Daily Papers

Recent multi-modal video generation models have achieved high visual quality, but their prohibitive latency and limited temporal stability hinder real-time deployment. Streaming inference exacerbates these issues, leading to pronounced multimodal degradation, such as spatial blurring, temporal drift, and lip desynchronization, which creates an unresolved efficiency-performance trade-off. To this end, we propose EchoTorrent, a novel schema with a fourfold design: (1) Multi-Teacher Training fine-tunes a pre-trained model on distinct preference domains to obtain specialized domain experts, which sequentially transfer domain-specific knowledge to a student model; (2) Adaptive CFG Calibration (ACC-DMD), which calibrates the audio CFG augmentation errors in DMD via a phased spatiotemporal schedule, eliminating redundant CFG computations and enabling single-pass inference per step; (3) Hybrid Long Tail Forcing, which enforces alignment exclusively on tail frames during long-horizon self-rollout training via a causal-bidirectional hybrid architecture, effectively mitigates spatiotemporal degradation in streaming mode while enhancing fidelity to reference frames; and (4) VAE Decoder Refiner through pixel-domain optimization of the VAE decoder to recover high-frequency details while circumventing latent-space ambiguities. Extensive experiments and analysis demonstrate that EchoTorrent achieves few-pass autoregressive generation with substantially extended temporal consistency, identity preservation, and audio-lip synchronization.

Modern large language models (LLMs) rely on reinforcement learning during post-training to push specific capabilities, yet integrating multiple capabilities into one model remains hard. Existing methods, such as Off-Policy Finetune and Mix-RL, are either inefficient or lose performance. In this work, we propose Multi-teacher On-Policy Distillation (MOPD), a post-training paradigm for combining the capabilities of multiple domain RL teachers: we first run per-domain specialised RL to obtain a set of domain teachers, then distill these teachers into the student on its own rollouts. This eliminates exposure bias and provides a dense optimization signal. On Qwen3-30B-A3B, MOPD outperforms Mix-RL, Cascade RL, Off-Policy Finetune, and Param-Merge baselines, inheriting nearly all of each teacher's capability. MOPD also enables parallel, independent development of domain teachers, removing the cross-domain coupling typical of multi-domain post-training. MOPD has been deployed in the post-training of MiMo-V2-Flash, an industrial-scale frontier model, demonstrating its practical value for capability integration in frontier-scale LLMs.

Multi-turn long-horizon planning is critical for foundation model agents, yet how to fundamentally improve it remains unclear. Existing models are trained on uncontrollable and opaque Internet data, making it difficult to identify how planning ability is acquired, shaped, and integrated. To address this challenge, we introduce a unified and controlled multi-turn environment that enables precise control. It allows systematically study long-horizon planning across three stages. (1) Planning ability acquisition during pre-training. We study data format, distribution, and quality. Explicit world model construction through CoT state transition modeling yields stronger long-horizon generalization. Atomic skills alone are insufficient for compositional generalization, whereas a litte long-horizon data works. Moreover, suboptimal trajectories severely impair performance because errors amplify over long horizons. (2) Planning ability shaping via GRPO and OPD post-training. Through mutual information, we distinguish general planning patterns from task-specific planning knowledge. For planning patterns, we identify three application regions of post-training: unnecessary, effective, and unsupported. OPD has a broader effective region than GRPO under low-quality and long-horizon settings, as it provides more consistent update directions. For planning knowledge, distilling unseen procedures from a teacher with different knowledge may impair student's prior world modeling without fully establishing new knowledge. (3) Planning ability integration through MOPD post-training. We show that multi-teacher on-policy distillation (MOPD) integrates capabilities by converging to shared planning-pattern across environments. Compatible patterns enable cross-environment generalization, partially shared patterns support continual learning, while completely conflicting patterns cause severe interference.

Agentic language models must learn when to call tools, when to consume tool responses, and when to answer directly. This makes multi-teacher on-policy distillation a natural training strategy: one teacher can specialize in tool calls, another in direct responses, and the student can learn from both on its own generated distribution. We show that this strategy can induce a behavior shift that is invisible from aggregate losses alone. In a two-teacher tool-use setting, vanilla generalized knowledge distillation improves tool-call recall but also moves the model toward over-calling, where it calls tools on examples that should be answered directly. Aggregate explanations are insufficient: tool-call samples do not receive more token exposure, and full-sequence per-token divergence is not larger for the tool-call teacher. We instead analyze behavior leverage imbalance: local token-level signals at mode- entry and structural positions, such as <tool_call> and function names, can have disproportionate control over the global generation mode. We propose Soft Clamp, a per-token divergence calibration method that dynamically compresses extreme token-level Jensen-Shannon divergence while preserving nonzero gradients. On APIGen-MT, Soft Clamp reduces over-calling from 13.7% to 9.0% relative to vanilla GKD while matching its decision accuracy. In a BFCL multi-turn diagnostic, it also lowers tool-call loops and repeated calls among GKD variants. These results suggest that multi-teacher OPD should monitor where teacher signals act, not only how large they are in aggregate.

Adversarial training is a practical approach for improving the robustness of deep neural networks against adversarial attacks. Although bringing reliable robustness, the performance toward clean examples is negatively affected after adversarial training, which means a trade-off exists between accuracy and robustness. Recently, some studies have tried to use knowledge distillation methods in adversarial training, achieving competitive performance in improving the robustness but the accuracy for clean samples is still limited. In this paper, to mitigate the accuracy-robustness trade-off, we introduce the Multi-Teacher Adversarial Robustness Distillation (MTARD) to guide the model's adversarial training process by applying a strong clean teacher and a strong robust teacher to handle the clean examples and adversarial examples, respectively. During the optimization process, to ensure that different teachers show similar knowledge scales, we design the Entropy-Based Balance algorithm to adjust the teacher's temperature and keep the teachers' information entropy consistent. Besides, to ensure that the student has a relatively consistent learning speed from multiple teachers, we propose the Normalization Loss Balance algorithm to adjust the learning weights of different types of knowledge. A series of experiments conducted on public datasets demonstrate that MTARD outperforms the state-of-the-art adversarial training and distillation methods against various adversarial attacks.

In natural language processing (NLP) tasks, slow inference speed and huge footprints in GPU usage remain the bottleneck of applying pre-trained deep models in production. As a popular method for model compression, knowledge distillation transfers knowledge from one or multiple large (teacher) models to a small (student) model. When multiple teacher models are available in distillation, the state-of-the-art methods assign a fixed weight to a teacher model in the whole distillation. Furthermore, most of the existing methods allocate an equal weight to every teacher model. In this paper, we observe that, due to the complexity of training examples and the differences in student model capability, learning differentially from teacher models can lead to better performance of student models distilled. We systematically develop a reinforced method to dynamically assign weights to teacher models for different training instances and optimize the performance of student model. Our extensive experimental results on several NLP tasks clearly verify the feasibility and effectiveness of our approach.

Leading open text-to-image models often carry complementary strengths: one may lead on preference-aligned aesthetics while another follows compositional instructions more faithfully. However, differences in their autoencoders and noise schedules make it difficult to transfer these strengths across models. In this paper, we present Poly-OPD, a framework that can consolidate complementary strengths of heterogeneous teachers into a single compact flow-matching student. To bridge the incompatible latent spaces of different teachers, Poly-OPD performs on-policy distillation through a pixel bridge. Each student-generated image is re-encoded by a selected teacher's encoder and refined from a noise level matched by magnitude under the teacher's noise schedule. The resulting target is further matched to the student in frozen DINOv2 space, enabling supervision across incompatible latent spaces. To retain complementary capabilities without cross-teacher interference, Poly-OPD uses a gradient compatibility diagnostic to organize its adapters: attention LoRA modules are shared across teachers, whereas feed-forward adapters remain teacher-specific. During distillation, a gap-aware curriculum devotes more training to compositional categories where the student still falls short of the teacher. As each gap narrows, training shifts toward categories with larger remaining gaps. By distilling FLUX.1-dev and Z-Image into a 2.5B SD3.5-Medium student, Poly-OPD improves GenEval from 67.3 to 73.3, surpassing both larger teachers, and raises DrawBench HPSv3 from 9.34 to 11.35, consolidating both strengths within a switchable model.

Training student models on synthetic data generated by strong teacher models is a promising way to distilling the capabilities of teachers. However, recent studies show that stronger models are not always optimal teachers, revealing a mismatch between teacher outputs and student learnability. To address this issue, we propose PerSyn (Personalized data Synthesis), a novel synthesis strategy that operates under a new ``Route then Generate'' paradigm to create data tailored to each student model, enabling it to learn more effectively. Specifically, PerSyn first assigns each prompt to its optimal teacher via a query-level router that jointly considers student learnability and teacher response quality. Each teacher then synthesizes data only for its assigned prompts, making the process more efficient than the conventional ``Generate then Select'' paradigm, where all teachers must generate parallel responses for the entire prompt set before constructing the final dataset. Extensive experiments across different model families and scales demonstrate that PerSyn consistently achieves superior or comparable performance to all baselines in instruct tuning and math reasoning settings. Further analysis verifies the effectiveness of PerSyn and offers extra insights to propel future research.

