed approach on the MT-Bench Reasoning and Math tasks across a range of LLMs is provided.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify their knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs' over-competence as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs' competence and makes them initiate "why" and "how" questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo's problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo's questions led to knowledge-dense conversations (effect size=0.73). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.

Multimodal LLMs are the natural evolution of LLMs, and enlarge their capabilities so as to work beyond the pure textual modality. As research is being carried out to design novel architectures and vision-and-language adapters, in this paper we concentrate on endowing such models with the capability of answering questions that require external knowledge. Our approach, termed Wiki-LLaVA, aims at integrating an external knowledge source of multimodal documents, which is accessed through a hierarchical retrieval pipeline. Relevant passages, using this approach, are retrieved from the external knowledge source and employed as additional context for the LLM, augmenting the effectiveness and precision of generated dialogues. We conduct extensive experiments on datasets tailored for visual question answering with external data and demonstrate the appropriateness of our approach.

Large language models (LLMs) are becoming increasingly better at a wide range of Natural Language Processing tasks (NLP), such as text generation and understanding. Recently, these models have extended their capabilities to coding tasks, bridging the gap between natural languages (NL) and programming languages (PL). Foundational models such as the Generative Pre-trained Transformer (GPT) and LLaMA series have set strong baseline performances in various NL and PL tasks. Additionally, several models have been fine-tuned specifically for code generation, showing significant improvements in code-related applications. Both foundational and fine-tuned models are increasingly used in education, helping students write, debug, and understand code. We present a comprehensive systematic literature review to examine the impact of LLMs in computer science and computer engineering education. We analyze their effectiveness in enhancing the learning experience, supporting personalized education, and aiding educators in curriculum development. We address five research questions to uncover insights into how LLMs contribute to educational outcomes, identify challenges, and suggest directions for future research.

Reasoning abilities of LLMs have been a key focus in recent years. One challenging reasoning domain with interesting nuances is legal reasoning, which requires careful application of rules, and precedents while balancing deductive and analogical reasoning, and conflicts between rules. Although there have been a few works on using LLMs for legal reasoning, their focus has been on overall accuracy. In this paper, we dig deeper to do a step-by-step analysis and figure out where they commit errors. We use the college-level Multiple Choice Question-Answering (MCQA) task from the Civil Procedure dataset and propose a new error taxonomy derived from initial manual analysis of reasoning chains with respect to several LLMs, including two objective measures: soundness and correctness scores. We then develop an LLM-based automated evaluation framework to identify reasoning errors and evaluate the performance of LLMs. The computation of soundness and correctness on the dataset using the auto-evaluator framework reveals several interesting insights. Furthermore, we show that incorporating the error taxonomy as feedback in popular prompting techniques marginally increases LLM performance. Our work will also serve as an evaluation framework that can be used in detailed error analysis of reasoning chains for logic-intensive complex tasks.

Large language models (LLMs), such as ChatGPT, have received substantial attention due to their impressive human language understanding and generation capabilities. Therefore, the application of LLMs in medicine to assist physicians and patient care emerges as a promising research direction in both artificial intelligence and clinical medicine. To reflect this trend, this survey provides a comprehensive overview of the principles, applications, and challenges faced by LLMs in medicine. Specifically, we aim to address the following questions: 1) How can medical LLMs be built? 2) What are the downstream performances of medical LLMs? 3) How can medical LLMs be utilized in real-world clinical practice? 4) What challenges arise from the use of medical LLMs? and 5) How can we better construct and utilize medical LLMs? As a result, this survey aims to provide insights into the opportunities and challenges of LLMs in medicine and serve as a valuable resource for constructing practical and effective medical LLMs. A regularly updated list of practical guides on medical LLMs can be found at https://github.com/AI-in-Health/MedLLMsPracticalGuide.

A standard way to evaluate the abilities of LLM involves presenting a multiple-choice question and selecting the option with the highest logit as the model's predicted answer. However, such a format for evaluating LLMs has limitations, since even if the model knows the correct answer, it may struggle to select the corresponding letter simply due to difficulties in following this rigid format. To address this, we introduce new scores that better capture and reveal model's underlying knowledge: the Query-Key Score (QK-score), derived from the interaction between query and key representations in attention heads, and the Attention Score, based on attention weights. These scores are extracted from specific select-and-copy heads, which show consistent performance across popular Multi-Choice Question Answering (MCQA) datasets. Based on these scores, our method improves knowledge extraction, yielding up to 16\% gain for LLaMA2-7B and up to 10\% for larger models on popular MCQA benchmarks. At the same time, the accuracy on a simple synthetic dataset, where the model explicitly knows the right answer, increases by almost 60\%, achieving nearly perfect accuracy, therefore demonstrating the method's efficiency in mitigating MCQA format limitations. To support our claims, we conduct experiments on models ranging from 7 billion to 70 billion parameters in both zero- and few-shot setups.