While 3DGS has emerged as a high-fidelity scene representation, encoding rich, general-purpose features directly from its primitives remains under-explored. We address this gap by introducing Chorus, a multi-teacher pretraining framework that learns a holistic feed-forward 3D Gaussian Splatting (3DGS) scene encoder by distilling complementary signals from 2D foundation models. Chorus employs a shared 3D encoder and teacher-specific projectors to learn from language-aligned, generalist, and object-aware teachers, encouraging a shared embedding space that captures signals from high-level semantics to fine-grained structure. We evaluate Chorus on a wide range of tasks: open-vocabulary semantic and instance segmentation, linear and decoder probing, as well as data-efficient supervision. Besides 3DGS, we also test Chorus on several benchmarks that only support point clouds by pretraining a variant using only Gaussians' centers, colors, estimated normals as inputs. Interestingly, this encoder shows strong transfer and outperforms the point clouds baseline while using 39.9 times fewer training scenes. Finally, we propose a render-and-distill adaptation that facilitates out-of-domain finetuning. Our code and model will be released upon publication.

Customized image editing aims to equip pre-trained diffusion models with specific visual effects using limited paired data, typically via Low-Rank Adaptation (LoRA). As the number of desired effects grows, storing and dynamically loading numerous these effect LoRAs significantly increases deployment overhead. Furthermore, current pipelines typically cascade these effect LoRAs with acceleration modules for fast generation, which triggers severe parameter interference and results in concept bleeding and style degradation. We propose CollectionLoRA, a multi-teacher on-policy distillation framework capable of distilling the concepts of up to 50 different effect LoRAs along with few-step generation capabilities into a single LoRA. This fundamentally resolves the feature interference issue and significantly reduces deployment costs. Specifically, the method introduces (i) a Probabilistic Dual-Stream Routing mechanism that enables the model to randomly switch between data sources during training, effectively enhancing its generalization in unseen scenarios; (ii) an Asymmetric Orthogonal Prompting strategy to achieve concept isolation within the prompt space; (iii) a Coarse-to-Fine Distillation Objective to mitigate the distribution gap between the teacher and student models. Extensive evaluations show that CollectionLoRA distills all customized effects and few-step generation into a single LoRA, reducing deployment overhead while achieving concept fidelity comparable to or better than independently trained teacher models.

Recent advances in multimodal foundation models and agent systems have driven GUI agents from single-platform task execution toward cross-platform interaction. However, building multi-platform GUI agents remains challenging. On one hand, high-quality and executable cross-platform interaction trajectories are still scarce, and existing data often suffer from limited platform coverage. On the other hand, different platforms exhibit distinct interaction conventions, making joint or continual training prone to behavioral pattern mixing, platform-specific capability degradation, and catastrophic forgetting. To address these challenges, we construct Uni-GUI, a high-quality cross-platform GUI interaction dataset, and propose UI-MOPD, the first method that incorporates multi-teacher on-policy distillation into continual learning for GUI agents. UI-MOPD dynamically selects a platform-specific teacher according to the current environment and transfers platform-specific behavioral priors to a shared policy through platform-conditioned distillation, enabling adaptation to new platforms while preserving capabilities on existing ones. Experiments on OSWorld and MobileWorld show that UI-MOPD achieves task success rates of 38.2% and 12.0%, respectively, demonstrating its effectiveness in balancing cross-platform capability retention and new-platform adaptation. Project page: https://elispectre.github.io/UI-MOPD/.

Post-training alignment determines the reasoning and human preference following capabilities of large language models, yet most existing works withhold detailed data construction, filtering rules and training recipes, which hinders community reproducibility and lightweight model optimization. This work presents NebulaExp, a fully transparent, ablation-driven post-training pipeline built on Qwen3-8B-base, covering two orthogonal model branches: general instruct model and complex reasoning-specialized model. We curate a raw corpus of 3.84M multi-source SFT samples and a 200K verifiable RL candidate pool, and design an end-to-end data processing stack including response distillation, multi-dimensional cross-verification filtering, fine-grained difficulty grading, task classification and diversity-aware sampling. For the Instruct branch, our three-stage optimized supervised fine-tuning approach NebulaExp-Ins-SFT improves the average benchmark score from the 55.01 baseline of Qwen3-8B-nothink to 60.99. GRPO reinforcement learning then further elevates the average score to 61.85. For the Reasoning branch, medium-difficulty GRPO RL improves average reasoning score from 73.88 to 75.17. To address RL's dependency on task verifiers, we systematically investigate single-teacher and multi-teacher OPD (MOPD): utilizing merely 4K instruction-following samples and outperforms RL baseline by 3.26 points on IFEval with +4.43 average overall gain; MOPD fuses four domain-specialist teachers with merely 10K samples, lifting average performance by 4.18 over the base model. This report provides a fully reproducible empirical post-training recipe for 8B-scale LLMs, and comprehensively dissects the capability trade-offs among instruction adherence, mathematical reasoning, code generation and general knowledge.

Vision foundation models trained via multi-teacher distillation offer a promising path toward unified visual representations, yet the learning dynamics and data efficiency of such approaches remain underexplored. In this paper, we systematically study multi-teacher distillation for vision foundation models and identify key factors that enable training at lower computational cost. We introduce Agglomerative Mixture-of-Experts Vision Foundation Models (AMoE), which distill knowledge from SigLIP2 and DINOv3 simultaneously into a Mixture-of-Experts student. We show that (1) our Asymmetric Relation-Knowledge Distillation loss preserves the geometric properties of each teacher while enabling effective knowledge transfer, (2) token-balanced batching that packs varying-resolution images into sequences with uniform token budgets stabilizes representation learning across resolutions without sacrificing performance, and (3) hierarchical clustering and sampling of training data--typically reserved for self-supervised learning--substantially improves sample efficiency over random sampling for multi-teacher distillation. By combining these findings, we curate OpenLVD200M, a 200M-image corpus that demonstrates superior efficiency for multi-teacher distillation. Instantiated in a Mixture-of-Experts. We release OpenLVD200M and distilled models.

By leveraging multi-teacher distillation, agglomerative vision backbones provide a unified student model that retains and improves the distinct capabilities of multiple teachers. In this tech report, we describe the most recent release of the C-RADIO family of models, C-RADIOv4, which builds upon AM-RADIO/RADIOv2.5 in design, offering strong improvements on key downstream tasks at the same computational complexity. We release -SO400M (412M params), and -H (631M) model variants, both trained with an updated set of teachers: SigLIP2, DINOv3, and SAM3. In addition to improvements on core metrics and new capabilities from imitating SAM3, the C-RADIOv4 model family further improves any-resolution support, brings back the ViTDet option for drastically enhanced efficiency at high-resolution, and comes with a permissive license.

Agglomerative models have recently emerged as a powerful approach to training vision foundation models, leveraging multi-teacher distillation from existing models such as CLIP, DINO, and SAM. This strategy enables the efficient creation of robust models, combining the strengths of individual teachers while significantly reducing computational and resource demands. In this paper, we thoroughly analyze state-of-the-art agglomerative models, identifying critical challenges including resolution mode shifts, teacher imbalance, idiosyncratic teacher artifacts, and an excessive number of output tokens. To address these issues, we propose several novel solutions: multi-resolution training, mosaic augmentation, and improved balancing of teacher loss functions. Specifically, in the context of Vision Language Models, we introduce a token compression technique to maintain high-resolution information within a fixed token count. We release our top-performing models, available in multiple scales (-B, -L, -H, and -g), alongside inference code and pretrained weights.

We present MiMo-V2-Flash, a Mixture-of-Experts (MoE) model with 309B total parameters and 15B active parameters, designed for fast, strong reasoning and agentic capabilities. MiMo-V2-Flash adopts a hybrid attention architecture that interleaves Sliding Window Attention (SWA) with global attention, with a 128-token sliding window under a 5:1 hybrid ratio. The model is pre-trained on 27 trillion tokens with Multi-Token Prediction (MTP), employing a native 32k context length and subsequently extended to 256k. To efficiently scale post-training compute, MiMo-V2-Flash introduces a novel Multi-Teacher On-Policy Distillation (MOPD) paradigm. In this framework, domain-specialized teachers (e.g., trained via large-scale reinforcement learning) provide dense and token-level reward, enabling the student model to perfectly master teacher expertise. MiMo-V2-Flash rivals top-tier open-weight models such as DeepSeek-V3.2 and Kimi-K2, despite using only 1/2 and 1/3 of their total parameters, respectively. During inference, by repurposing MTP as a draft model for speculative decoding, MiMo-V2-Flash achieves up to 3.6 acceptance length and 2.6x decoding speedup with three MTP layers. We open-source both the model weights and the three-layer MTP weights to foster open research and community collaboration.

We present Mach-Mind-4-Flash, a 35B-parameter Mixture-of-Experts (MoE) agentic model with 3B activated parameters. Through post-training optimization alone without scaling pre-training compute, the model achieves performance on par with or surpassing that of 100B-parameter-class models. By introducing scalable agentic interaction environments for large-scale reinforcement learning, the model attains significant performance gains on real-world application tasks. Our pipeline comprises three stages: (1) a unified RL/OPD training infrastructure with dynamic multi-teacher scheduling and operator-level acceleration, delivering 17\% end-to-end training speedup; (2) multiple domain-specific RL experts trained in parallel across Reasoning, General, and Agent tracks, then fused into a single generalist via Multi-Teacher On-Policy Distillation (MOPD) -- a routed reverse-KL objective that eliminates the see-saw degradation of mixed-reward RL; (3) Hybrid Median-length Policy Optimization (HMPO), a single-stage token-efficiency method that compresses reasoning chains by 19--46\% with le0.7 percentage-point accuracy loss. Mach-Mind-4-Flash scores 92.70 on AIME'26, 82.82 on IFBench, 80.74 on Behavioral-SafetyBench, 75.80 on BFCL-v4, 72.31 on BrowseComp-zh, and 84.20 on ClawBench -- leading or matching models with 10--30times its activated size at a fraction of the inference cost.

A handful of visual foundation models (VFMs) have recently emerged as the backbones for numerous downstream tasks. VFMs like CLIP, DINOv2, SAM are trained with distinct objectives, exhibiting unique characteristics for various downstream tasks. We find that despite their conceptual differences, these models can be effectively merged into a unified model through multi-teacher distillation. We name this approach AM-RADIO (Agglomerative Model -- Reduce All Domains Into One). This integrative approach not only surpasses the performance of individual teacher models but also amalgamates their distinctive features, such as zero-shot vision-language comprehension, detailed pixel-level understanding, and open vocabulary segmentation capabilities. In pursuit of the most hardware-efficient backbone, we evaluated numerous architectures in our multi-teacher distillation pipeline using the same training recipe. This led to the development of a novel architecture (E-RADIO) that exceeds the performance of its predecessors and is at least 7x faster than the teacher models. Our comprehensive benchmarking process covers downstream tasks including ImageNet classification, ADE20k semantic segmentation, COCO object detection and LLaVa-1.5 framework. Code: https://github.com/NVlabs/RADIO

Post-training paradigms for Large Language Models (LLMs), primarily Supervised Fine-Tuning (SFT) and Reinforcement Learning (RL), face a fundamental dilemma: SFT provides stability (low variance) but suffers from high fitting bias, while RL enables exploration (low bias) but grapples with high gradient variance. Existing unified optimization strategies often employ naive loss weighting, overlooking the statistical conflict between these distinct gradient signals. In this paper, we provide a rigorous theoretical analysis of this bias-variance trade-off and propose DYPO (Dynamic Policy Optimization), a unified framework designed to structurally mitigate this conflict. DYPO integrates three core components: (1) a Group Alignment Loss (GAL) that leverages intrinsic group dynamics to significantly reduce RL gradient variance; (2) a Multi-Teacher Distillation mechanism that corrects SFT fitting bias via diverse reasoning paths; and (3) a Dynamic Exploitation-Exploration Gating mechanism that adaptively arbitrates between stable SFT and exploratory RL based on reward feedback. Theoretical analysis confirms that DYPO linearly reduces fitting bias and minimizes overall variance. Extensive experiments demonstrate that DYPO significantly outperforms traditional sequential pipelines, achieving an average improvement of 4.8\% on complex reasoning benchmarks and 13.3\% on out-of-distribution tasks. Our code is publicly available at https://github.com/Tocci-Zhu/DYPO.

Self-distillation (SD) offers a promising path for adapting large language models (LLMs) without relying on stronger external teachers. However, SD in autoregressive LLMs remains challenging because self-generated trajectories are free-form, correctness is task-dependent, and plausible rationales can still provide unstable or unreliable supervision. Existing methods mainly examine isolated design choices, leaving their effectiveness, roles, and interactions unclear. In this paper, we propose UniSD, a unified framework to systematically study self-distillation. UniSD integrates complementary mechanisms that address supervision reliability, representation alignment, and training stability, including multi-teacher agreement, EMA teacher stabilization, token-level contrastive learning, feature matching, and divergence clipping. Across six benchmarks and six models from three model families, UniSD reveals when self-distillation improves over static imitation, which components drive the gains, and how these components interact across tasks. Guided by these insights, we construct UniSDfull, an integrated pipeline that combines complementary components and achieves the strongest overall performance, improving over the base model by +5.4 points and the strongest baseline by +2.8 points. Extensive evaluation highlights self-distillation as a practical and steerable approach for efficient LLM adaptation without stronger external teachers.

Conversational Search (CS) is the task of retrieving relevant documents from a corpus within a conversational context, combining retrieval with conversational context modeling. With the explosion of Large Language Models (LLMs), the CS field has seen major improvements with LLMs rewriting user queries, accounting for conversational context. However, engaging LLMs at inference time harms efficiency. Current methods address this by distilling embeddings from human-rewritten queries to learn the context modeling task. Yet, these approaches predominantly focus on context modeling, and only treat the contrastive component of the retrieval task within a distillation-independent loss term. To address these limitations, we propose a new distillation method, as a relaxation of the previous objective, unifying retrieval and context modeling. We relax the existing training objectives by distilling similarity scores between conversations and documents, rather than relying solely on representation learning. Our proposed distillation objective allows for more freedom in the representation space and leverages the contrastive nature of document relevance. Through experiments on Learned Sparse Retrieval (LSR) across 5 CS datasets, our approach demonstrates substantial improvements in both in-domain and out-of-domain retrieval performance, outperforming state-of-the-art with gains of up to 6 points in recall for out-of-domain datasets. Additionally, through the relaxation of the objective, we propose a multi-teacher distillation, using multiple LLMs as teachers, yielding additional gains, and outperforming the teachers themselves in in-domain experiments. Finally, analysis of the sparsity of the models reveals that our distillation allows for better control over the sparsity of the trained models.

The exponential growth of Large Language Models (LLMs) continues to highlight the need for efficient strategies to meet ever-expanding computational and data demands. This survey provides a comprehensive analysis of two complementary paradigms: Knowledge Distillation (KD) and Dataset Distillation (DD), both aimed at compressing LLMs while preserving their advanced reasoning capabilities and linguistic diversity. We first examine key methodologies in KD, such as task-specific alignment, rationale-based training, and multi-teacher frameworks, alongside DD techniques that synthesize compact, high-impact datasets through optimization-based gradient matching, latent space regularization, and generative synthesis. Building on these foundations, we explore how integrating KD and DD can produce more effective and scalable compression strategies. Together, these approaches address persistent challenges in model scalability, architectural heterogeneity, and the preservation of emergent LLM abilities. We further highlight applications across domains such as healthcare and education, where distillation enables efficient deployment without sacrificing performance. Despite substantial progress, open challenges remain in preserving emergent reasoning and linguistic diversity, enabling efficient adaptation to continually evolving teacher models and datasets, and establishing comprehensive evaluation protocols. By synthesizing methodological innovations, theoretical foundations, and practical insights, our survey charts a path toward sustainable, resource-efficient LLMs through the tighter integration of KD and DD principles.

Cervical disc herniation (CDH) is a prevalent musculoskeletal disorder that significantly impacts health and requires labor-intensive analysis from experts. Despite advancements in automated detection of medical imaging, two significant challenges hinder the real-world application of these methods. First, the computational complexity and resource demands present a significant gap for real-time application. Second, noise in MRI reduces the effectiveness of existing methods by distorting feature extraction. To address these challenges, we propose three key contributions: Firstly, we introduced MedDet, which leverages the multi-teacher single-student knowledge distillation for model compression and efficiency, meanwhile integrating generative adversarial training to enhance performance. Additionally, we customize the second-order nmODE to improve the model's resistance to noise in MRI. Lastly, we conducted comprehensive experiments on the CDH-1848 dataset, achieving up to a 5% improvement in mAP compared to previous methods. Our approach also delivers over 5 times faster inference speed, with approximately 67.8% reduction in parameters and 36.9% reduction in FLOPs compared to the teacher model. These advancements significantly enhance the performance and efficiency of automated CDH detection, demonstrating promising potential for future application in clinical practice. See project website https://steve-zeyu-zhang.github.io/MedDet

We introduce Agents-A1, a 35B Mixture-of-Experts Agentic Model that reaches trillion-parameter-level performance by scaling the agent horizon. We investigate agent-horizon scaling from two perspectives: scaling long-horizon trajectories and scaling heterogeneous agent abilities. To support this goal, we build a long-horizon knowledge-action infrastructure that connects external knowledge, actions, observations, and verifier outcomes, producing agentic trajectories with an average length of 45K tokens. Based on this, we train Agents-A1 with a three-stage recipe. First, we perform full-domain supervised fine-tuning to align the base model with broad agentic behaviors. Second, we train domain-level teacher models to capture specialized expertise in each domain. Third, we propose a multi-teacher domain-routed on-policy distillation with salient vocabulary alignment to improve knowledge transfer efficiency across different domains, unifying six heterogeneous domains into one deployable student model. Agents-A1 achieves strong and broad performance for long-horizon agent benchmarks. Compared with 1T-parameter model such as Kimi-K2.6 and DeepSeek-V4-pro, Agents-A1 achieves leading results on SEAL-0 (56.4), IFBench (80.6), HiPhO (46.4), FrontierScience-Olympiad (79.0), and MolBench-Bind (56.8), and remains highly competitive on SciCode (44.3), HLE (47.6) and BrowseComp (75.5). We hope this work provides the community with a practical path for scaling the horizon using a 35B agent that can reach or match the performance of 1T models on long-horizon tasks.