The rise of large language models (LLMs) has enabled LLM-based applications (a.k.a. AI agents or co-pilots), a new software paradigm that combines the strength of LLM and conventional software. Diverse LLM applications from different tenants could design complex workflows using multiple LLM requests to accomplish one task. However, they have to use the over-simplified request-level API provided by today's public LLM services, losing essential application-level information. Public LLM services have to blindly optimize individual LLM requests, leading to sub-optimal end-to-end performance of LLM applications. This paper introduces Parrot, an LLM service system that focuses on the end-to-end experience of LLM-based applications. Parrot proposes Semantic Variable, a unified abstraction to expose application-level knowledge to public LLM services. A Semantic Variable annotates an input/output variable in the prompt of a request, and creates the data pipeline when connecting multiple LLM requests, providing a natural way to program LLM applications. Exposing Semantic Variables to the public LLM service allows it to perform conventional data flow analysis to uncover the correlation across multiple LLM requests. This correlation opens a brand-new optimization space for the end-to-end performance of LLM-based applications. Extensive evaluations demonstrate that Parrot can achieve up to an order-of-magnitude improvement for popular and practical use cases of LLM applications.

Large language models (LLMs) can solve every intermediate step of a multi-step math problem on its own and still fail the full problem, even when given a roadmap of the steps and all of their answers. We introduce OracleLadder, a diagnostic evaluation that locates where LLM math reasoning fails by giving the model increasing levels of oracle help. For each problem, a teacher model writes a fixed roadmap of intermediate sub-goals (milestones), and a deterministic symbolic verifier grades every answer. Testing the model with no help, with the roadmap, with the roadmap plus the milestone answers, and on each milestone alone sorts each failure into one of five reasoning gaps. On 354 NuminaMath problems and six models from 8B to 671B parameters (Qwen3, gpt-oss, Llama 3.3, DeepSeek-V3.1), the largest gap for every model is the composition gap, a stricter form of the compositionality gap. It covers 33-48% of problems, and 24-37% after removing problems that an LLM review flags as grading errors. Accuracy and milestone-help recovery rank the two strongest models differently, and two RLVR runs with similar accuracy gains move problems differently. The roadmap effect replicates on MATH500 and AIME 2024/25, per-problem recovery agrees for 83-87% of problems under an independent second teacher, and the help ladder carries over to code generation. We release the data, roadmaps, prompts, and code at https://github.com/slark-prime/OracleLadder.

Large Language Models (LLMs) have drawn a lot of attention due to their strong performance on a wide range of natural language tasks, since the release of ChatGPT in November 2022. LLMs' ability of general-purpose language understanding and generation is acquired by training billions of model's parameters on massive amounts of text data, as predicted by scaling laws kaplan2020scaling,hoffmann2022training. The research area of LLMs, while very recent, is evolving rapidly in many different ways. In this paper, we review some of the most prominent LLMs, including three popular LLM families (GPT, LLaMA, PaLM), and discuss their characteristics, contributions and limitations. We also give an overview of techniques developed to build, and augment LLMs. We then survey popular datasets prepared for LLM training, fine-tuning, and evaluation, review widely used LLM evaluation metrics, and compare the performance of several popular LLMs on a set of representative benchmarks. Finally, we conclude the paper by discussing open challenges and future research directions.