Multi-task problem solving has been shown to improve the accuracy of the individual tasks, which is an important feature for robots, as they have a limited resource. However, when the number of labels for each task is not equal, namely imbalanced data exist, a problem may arise due to insufficient number of samples, and labeling is not very easy for mobile robots in every environment. We propose a method that can learn tasks even in the absence of the ground truth labels for some of the tasks. We also provide a detailed analysis of the proposed method. An interesting finding is related to the interaction of the tasks. We show a methodology to find out which tasks can improve the performance of other tasks. We investigate this by training the teacher network with the task outputs such as depth as inputs. We further provide empirical evidence when trained with a small amount of data. We use semantic segmentation and depth estimation tasks on different datasets, NYUDv2 and Cityscapes.

Block Diffusion Language Models (BD-LMs) improve diffusion-based text generation with KV caching and flexible-length generation. A natural next step is to extend them from Single-Block Diffusion (SingleBD) to Multi-Block Diffusion (MultiBD), where a running-set of consecutive blocks is decoded concurrently for inter-block parallelism. However, existing BD-LMs are mostly trained under teacher forcing, where the model observes only one noisy block conditioned on a clean prefix. While the recent diffusion forcing strategy introduces visibility among multiple noisy blocks, its training states still differ from MultiBD inference, where decoding operates on a bounded running-set with heterogeneous slot-wise noise patterns. To bridge this gap, we propose Multi-Block Diffusion Language Models (MBD-LMs), obtained by post-training BD-LMs with Multi-block Teacher Forcing (MultiTF). MultiTF integrates teacher forcing and diffusion forcing by training on bounded noise-groups conditioned on clean prefixes, with randomized noise-schedulers that better match MultiBD inference states. To make MultiBD practically executable, we further introduce an optimized decoding algorithm based on the Block Buffer mechanism that preserves prefix-cache reuse, keeps input shapes static, and translates increased decoding parallelism into wall-clock acceleration. Empirically, MBD-LLaDA2-Mini increases average Tokens Per Forward pass (TPF) from 3.47 to 6.19 and improves average accuracy from 79.95% to 81.03%; when combined with DMax, MBD-LLaDA2-Mini-DMax reaches an average TPF of 9.34 with only a 1.02% accuracy drop on math and code benchmarks.

Next-token prediction (NTP) has driven the success of large language models (LLMs), but it struggles with long-horizon reasoning, planning, and creative writing, with these limitations largely attributed to teacher-forced training. Multi-token prediction (MTP) partially mitigates these issues by predicting several future tokens at once, but it mostly captures short-range dependencies and offers limited improvement. We propose future summary prediction (FSP), which trains an auxiliary head to predict a compact representation of the long-term future, preserving information relevant for long-form generations. We explore two variants of FSP: handcrafted summaries, for example, a bag of words summary of the future sequence, and learned summaries, which use embeddings produced by a reverse language model trained from right-to-left order. Large-scale pretraining experiments (3B and 8B-parameter models) demonstrate that FSP provides improvements over both NTP and MTP across math, reasoning, and coding benchmarks.

This paper presents MiniGPT, a compact from-scratch implementation of GPT-style autoregressive language modeling in PyTorch. The aim is to rebuild the core GPT pipeline from first principles after studying the design of nanoGPT by Andrej Karpathy, while keeping the model and training code independently written in a single notebook. MiniGPT implements token and positional embeddings, causal multi-head self-attention, pre-LayerNorm Transformer blocks, residual connections, feed-forward MLP layers, next-token cross-entropy training (teacher forcing), validation tracking, checkpoint selection, and autoregressive text generation. This paper evaluates the implementation on Tiny Shakespeare dataset using character-level tokenization. A baseline 0.83M-parameter model reaches a validation loss of 1.7236 after 3000 training iterations. A stronger 10.77M-parameter configuration, using a larger context length and improved training settings, reaches a best validation loss of 1.4780 and generates text with recognizable Shakespeare-style dialogue structure. MiniGPT does not introduce a new language-model architecture. Instead, it documents a clear and reproducible implementation path from raw text to trained character-level generation, including design choices, training behavior, generation quality, and practical limitations.

Diffusion language models (DLMs) are an attractive alternative to autoregressive models because they promise sublinear-time, parallel generation, yet practical gains remain elusive as high-quality samples still demand hundreds of refinement steps. In continuous domains, consistency training along the probability-flow ODE is a popular recipe to accelerate diffusion. For discrete diffusion, no analogous sample-space ODE exists, making direct adaptation ill-defined. We argue that the natural discrete substitute is not a deterministic trajectory but its stochastic counterpart: the exact posterior bridge, available in closed form for broad corruption families including masked and uniform diffusion. Building on this observation, we introduce Multi-Path Discrete Consistency (MPDC), a new principle that trains a denoiser to be path-invariant in expectation across these stochastic bridges, and instantiate it as the Consistent Diffusion Language Model (CDLM), a single-stage, teacher-free training framework. A single CDLM objective unifies masked diffusion, continuous consistency models, and progressive/discrete distillation as analytic limits or empirical approximations of one common view. Empirically, CDLM establishes a new state of the art on both conditional and unconditional text-generation, consistently outperforming strong base discrete diffusion models and often even multi-stage distilled baselines across sampling budgets, with the largest gains in the few-step regime. Together, these results position CDLM as a principled and scalable foundation for the next generation of fast, high-fidelity discrete generative modeling.

Photometric loss and pseudo-label-based self-training are two widely used methods for training stereo networks on unlabeled data. However, they both struggle to provide accurate supervision in occluded regions. The former lacks valid correspondences, while the latter's pseudo labels are often unreliable. To overcome these limitations, we present S^3, a simple yet effective framework based on multi-baseline geometry consistency. Unlike conventional self-training where teacher and student share identical stereo pairs, S^3 assigns them different target images, introducing natural visibility asymmetry. Regions occluded in the student's view often remain visible and matchable to the teacher, enabling reliable pseudo labels even in regions where photometric supervision fails. The teacher's disparities are rescaled to align with the student's baseline and used to guide student learning. An occlusion-aware weighting strategy is further proposed to mitigate unreliable supervision in teacher-occluded regions and to encourage the student to learn robust occlusion completion. To support training, we construct MBS20K, a multi-baseline stereo dataset synthesized using the CARLA simulator. Extensive experiments demonstrate that S^3 provides effective supervision in both occluded and non-occluded regions, achieves strong generalization performance, and surpasses previous state-of-the-art methods on the KITTI 2015 and 2012 benchmarks.

Chatbots are designed to carry out human-like conversations across different domains, such as general chit-chat, knowledge exchange, and persona-grounded conversations. To measure the quality of such conversational agents, a dialogue evaluator is expected to conduct assessment across domains as well. However, most of the state-of-the-art automatic dialogue evaluation metrics (ADMs) are not designed for multi-domain evaluation. We are motivated to design a general and robust framework, MDD-Eval, to address the problem. Specifically, we first train a teacher evaluator with human-annotated data to acquire a rating skill to tell good dialogue responses from bad ones in a particular domain and then, adopt a self-training strategy to train a new evaluator with teacher-annotated multi-domain data, that helps the new evaluator to generalize across multiple domains. MDD-Eval is extensively assessed on six dialogue evaluation benchmarks. Empirical results show that the MDD-Eval framework achieves a strong performance with an absolute improvement of 7% over the state-of-the-art ADMs in terms of mean Spearman correlation scores across all the evaluation benchmarks.

This paper explores three novel approaches to improve the performance of speaker verification (SV) systems based on deep neural networks (DNN) using Multi-head Self-Attention (MSA) mechanisms and memory layers. Firstly, we propose the use of a learnable vector called Class token to replace the average global pooling mechanism to extract the embeddings. Unlike global average pooling, our proposal takes into account the temporal structure of the input what is relevant for the text-dependent SV task. The class token is concatenated to the input before the first MSA layer, and its state at the output is used to predict the classes. To gain additional robustness, we introduce two approaches. First, we have developed a Bayesian estimation of the class token. Second, we have added a distilled representation token for training a teacher-student pair of networks using the Knowledge Distillation (KD) philosophy, which is combined with the class token. This distillation token is trained to mimic the predictions from the teacher network, while the class token replicates the true label. All the strategies have been tested on the RSR2015-Part II and DeepMine-Part 1 databases for text-dependent SV, providing competitive results compared to the same architecture using the average pooling mechanism to extract average embeddings.

Hybrid sequence models that combine efficient Transformer components with linear sequence modeling blocks are a promising alternative to pure Transformers, but most are still pretrained from scratch and therefore fail to reuse existing Transformer checkpoints. We study upcycling as a practical path to convert pretrained Transformer LLMs into hybrid architectures while preserving short-context quality and improving long-context capability. We call our solution HyLo (HYbrid LOng-context): a long-context upcycling recipe that combines architectural adaptation with efficient Transformer blocks, Multi-Head Latent Attention (MLA), and linear blocks (Mamba2 or Gated DeltaNet), together with staged long-context training and teacher-guided distillation for stable optimization. HyLo extends usable context length by up to 32times through efficient post-training and reduces KV-cache memory by more than 90%, enabling up to 2M-token prefill and decoding in our vLLM inference stack, while comparable Llama baselines run out of memory beyond 64K context. Across 1B- and 3B-scale settings (Llama- and Qwen-based variants), HyLo delivers consistently strong short- and long-context performance and significantly outperforms state-of-the-art upcycled hybrid baselines on long-context evaluations such as RULER. Notably, at similar scale, HyLo-Qwen-1.7B trained on only 10B tokens significantly outperforms JetNemotron (trained on 400B tokens) on GSM8K, Lm-Harness common sense reasoning and RULER-64K.

Multi-turn reinforcement learning (RL) for multi-modal agents built upon vision-language models (VLMs) is hampered by sparse rewards and long-horizon credit assignment. Recent methods densify the reward by querying a teacher that provides step-level feedback, e.g., Guided Thought Reinforcement (GTR) and On-Policy Distillation, but rely on costly, often privileged models as the teacher, limiting practicality and reproducibility. We introduce GTR-Turbo, a highly efficient upgrade to GTR, which matches the performance without training or querying an expensive teacher model. Specifically, GTR-Turbo merges the weights of checkpoints produced during the ongoing RL training, and then uses this merged model as a "free" teacher to guide the subsequent RL via supervised fine-tuning or soft logit distillation. This design removes dependence on privileged VLMs (e.g., GPT or Gemini), mitigates the "entropy collapse" observed in prior work, and keeps training stable. Across diverse visual agentic tasks, GTR-Turbo improves the accuracy of the baseline model by 10-30% while reducing wall-clock training time by 50% and compute cost by 60% relative to GTR.

Multi-turn dialogues between a child and a caregiver are characterized by a property called contingency - that is, prompt, direct, and meaningful exchanges between interlocutors. We introduce ContingentChat, a teacher-student framework that benchmarks and improves multi-turn contingency in a BabyLM trained on 100M words. Using a novel alignment dataset for post-training, BabyLM generates responses that are more grammatical and cohesive. Experiments with adaptive teacher decoding strategies show limited additional gains. ContingentChat demonstrates the benefits of targeted post-training for dialogue quality and indicates that contingency remains a challenging goal for BabyLMs.

Foundation image-text models such as CLIP with zero-shot capabilities enable a wide array of applications. MobileCLIP is a recent family of image-text models at 3-15ms latency and 50-150M parameters with state-of-the-art zero-shot accuracy. The main ingredients in MobileCLIP were its low-latency and light architectures and a novel multi-modal reinforced training that made knowledge distillation from multiple caption-generators and CLIP teachers efficient, scalable, and reproducible. In this paper, we improve the multi-modal reinforced training of MobileCLIP through: 1) better CLIP teacher ensembles trained on the DFN dataset, 2) improved captioner teachers trained on the DFN dataset and fine-tuned on a diverse selection of high-quality image-caption datasets. We discover new insights through ablations such as the importance of temperature tuning in contrastive knowledge distillation, the effectiveness of caption-generator fine-tuning for caption diversity, and the additive improvement from combining synthetic captions generated by multiple models. We train a new family of models called MobileCLIP2 and achieve state-of-the-art ImageNet-1k zero-shot accuracies at low latencies. In particular, we observe 2.2% improvement in ImageNet-1k accuracy for MobileCLIP2-B compared with MobileCLIP-B architecture. Notably, MobileCLIP2-S4 matches the zero-shot accuracy of SigLIP-SO400M/14 on ImageNet-1k while being 2times smaller and improves on DFN ViT-L/14 at 2.5times lower latency. We release our pretrained models (https://github.com/apple/ml-mobileclip) and the data generation code (https://github.com/apple/ml-mobileclip-dr). The data generation code makes it easy to create new reinforced datasets with arbitrary teachers using distributed scalable processing.

We introduce Nemotron-Cascade 2, an open 30B MoE model with 3B activated parameters that delivers best-in-class reasoning and strong agentic capabilities. Despite its compact size, its mathematical and coding reasoning performance approaches that of frontier open models. It is the second open-weight LLM, after DeepSeekV3.2-Speciale-671B-A37B, to achieve Gold Medal-level performance in the 2025 International Mathematical Olympiad (IMO), the International Olympiad in Informatics (IOI), and the ICPC World Finals, demonstrating remarkably high intelligence density with 20x fewer parameters. In contrast to Nemotron-Cascade 1, the key technical advancements are as follows. After SFT on a meticulously curated dataset, we substantially expand Cascade RL to cover a much broader spectrum of reasoning and agentic domains. Furthermore, we introduce multi-domain on-policy distillation from the strongest intermediate teacher models for each domain throughout the Cascade RL process, allowing us to efficiently recover benchmark regressions and sustain strong performance gains along the way. We release the collection of model checkpoint and training data.

Research on applications of Reinforcement Learning (RL) to Large Language Models (LLMs) has mostly been focused on single-turn problems, such as mathematical reasoning or single-shot code generation. While these problems can be viewed as token-level multi-turn MDPs, this view corresponds to a degenerate case of multi-turn interaction where the environment provides no feedback. This contrasts with many real-world domains, such as software engineering (SWE), which require rich multi-turn interactions with a stateful environment that responds to each action with a non-trivial observation. To bridge this gap, we demonstrate the successful application of RL to this general regime. Using a modified Decoupled Advantage Policy Optimization (DAPO) algorithm, we train an agent based on Qwen2.5-72B-Instruct to solve real-world software engineering tasks. Our approach increases the agent's success rate on the SWE-bench Verified benchmark from a 20% rejection fine-tuned baseline to 39%, without relying on any teacher models. On SWE-rebench, our agent matches or outperforms leading open-weight models such as DeepSeek-V3-0324 and Qwen3-235B-A22B using an identical scaffolding, offering a viable path toward building more capable autonomous agents for complex real-world problems based on open models.

Knowledge distillation(KD) is a common approach to improve model performance in automatic speech recognition (ASR), where a student model is trained to imitate the output behaviour of a teacher model. However, traditional KD methods suffer from teacher label storage issue, especially when the training corpora are large. Although on-the-fly teacher label generation tackles this issue, the training speed is significantly slower as the teacher model has to be evaluated every batch. In this paper, we reformulate the generation of teacher label as a codec problem. We propose a novel Multi-codebook Vector Quantization (MVQ) approach that compresses teacher embeddings to codebook indexes (CI). Based on this, a KD training framework (MVQ-KD) is proposed where a student model predicts the CI generated from the embeddings of a self-supervised pre-trained teacher model. Experiments on the LibriSpeech clean-100 hour show that MVQ-KD framework achieves comparable performance as traditional KD methods (l1, l2), while requiring 256 times less storage. When the full LibriSpeech dataset is used, MVQ-KD framework results in 13.8% and 8.2% relative word error rate reductions (WERRs) for non -streaming transducer on test-clean and test-other and 4.0% and 4.9% for streaming transducer. The implementation of this work is already released as a part of the open-source project icefall.

Large language models (LLMs) have exhibited the ability to effectively utilize external tools to address user queries. However, their performance may be limited in complex, multi-turn interactions involving users and multiple tools. To address this, we propose Magnet, a principled framework for synthesizing high-quality training trajectories to enhance the function calling capability of large language model agents in multi-turn conversations with humans. The framework is based on automatic and iterative translations from a function signature path to a sequence of queries and executable function calls. We model the complicated function interactions in multi-turn cases with graph and design novel node operations to build reliable signature paths. Motivated by context distillation, when guiding the generation of positive and negative trajectories using a teacher model, we provide reference function call sequences as positive hints in context and contrastive, incorrect function calls as negative hints. Experiments show that training with the positive trajectories with supervised fine-tuning and preference optimization against negative trajectories, our 14B model, Magnet-14B-mDPO, obtains 68.01 on BFCL-v3 and 73.30 on ToolQuery, surpassing the performance of the teacher model Gemini-1.5-pro-002 by a large margin in function calling.