LLM agents often solve complex tasks by composing skills, making skill retrieval a front-end component of agent systems. Unlike document retrieval, top-K correctness in skill retrieval depends not only on the relevance of each query-skill pair, but also on whether the retrieved skills can work together under the query. This query-conditioned "skill compatibility" cannot be recovered from independent relevance alone. However, LLM-based synthesis pipelines already produce a useful signal for it: the LLM's own rejection decisions, which specify which skills should not be retrieved together for a given query, but are usually discarded as low-quality data. We propose Reject-as-Resource Retriever (R3) and construct R3-Skill, a bilingual (Chinese-English) benchmark for agent skill routing. R3-Skill covers four language directions and uses LLM-rewritten queries that better approximate user requests; its test-set ground truth is verified by multiple experts. It contains 10,246 skills grouped into 8 thematic super-domains, 41,592 accepted queries, and 32,828 LLM-rejected annotations, further organized into an 8-class rejection-reason taxonomy. R3-Skill keeps this normally discarded rejection signal and uses it as compatibility supervision. On R3-Skill, we train a two-stage retriever consisting of R3-Embedding and R3-Reranker. Gradient analysis explains why this query-conditional signal is weak when injected into the tested bi-encoder objective under bilateral balancing, while a cross-encoder can use it as graded ranking supervision; R3-Skill ablations support this split. The R3-Embedding + R3-Reranker pipeline reaches Hit@1 = 0.7521, NDCG@10 = 0.8173 and Set-Compat = 0.3188 on R3-Skill. The dataset, model weights, and evaluation scripts will be open-sourced.

Large language models (LLMs) have been applied to tasks in healthcare, ranging from medical exam questions to responding to patient questions. With increasing institutional partnerships between companies producing LLMs and healthcare systems, real world clinical application is coming closer to reality. As these models gain traction, it is essential for healthcare practitioners to understand what LLMs are, their development, their current and potential applications, and the associated pitfalls when utilized in medicine. This review and accompanying tutorial aim to give an overview of these topics to aid healthcare practitioners in understanding the rapidly changing landscape of LLMs as applied to medicine.

Decoder-only Large Language Models (LLMs) are currently the model of choice for many Natural Language Processing (NLP) applications. Through instruction fine-tuning and prompting approaches, such LLMs have been efficiently used to solve both general and domain-specific tasks. However, they are costly to train and, to a certain extent, costly to use as well, and one can wonder whether LLMs can be replaced by domain-specific Tiny Language Models (TLMs), which typically contain less than 100M parameters. We address this question in this study by comparing the performance of an 88M TLM pretrained from scratch for 185 A100 hours on a specific domain with a domain-specific tokenizer (here, the Indian legal domain) with LLMs of various sizes between 1B and 8B for solving domain-specific tasks. We show in particular that our legal TLM, Ayn, can indeed outperform LLMs up to 80 times larger on the legal case judgment prediction task, rival LLMs up to 30 times larger on the summarization task, and still be competitive with these larger LLMs on general tasks.

Large language models (LLMs) are becoming increasingly important for machine learning applications. However, it can be challenging to align LLMs with our intent, particularly when we want to generate content that is preferable over others or when we want the LLM to respond in a certain style or tone that is hard to describe. To address this challenge, we propose an approach that uses contrastive examples to better describe our intent. This involves providing positive examples that illustrate the true intent, along with negative examples that show what characteristics we want LLMs to avoid. The negative examples can be retrieved from labeled data, written by a human, or generated by the LLM itself. Before generating an answer, we ask the model to analyze the examples to teach itself what to avoid. This reasoning step provides the model with the appropriate articulation of the user's need and guides it towards generting a better answer. We tested our approach on both synthesized and real-world datasets, including StackExchange and Reddit, and found that it significantly improves performance compared to standard few-shot prompting

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.

We propose a novel framework for comprehending the reasoning capabilities of large language models (LLMs) through the perspective of meta-learning. By conceptualizing reasoning trajectories as pseudo-gradient descent updates to the LLM's parameters, we identify parallels between LLM reasoning and various meta-learning paradigms. We formalize the training process for reasoning tasks as a meta-learning setup, with each question treated as an individual task, and reasoning trajectories serving as the inner loop optimization for adapting model parameters. Once trained on a diverse set of questions, the LLM develops fundamental reasoning capabilities that can generalize to previously unseen questions. Extensive empirical evaluations substantiate the strong connection between LLM reasoning and meta-learning, exploring several issues of significant interest from a meta-learning standpoint. Our work not only enhances the understanding of LLM reasoning but also provides practical insights for improving these models through established meta-learning techniques.