Vision Language Models (VLMs), pre-trained on large-scale image-text datasets, enable zero-shot predictions for unseen data but may underperform on specific unseen tasks. Continual learning (CL) can help VLMs effectively adapt to new data distributions without joint training, but faces challenges of catastrophic forgetting and generalization forgetting. Although significant progress has been achieved by distillation-based methods, they exhibit two severe limitations. One is the popularly adopted single-teacher paradigm fails to impart comprehensive knowledge, The other is the existing methods inadequately leverage the multimodal information in the original training dataset, instead they rely on additional data for distillation, which increases computational and storage overhead. To mitigate both limitations, by drawing on Knowledge Integration Theory (KIT), we propose a Multi-Stage Knowledge Integration network (MulKI) to emulate the human learning process in distillation methods. MulKI achieves this through four stages, including Eliciting Ideas, Adding New Ideas, Distinguishing Ideas, and Making Connections. During the four stages, we first leverage prototypes to align across modalities, eliciting cross-modal knowledge, then adding new knowledge by constructing fine-grained intra- and inter-modality relationships with prototypes. After that, knowledge from two teacher models is adaptively distinguished and re-weighted. Finally, we connect between models from intra- and inter-task, integrating preceding and new knowledge. Our method demonstrates significant improvements in maintaining zero-shot capabilities while supporting continual learning across diverse downstream tasks, showcasing its potential in adapting VLMs to evolving data distributions.

We study on-policy distillation (OPD) for agentic tasks, where an LLM agent interacts with an environment over multiple turns and a student imitates a teacher over these multi-turn interaction histories. Fully online OPD is costly because each update requires fresh student rollouts through the environment and teacher queries at visited histories. We propose Replayed-Prefix On-Policy Distillation (ReOPD), an off-environment alternative that reuses pre-collected teacher trajectories as replayed prefixes: the student acts at selected steps, while the teacher provides dense per-step supervision without executing new environment interactions. We show that multi-turn OPD introduces a prefix trap: making histories more student-on-policy improves relevance to the student, but can query the teacher on histories where its target is unreliable. This creates a two-sided distribution shift between student occupancy and teacher reliability. ReOPD addresses this by treating multi-turn OPD as a reliability-aware prefix distribution design and implements it with a simple step-decaying sampling schedule that emphasizes early, lower-shift prefixes. Across mathematical reasoning with Python and search environments over multiple teacher and student model scales, ReOPD preserves or improves OPD-level accuracy, uses zero tool calls during student training, and is at least 4times faster per rollout than OPD. ReOPD therefore turns expensive agent-environment interaction into a reusable offline resource, enabling scalable distillation across tools, tasks, and environments.

Recent advances in video diffusion models have enabled either long single-view generation through temporal autoregression, or short multi-view synthesis through bidirectional attention. However, generating long, multi-view consistent videos of dynamic scenes remains unsolved. In this work, we present MV-Forcing, a framework that composes temporal and view-wise autoregression within a single diffusion model by introducing a 4D geometric bridge between sequentially generated views. Our key insight is that an autoregressive 3D reconstruction model naturally interfaces between autoregressively generated views. Given a completed source view, we reconstruct its 3D structure and render a geometric prior of the next target viewpoint, which the diffusion model refines into a high-quality video. To extend generation beyond the teacher's fixed temporal window, we introduce a joint denoising regime where both view slots are initialized from noise during training, enabling temporally unbounded generation. We distill the model via Distribution Matching Distillation with Spatio-Temporal Self-Forcing, closing the train-inference exposure bias gap for both temporal and view-sequential autoregression. Extensive experiments on both synthetic and real-world data demonstrate that MV-Forcing produces geometrically consistent multi-view videos of dynamic scenes at arbitrary lengths and viewpoint counts using a single few-step student model.

Reinforcement learning (RL) has been widely used to train LLM agents for multi-turn interactive tasks, but its sample efficiency is severely limited by sparse rewards and long horizons. On-policy self-distillation (OPSD) alleviates this by providing dense token-level supervision from a privileged teacher that has access to ground-truth answers. However, such fixed privileged information cannot capture the diverse valid strategies in agent tasks, and naively combining OPSD with RL often leads to training collapse. To address these limitations, we introduce Skill-SD, a framework that turns the agent's own trajectories into dynamic training-only supervision. Completed trajectories are summarized into compact natural language skills that describe successful behaviors, mistakes, and workflows. These skills serve as dynamic privileged information conditioning only the teacher, while the student always acts under the plain task prompt and learns to internalize the guidance through distillation. To stabilize the training, we derive an importance-weighted reverse-KL loss to provide gradient-correct token-level distillation, and dynamically synchronize the teacher with the improving student. Experimental results on agentic benchmarks demonstrate that Skill-SD substantially outperforms the standard RL baseline, improving both vanilla GRPO (+14.0%/+10.9% on AppWorld/Sokoban) and vanilla OPD (+42.1%/+40.6%). Project page: https://k1xe.github.io/skill-sd/

Root canal (RC) treatment is a highly delicate and technically complex procedure in clinical practice, heavily influenced by the clinicians' experience and subjective judgment. Deep learning has made significant advancements in the field of computer-aided diagnosis (CAD) because it can provide more objective and accurate diagnostic results. However, its application in RC treatment is still relatively rare, mainly due to the lack of public datasets in this field. To address this issue, in this paper, we established a First Molar Root Canal segmentation dataset called FMRC-2025. Additionally, to alleviate the workload of manual annotation for dentists and fully leverage the unlabeled data, we designed a Cross-Frequency Collaborative training semi-supervised learning (SSL) Network called CFC-Net. It consists of two components: (1) Cross-Frequency Collaborative Mean Teacher (CFC-MT), which introduces two specialized students (SS) and one comprehensive teacher (CT) for collaborative multi-frequency training. The CT and SS are trained on different frequency components while fully integrating multi-frequency knowledge through cross and full frequency consistency supervisions. (2) Uncertainty-guided Cross-Frequency Mix (UCF-Mix) mechanism enables the network to generate high-confidence pseudo-labels while learning to integrate multi-frequency information and maintaining the structural integrity of the targets. Extensive experiments on FMRC-2025 and three public dental datasets demonstrate that CFC-MT is effective for RC segmentation and can also exhibit strong generalizability on other dental segmentation tasks, outperforming state-of-the-art SSL medical image segmentation methods. Codes and dataset will be released.

Conventional 2D human pose estimation methods typically require extensive labeled annotations, which are both labor-intensive and expensive. In contrast, semi-supervised 2D human pose estimation can alleviate the above problems by leveraging a large amount of unlabeled data along with a small portion of labeled data. Existing semi-supervised 2D human pose estimation methods update the network through backpropagation, ignoring crucial historical information from the previous training process. Therefore, we propose a novel semi-supervised 2D human pose estimation method by utilizing a newly designed Teacher-Reviewer-Student framework. Specifically, we first mimic the phenomenon that human beings constantly review previous knowledge for consolidation to design our framework, in which the teacher predicts results to guide the student's learning and the reviewer stores important historical parameters to provide additional supervision signals. Secondly, we introduce a Multi-level Feature Learning strategy, which utilizes the outputs from different stages of the backbone to estimate the heatmap to guide network training, enriching the supervisory information while effectively capturing keypoint relationships. Finally, we design a data augmentation strategy, i.e., Keypoint-Mix, to perturb pose information by mixing different keypoints, thus enhancing the network's ability to discern keypoints. Extensive experiments on publicly available datasets, demonstrate our method achieves significant improvements compared to the existing methods.

Training small language-model agents for long-horizon interactive tasks requires both fast imitation and reward-driven improvement. On-policy distillation (OPD) provides dense teacher guidance and typically improves rapidly in the early stage, but its gains saturate once the student approaches the teacher, limiting the final performance ceiling. Reinforcement learning (RL) directly optimizes environment rewards and encourages exploratory improvement toward a higher reward-defined ceiling, but sparse and delayed feedback makes early-stage learning much less efficient than OPD. In this paper, we propose ATOD (Annealed Turn-aware On-policy Distillation), a hybrid online distillation algorithm that explicitly exploits this complementarity. (1) ATOD uses an annealed OPD-RL schedule: OPD dominates early training to approach teacher-level behavior, while RL is gradually strengthened to drive reward-based exploration. (2) ATOD introduces Turn-level Disagreement-Uncertainty Reweighting (T-DUR), which softly amplifies high-utility turns and improves dense supervision in long trajectories. Experiments on ALFWorld, WebShop, and Search-QA show that ATOD consistently outperforms competing post-training baselines: across the three student sizes, ATOD improves average success rate by 3.03 points over OPD and 23.62 points over GRPO, while surpassing the corresponding teacher models by 2.16 points.

E-commerce authoring involves creating attractive, abundant, and targeted promotional content to drive product sales. The emergence of large language models (LLMs) introduces an innovative paradigm, offering a unified solution to address various authoring tasks within this scenario. However, mainstream LLMs trained on general corpora with common sense knowledge reveal limitations in fitting complex and personalized features unique to e-commerce products and customers. Furthermore, LLMs like GPT-3.5 necessitate remote accessibility, raising concerns about safeguarding voluminous customer privacy data during transmission. This paper proposes the LLaMA-E, the unified and customized instruction-following language models focusing on diverse e-commerce authoring tasks. Specifically, the domain experts create the seed instruction set from the tasks of ads generation, query-enhanced product title rewriting, product classification, purchase intent speculation, and general Q&A. These tasks enable the models to comprehensively understand precise e-commerce authoring knowledge by interleaving features covering typical service aspects of customers, sellers, and platforms. The GPT-3.5 is introduced as a teacher model, which expands the seed instructions to form a training set for the LLaMA-E models with various scales. The experimental results show that the proposed LLaMA-E models achieve state-of-the-art results in quantitative and qualitative evaluations, also exhibiting the advantage in zero-shot scenes. To the best of our knowledge, this study is the first to serve the LLMs to specific e-commerce authoring scenarios.

Large Language Models (LLMs) unlearning is crucial for removing hazardous or privacy-leaking information from the model. Practical LLM unlearning demands satisfying multiple challenging objectives simultaneously: removing undesirable knowledge, preserving general utility, avoiding over-refusal of neighboring concepts, and, crucially, ensuring robustness against adversarial probing attacks. However, existing unlearning methods primarily focus on a limited subset of these goals, typically unlearning efficacy and utility preservation while overlooking robustness and boundary behaviors. Naively extending these methods to multi-objective settings may lead to unlearning task interference. We propose a novel multi-objective unlearning framework that harmonizes multiple unlearning objectives through a data and optimization co-design: We standardize training corpora into a unified data representation to reduce the domain gap, and then introduce a bidirectional distillation method that simultaneously elicits desired behavior from a context-instructed teacher while suppressing undesirable behavior in the student model. Theoretical and empirical analyses show that our method aligns domain distributions and converts seemingly irrelevant unlearning tasks into cooperative optimization. Evaluation demonstrates state-of-the-art performance, which enables balanced and reliable unlearning across diverse, challenging requirements.

The world currently has an abundance of ideas for how to use new LLM agents, and developers seek to rapidly prototype and test new agentic designs. However, executing agents at scale using high-capacity LLMs incurs high inference costs. We propose a simple method for reducing LLM agent inference costs without incurring the development friction costs associated with LLM fine-tuning (long training cycles, optimization hyperparameter tweaking loops) or manual prompt engineering (laborious trial and error). Most importantly, we introduce in-context distillation, which adapts the idea of knowledge distillation (training a low cost-student model to mimic a high-cost teacher) to an in-context learning setting. Our approach retrieves relevant teacher demonstrations at each agent step and provides them to the student as in-context examples, enabling the student to imitate teacher behavior on-the-fly. We combine in-context distillation with the established idea of self-consistency cascades to know when the trust the student. This adaptive strategy realizes the cost benefits of model specialization while preserving the productivity of working with frozen models. On the multi-step embodied reasoning benchmark ALFWorld, our method matches teacher-level accuracy at 2.5\times lower cost, reducing per-episode costs from \0.059 to 0.024. The upfront demonstration cost amortizes after just 843 episodes, yielding cumulative savings exceeding \34,900 at deployment scale (1M episodes). On AppWorld, a complex agent benchmark requiring multi-step API workflows, we shift the Pareto frontier by achieving a 2times cost reduction$ at iso-accuracy. By reducing operational costs while maintaining rapid experimentation cycles with frozen models, our approach makes advanced agentic systems economically viable for a broader range of applications.

Visual tokens consume substantial computational resources in multi-modal large models (MLLMs), significantly compromising their efficiency. Recent works have attempted to improve efficiency by compressing visual tokens during training, either through modifications to model components or by introducing additional parameters. However, they often overlook the increased learning difficulty caused by such compression, as the model's parameter space struggles to quickly adapt to the substantial perturbations in the feature space induced by token compression. In this work, we propose to develop Efficient MLLMs via Progressive Consistency Distillation (EPIC), a progressive learning framework. Specifically, by decomposing the feature space perturbations introduced by token compression along the token-wise and layer-wise dimensions, we introduce token consistency distillation and layer consistency distillation, respectively, aiming to reduce the training difficulty by leveraging guidance from a teacher model and following a progressive learning trajectory. Extensive experiments demonstrate the superior effectiveness, robustness, and generalization capabilities of our proposed framework.

The proliferation of Large Language Models (LLMs) in function calling is pivotal for creating advanced AI agents, yet their large scale hinders widespread adoption, necessitating transferring their capabilities into smaller ones. However, existing paradigms are often plagued by overfitting, training instability, ineffective binary rewards for multi-solution tasks, and the difficulty of synergizing techniques. We introduce STAR: Similarity-guided Teacher-Assisted Refinement, a novel holistic framework that effectively transfers LLMs' capabilities to super-tiny models. STAR consists of two core technical innovations: (1) Constrained Knowledge Distillation (CKD), a training objective that augments top-k forward KL divergence to suppress confidently incorrect predictions, ensuring training stability while preserving exploration capacity for downstream RL. STAR holistically synergizes these strategies within a cohesive training curriculum, enabling super-tiny models to achieve exceptional performance on complex function calling tasks; (2) Similarity-guided RL (Sim-RL), a RL mechanism that introduces a fine-grained, similarity-based reward. This provides a robust, continuous, and rich signal for better policy optimization by evaluating the similarity between generated outputs and the ground truth. Extensive experiments on challenging and renowned benchmarks demonstrate the effectiveness of our method. Our STAR models establish SOTA in their size classes, significantly outperforming baselines. Remarkably, our 0.6B STAR model achieves the best performance among all open models under 1B, surpassing even several well-known open models at a larger scale. STAR demonstrates a training framework that distills capabilities of LLMs into super-tiny models, paving the way for powerful, accessible, and efficient AI agents.

In this paper, we present a new embedding model, called M3-Embedding, which is distinguished for its versatility in Multi-Linguality, Multi-Functionality, and Multi-Granularity. It can support more than 100 working languages, leading to new state-of-the-art performances on multi-lingual and cross-lingual retrieval tasks. It can simultaneously perform the three common retrieval functionalities of embedding model: dense retrieval, multi-vector retrieval, and sparse retrieval, which provides a unified model foundation for real-world IR applications. It is able to process inputs of different granularities, spanning from short sentences to long documents of up to 8192 tokens. The effective training of M3-Embedding involves the following technical contributions. We propose a novel self-knowledge distillation approach, where the relevance scores from different retrieval functionalities can be integrated as the teacher signal to enhance the training quality. We also optimize the batching strategy, enabling a large batch size and high training throughput to ensure the discriminativeness of embeddings. To the best of our knowledge, M3-Embedding is the first embedding model which realizes such a strong versatility. The model and code will be publicly available at https://github.com/FlagOpen/FlagEmbedding.

Privileged on-policy distillation provides dense supervision for multi-turn agents by allowing a synchronized teacher to re-score the student's response at every turn with access to training-only references, such as successful trajectories. In interactive environments, however, the student's preceding actions continually change the execution state. As the student takes different actions or completes subgoals in a different order, its rollout may reach states not covered by the reference, making the reference an unreliable source of guidance for the state actually reached. Applying privileged distillation indiscriminately therefore creates state--reference mismatch. This mismatch motivates a central objective: providing privileged reference guidance that remains compatible with the student's current execution state. We introduce State-Matched Routing and Contextualized Self-Distillation (SMRC-SD), which explicitly determines when and how a privileged trajectory should guide an on-policy student. At each turn, SMRC-SD verifies whether the student's current execution state matches a supported state along the reference trajectory. Distillation is applied only at matched states, filtering out turns for which the reference lacks locally compatible guidance. For each matched state, SMRC-SD further constructs state-conditioned teacher context from the successful trajectory, grounding supervision in the state actually reached. Across ALFWorld and WebShop, SMRC-SD consistently outperforms unconditional successful full-path distillation. With Qwen3-1.7B, it improves task success from 0.746 to 0.865 on ALFWorld and from 0.574 to 0.693 on WebShop. Controlled routing and context ablations support both selecting locally supported turns and constructing state-compatible teacher context as contributors to these gains. Code is available at https://github.com/liujunzhuo/SMRC-SD.

With the rapid deployment of SCADA systems, how to effectively analyze industrial signals and detect abnormal states is an urgent need for the industry. Due to the significant heterogeneity of these signals, which we summarize as the M5 problem, previous works only focus on small sub-problems and employ specialized models, failing to utilize the synergies between modalities and the powerful scaling law. However, we argue that the M5 signals can be modeled in a unified manner due to the intrinsic similarity. As a result, we propose FISHER, a Foundation model for multi-modal Industrial Signal compreHEnsive Representation. To support arbitrary sampling rates, FISHER considers the increment of sampling rate as the concatenation of sub-band information. Specifically, FISHER takes the STFT sub-band as the modeling unit and adopts a teacher student SSL framework for pre-training. We also develop the RMIS benchmark, which evaluates the representations of M5 industrial signals on multiple health management tasks. Compared with top SSL models, FISHER showcases versatile and outstanding capabilities with a general performance gain up to 5.03%, along with much more efficient scaling curves. We also investigate the scaling law on downstream tasks and derive potential avenues for future works. FISHER is now open-sourced on https://github.com/jianganbai/FISHER

In this paper, we aim to enhance the performance of SwiftBrush, a prominent one-step text-to-image diffusion model, to be competitive with its multi-step Stable Diffusion counterpart. Initially, we explore the quality-diversity trade-off between SwiftBrush and SD Turbo: the former excels in image diversity, while the latter excels in image quality. This observation motivates our proposed modifications in the training methodology, including better weight initialization and efficient LoRA training. Moreover, our introduction of a novel clamped CLIP loss enhances image-text alignment and results in improved image quality. Remarkably, by combining the weights of models trained with efficient LoRA and full training, we achieve a new state-of-the-art one-step diffusion model, achieving an FID of 8.14 and surpassing all GAN-based and multi-step Stable Diffusion models. The evaluation code is available at: https://github.com/vinairesearch/swiftbrushv2.