Large language models (LLMs) exhibit impressive emergent abilities in natural language processing, but their democratization is hindered due to huge computation requirements and closed-source nature. Recent research on advancing open-source smaller LMs by distilling knowledge from black-box LLMs has obtained promising results in the instruction-following ability. However, the reasoning ability which is more challenging to foster, is relatively rarely explored. In this paper, we propose a tailored learning approach to distill such reasoning ability to smaller LMs to facilitate the democratization of the exclusive reasoning ability. In contrast to merely employing LLM as a data annotator, we exploit the potential of LLM as a reasoning teacher by building an interactive multi-round learning paradigm. This paradigm enables the student to expose its deficiencies to the black-box teacher who then can provide customized training data in return. Further, to exploit the reasoning potential of the smaller LM, we propose self-reflection learning to motivate the student to learn from self-made mistakes. The learning from self-reflection and LLM are all tailored to the student's learning status, thanks to the seamless integration with the multi-round learning paradigm. Comprehensive experiments and analysis on mathematical and commonsense reasoning tasks demonstrate the effectiveness of our method. The code will be available at https://github.com/Raibows/Learn-to-Reason.

Recently, a large amount of work has focused on improving large language models' (LLMs') performance on reasoning benchmarks such as math and logic. However, past work has largely assumed that tasks are well-defined. In the real world, queries to LLMs are often underspecified, only solvable through acquiring missing information. We formalize this as a constraint satisfaction problem (CSP) with missing variable assignments. Using a special case of this formalism where only one necessary variable assignment is missing, we can rigorously evaluate an LLM's ability to identify the minimal necessary question to ask and quantify axes of difficulty levels for each problem. We present QuestBench, a set of underspecified reasoning tasks solvable by asking at most one question, which includes: (1) Logic-Q: Logical reasoning tasks with one missing proposition, (2) Planning-Q: PDDL planning problems with initial states that are partially-observed, (3) GSM-Q: Human-annotated grade school math problems with one missing variable assignment, and (4) GSME-Q: a version of GSM-Q where word problems are translated into equations by human annotators. The LLM is tasked with selecting the correct clarification question(s) from a list of options. While state-of-the-art models excel at GSM-Q and GSME-Q, their accuracy is only 40-50% on Logic-Q and Planning-Q. Analysis demonstrates that the ability to solve well-specified reasoning problems may not be sufficient for success on our benchmark: models have difficulty identifying the right question to ask, even when they can solve the fully specified version of the problem. Furthermore, in the Planning-Q domain, LLMs tend not to hedge, even when explicitly presented with the option to predict ``not sure.'' This highlights the need for deeper investigation into models' information acquisition capabilities.

Large Language Model (LLM) agents significantly extend the capabilities of standalone LLMs, empowering them to interact with external tools (e.g., APIs, functions) and complete complex tasks in a self-directed fashion. The challenge of tool use demands that LLMs not only understand user queries and generate answers but also excel in task planning, memory management, tool invocation, and result summarization. While traditional approaches focus on training a single LLM with all these capabilities, performance limitations become apparent, particularly with smaller models. Moreover, the entire LLM may require retraining when tools are updated. To overcome these challenges, we propose a novel strategy that decomposes the aforementioned capabilities into a planner, caller, and summarizer. Each component is implemented by a single LLM that focuses on a specific capability and collaborates with other components to accomplish the task. This modular framework facilitates individual updates and the potential use of smaller LLMs for building each capability. To effectively train this framework, we introduce a two-stage training paradigm. First, we fine-tune a backbone LLM on the entire dataset without discriminating sub-tasks, providing the model with a comprehensive understanding of the task. Second, the fine-tuned LLM is used to instantiate the planner, caller, and summarizer respectively, which are continually fine-tuned on respective sub-tasks. Evaluation across various tool-use benchmarks illustrates that our proposed multi-LLM framework surpasses the traditional single-LLM approach, highlighting its efficacy and advantages in tool learning.

Large language models (LLMs) hold the promise of solving diverse tasks when provided with appropriate natural language prompts. However, prompting often leads models to make predictions with lower accuracy compared to finetuning a model with ample training data. On the other hand, while finetuning LLMs on task-specific data generally improves their performance, abundant annotated datasets are not available for all tasks. Previous work has explored generating task-specific data from state-of-the-art LLMs and using this data to finetune smaller models, but this approach requires access to a language model other than the one being trained, which introduces cost, scalability challenges, and legal hurdles associated with continuously relying on more powerful LLMs. In response to these, we propose SELF-GUIDE, a multi-stage mechanism in which we synthesize task-specific input-output pairs from the student LLM, then use these input-output pairs to finetune the student LLM itself. In our empirical evaluation of the Natural Instructions V2 benchmark, we find that SELF-GUIDE improves the performance of LLM by a substantial margin. Specifically, we report an absolute improvement of approximately 15% for classification tasks and 18% for generation tasks in the benchmark's metrics. This sheds light on the promise of self-synthesized data guiding LLMs towards becoming task-specific experts without any external learning signals.

This study constructed a Japanese chat dataset for tuning large language models (LLMs), which consist of about 8.4 million records. Recently, LLMs have been developed and gaining popularity. However, high-performing LLMs are usually mainly for English. There are two ways to support languages other than English by those LLMs: constructing LLMs from scratch or tuning existing models. However, in both ways, datasets are necessary parts. In this study, we focused on supporting Japanese in those LLMs and making a dataset for training or tuning LLMs in Japanese. The dataset we constructed consisted of various tasks, such as translation and knowledge tasks. In our experiment, we tuned an existing LLM using our dataset and evaluated the performance qualitatively. The results suggest that our dataset is possibly beneficial for LLMs. However, we also revealed some difficulties in constructing LLMs in languages other than English.

Using tools by Large Language Models (LLMs) is a promising avenue to extend their reach beyond language or conversational settings. The number of tools can scale to thousands as they enable accessing sensory information, fetching updated factual knowledge, or taking actions in the real world. In such settings, in-context learning by providing a short list of relevant tools in the prompt is a viable approach. To retrieve relevant tools, various approaches have been suggested, ranging from simple frequency-based matching to dense embedding-based semantic retrieval. However, such approaches lack the contextual and common-sense understanding required to retrieve the right tools for complex user requests. Rather than increasing the complexity of the retrieval component itself, we propose leveraging LLM understanding to generate a retrieval query. Then, the generated query is embedded and used to find the most relevant tools via a nearest-neighbor search. We investigate three approaches for query generation: zero-shot prompting, supervised fine-tuning on tool descriptions, and alignment learning by iteratively optimizing a reward metric measuring retrieval performance. By conducting extensive experiments on a dataset covering complex and multi-tool scenarios, we show that leveraging LLMs for query generation improves the retrieval for in-domain (seen tools) and out-of-domain (unseen tools) settings.

Large-language Models (LLMs) have been extremely successful at tasks like complex dialogue understanding, reasoning and coding due to their emergent abilities. These emergent abilities have been extended with multi-modality to include image, audio, and video capabilities. Recommender systems, on the other hand, have been critical for information seeking and item discovery needs. Recently, there have been attempts to apply LLMs for recommendations. One difficulty of current attempts is that the underlying LLM is usually not trained on the recommender system data, which largely contains user interaction signals and is often not publicly available. Another difficulty is user interaction signals often have a different pattern from natural language text, and it is currently unclear if the LLM training setup can learn more non-trivial knowledge from interaction signals compared with traditional recommender system methods. Finally, it is difficult to train multiple LLMs for different use-cases, and to retain the original language and reasoning abilities when learning from recommender system data. To address these three limitations, we propose an Item-Language Model (ILM), which is composed of an item encoder to produce text-aligned item representations that encode user interaction signals, and a frozen LLM that can understand those item representations with preserved pretrained knowledge. We conduct extensive experiments which demonstrate both the importance of the language-alignment and of user interaction knowledge in the item encoder.

The capabilities and limitations of Large Language Models have been sketched out in great detail in recent years, providing an intriguing yet conflicting picture. On the one hand, LLMs demonstrate a general ability to solve problems. On the other hand, they show surprising reasoning gaps when compared to humans, casting doubt on the robustness of their generalisation strategies. The sheer volume of data used in the design of LLMs has precluded us from applying the method traditionally used to measure generalisation: train-test set separation. To overcome this, we study what kind of generalisation strategies LLMs employ when performing reasoning tasks by investigating the pretraining data they rely on. For two models of different sizes (7B and 35B) and 2.5B of their pretraining tokens, we identify what documents influence the model outputs for three simple mathematical reasoning tasks and contrast this to the data that are influential for answering factual questions. We find that, while the models rely on mostly distinct sets of data for each factual question, a document often has a similar influence across different reasoning questions within the same task, indicating the presence of procedural knowledge. We further find that the answers to factual questions often show up in the most influential data. However, for reasoning questions the answers usually do not show up as highly influential, nor do the answers to the intermediate reasoning steps. When we characterise the top ranked documents for the reasoning questions qualitatively, we confirm that the influential documents often contain procedural knowledge, like demonstrating how to obtain a solution using formulae or code. Our findings indicate that the approach to reasoning the models use is unlike retrieval, and more like a generalisable strategy that synthesises procedural knowledge from documents doing a similar form of reasoning.

Large Language Models (LLMs) have fast become an essential tools to many conversational chatbots due to their ability to provide coherent answers for varied queries. Datasets used to train these LLMs are often a mix of generic and synthetic samples, thus lacking the verification needed to provide correct and verifiable answers for T.V. News. We collect and share a large collection of QA pairs extracted from transcripts of news recordings from various news-channels across the United States. Resultant QA pairs are then used to fine-tune an off-the-shelf LLM model. Our model surpasses base models of similar size on several open LLM benchmarks. We further integrate and propose a RAG method to improve contextualization of our answers and also point it to a verifiable news recording.

In the rapidly evolving field of legal analytics, finding relevant cases and accurately predicting judicial outcomes are challenging because of the complexity of legal language, which often includes specialized terminology, complex syntax, and historical context. Moreover, the subtle distinctions between similar and precedent cases require a deep understanding of legal knowledge. Researchers often conflate these concepts, making it difficult to develop specialized techniques to effectively address these nuanced tasks. In this paper, we introduce the Law Large Language Model (LawLLM), a multi-task model specifically designed for the US legal domain to address these challenges. LawLLM excels at Similar Case Retrieval (SCR), Precedent Case Recommendation (PCR), and Legal Judgment Prediction (LJP). By clearly distinguishing between precedent and similar cases, we provide essential clarity, guiding future research in developing specialized strategies for these tasks. We propose customized data preprocessing techniques for each task that transform raw legal data into a trainable format. Furthermore, we also use techniques such as in-context learning (ICL) and advanced information retrieval methods in LawLLM. The evaluation results demonstrate that LawLLM consistently outperforms existing baselines in both zero-shot and few-shot scenarios, offering unparalleled multi-task capabilities and filling critical gaps in the legal domain.

Large language models (LLMs) have proven to work well in question-answering scenarios, but real-world applications often require access to tools for live information or actuation. For this, LLMs can be extended with tools, which are often defined in advance, also allowing for some fine-tuning for specific use cases. However, rapidly evolving software landscapes and individual services require the constant development and integration of new tools. Domain- or company-specific tools can greatly elevate the usefulness of an LLM, but such custom tools can be problematic to integrate, or the LLM may fail to reliably understand and use them. For this, we need strategies to define new tools and integrate them into the LLM dynamically, as well as robust and scalable zero-shot prompting methods that can make use of those tools in an efficient manner. In this paper, we present SAGE, a specialized conversational AI interface, based on the OPACA framework for tool discovery and execution. The integration with OPACA makes it easy to add new tools or services for the LLM to use, while SAGE itself presents rich extensibility and modularity. This not only provides the ability to seamlessly switch between different models (e.g. GPT, LLAMA), but also to add and select prompting methods, involving various setups of differently prompted agents for selecting and executing tools and evaluating the results. We implemented a number of task-solving strategies, making use of agentic concepts and prompting methods in various degrees of complexity, and evaluated those against a comprehensive set of benchmark services. The results are promising and highlight the distinct strengths and weaknesses of different task-solving strategies. Both SAGE and the OPACA framework, as well as the different benchmark services and results, are available as Open Source/Open Data on GitHub.

Large language models (LLMs) remain prone to factual inaccuracies and computational errors, including hallucinations and mistakes in mathematical reasoning. Recent work augmented LLMs with tools to mitigate these shortcomings, but often requires curated gold tool-use demonstrations. In this paper, we investigate whether LLMs can learn to use tools without demonstrations. First, we analyse zero-shot prompting strategies to guide LLMs in tool utilisation. Second, we propose a self-training method to synthesise tool-use traces using the LLM itself. We compare supervised fine-tuning and preference fine-tuning techniques for fine-tuning the model on datasets constructed using existing Question Answering (QA) datasets, i.e., TriviaQA and GSM8K. Experiments show that tool-use enhances performance on a long-tail knowledge task: 3.7% on PopQA, which is used solely for evaluation, but leads to mixed results on other datasets, i.e., TriviaQA, GSM8K, and NQ-Open. Our findings highlight the potential and challenges of integrating external tools into LLMs without demonstrations.