On-policy distillation (OPD) trains a student policy by matching a stronger teacher on the student's own trajectories, offering a promising framework for language agent training. However, its application to long-horizon agentic tasks remains insufficiently explored. We identify two key inefficiencies in vanilla agent OPD: (1) full-horizon rollouts often waste wall-clock resources on tail turns that provide weak and noisy KL supervision, and (2) trajectory-level KL objectives concentrate most of the loss on shallow tokens, leaving deeper decision turns under-trained once initial behaviors are aligned. To address these challenges, we propose TurnOPD, a turn-level budgeting strategy for efficient on-policy distillation of long-horizon agents. TurnOPD consists of two budget controllers: adaptive rollout-depth budgeting, which uses probe-based turn statistics to determine rollout length, and progressive turn-normalized loss budgeting, which gradually shifts KL weighting from token-level to turn-balanced supervision. Experiments on ALFWorld, WebShop, and Multi-Hop Search with task-specialized teacher models show that TurnOPD achieves superior validation accuracy under equal wall-clock training budgets and advances the accuracy--time frontier beyond vanilla OPD.

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

On-policy distillation (OPD) trains a student on its own trajectories under token-level teacher supervision, but existing methods are capped by a single-teacher capability ceiling: when the teacher errs, the student inherits the error. OPD also remains largely unexplored in agentic tasks, where per-step errors compound across long trajectories and destabilize training. We propose MAD-OPD (Multi-Agent Debate-driven On-Policy Distillation), which breaks this ceiling by recasting the distillation teacher as a deliberative collective of teachers that debate over the student's on-policy state; the debate produces an emergent collective intelligence that supplies token-level supervision, with each teacher's contribution weighted by its post-debate confidence. To extend OPD to agentic tasks, we also introduce On-Policy Agentic Distillation (OPAD), which adds step-level sampling to stabilize training under multi-step error compounding. We additionally derive a task-adaptive divergence principle, selecting JSD (Jensen-Shannon divergence) for agentic stability and reverse KL (Kullback-Leibler) divergence for code generation, and verify it both theoretically and empirically. Across six teacher-student configurations (Qwen3 and Qwen3.5; 1.7B-14B students, 8B-32B teachers) and five agentic and code benchmarks, MAD-OPD ranks first across all six configurations; on the 14B+8Bto4B setting it lifts the agentic average by +2.4% and the code average by +3.7% over the stronger single-teacher OPD.

We present LEAF ("Lightweight Embedding Alignment Framework"), a knowledge distillation framework for text embedding models. A key distinguishing feature is that our distilled leaf models are aligned to their teacher. In the context of information retrieval, this allows for flexible asymmetric architectures where documents are encoded with the larger teacher model, while queries can be served with the smaller leaf models. We also show that leaf models automatically inherit MRL and robustness to output quantization whenever these properties are present in the teacher model, without explicitly training for them. To demonstrate the capability of our framework we publish leaf-ir, a 23M parameters information retrieval oriented text embedding model trained using LEAF, which sets a new state-of-the-art (SOTA) on BEIR, ranking #1 on the public leaderboard for this benchmark and for models of its size. When run in asymmetric mode, its retrieval performance is further increased. Our scheme is however not restricted to the information retrieval setting, and we demonstrate its wider applicability by synthesizing the multi-task leaf-mt model. This also sets a new SOTA, ranking #1 on the public MTEB v2 (English) leaderboard for its size. LEAF is applicable to black-box models and in contrast to other embedding model training frameworks, it does not require judgments nor hard negatives, and training can be conducted using small batch sizes. Thus, dataset and training infrastructure requirements for our framework are modest. We make our models publicly available under a permissive Apache 2.0 license.

While Large Language Models (LLMs) have emerged with remarkable capabilities in complex tasks through Chain-of-Thought reasoning, practical resource constraints have sparked interest in transferring these abilities to smaller models. However, achieving both domain performance and cross-domain generalization remains challenging. Existing approaches typically restrict students to following a single golden rationale and treat different reasoning paths independently. Due to distinct inductive biases and intrinsic preferences, alongside the student's evolving capacity and reasoning preferences during training, a teacher's "optimal" rationale could act as out-of-distribution noise. This misalignment leads to a degeneration of the student's latent reasoning distribution, causing suboptimal performance. To bridge this gap, we propose MIND, a capability-adaptive framework that transitions distillation from passive mimicry to active cognitive construction. We synthesize diverse teacher perspectives through a novel "Teaching Assistant" network. By employing a Feedback-Driven Inertia Calibration mechanism, this network utilizes inertia-filtered training loss to align supervision with the student's current adaptability, effectively enhancing performance while mitigating catastrophic forgetting. Extensive experiments demonstrate that MIND achieves state-of-the-art performance on both in-distribution and out-of-distribution benchmarks, and our sophisticated latent space analysis further confirms the mechanism of reasoning ability internalization.

On-policy distillation (OPD) has shown strong potential for transferring reasoning ability from frontier or domain-specific models to smaller students. While effective on static single-turn tasks, its behavior in multi-turn agent settings remains underexplored. In this work, we identify a key limitation of vanilla OPD in such settings, which we term Trajectory-Level KL Instability. Specifically, we observe that KL divergence increases together with a drop in success rate, and even after convergence, the KL remains high, leading to unstable training. This instability arises from inter-turn error compounding: as errors accumulate, the student is driven beyond the teacher's effective support, rendering the supervision signal unreliable. To address this, we propose TCOD (Temporal Curriculum On-Policy Distillation), a simple yet effective framework that controls the trajectory depth exposed to the student and progressively expands it from short to long with a curriculum schedule.Experimental results across four student-teacher pairs on three multi-turn agent benchmarks (ALFWorld, WebShop, ScienceWorld) show that TCOD mitigates KL escalation and enhances KL stability throughout training, improving agent performance by up to 18 points over vanilla OPD. Further evaluations show that TCOD can even surpass the teacher's performance and generalize to tasks on which the teacher fails.

Recent advances in accelerating text-to-image (T2I) diffusion models have enabled the synthesis of high-fidelity images even in a single step. However, personalizing these models to incorporate novel concepts remains a challenge due to the limited capacity of one-step models to capture new concept distributions effectively. We propose a bidirectional concept distillation framework, EchoDistill, to enable one-step diffusion personalization (1-SDP). Our approach involves an end-to-end training process where a multi-step diffusion model (teacher) and a one-step diffusion model (student) are trained simultaneously. The concept is first distilled from the teacher model to the student, and then echoed back from the student to the teacher. During the EchoDistill, we share the text encoder between the two models to ensure consistent semantic understanding. Following this, the student model is optimized with adversarial losses to align with the real image distribution and with alignment losses to maintain consistency with the teacher's output. Furthermore, we introduce the bidirectional echoing refinement strategy, wherein the student model leverages its faster generation capability to feedback to the teacher model. This bidirectional concept distillation mechanism not only enhances the student ability to personalize novel concepts but also improves the generative quality of the teacher model. Our experiments demonstrate that this collaborative framework significantly outperforms existing personalization methods over the 1-SDP setup, establishing a novel paradigm for rapid and effective personalization in T2I diffusion models.

Reinforcement learning (RL) has emerged as a central paradigm for post-training LLM agents, yet its trajectory-level reward signal provides only coarse supervision for long-horizon interaction. On-Policy Self-Distillation (OPSD) complements RL by introducing dense token-level guidance from a teacher branch augmented with privileged context. However, transferring OPSD to multi-turn agents proves problematic: compounding multi-turn instability destabilizes supervision, while skill-conditioned privileged guidance requires asymmetric treatment for negative teacher rejections may arise from imperfect skills retrieval or utilization. We introduce SDAR (Self-Distilled Agentic Reinforcement Learning), which treats OPSD as a gated auxiliary objective while keeping RL as the primary optimization backbone. SDAR maps detached token-level signals into a sigmoid gate, strengthening distillation on teacher-endorsed positive-gap tokens and softly attenuating negative teacher rejections. Across the Qwen2.5 and Qwen3 families on ALFWorld, WebShop, and Search-QA, SDAR substantially improves over GRPO (+9.4% on ALFWorld, +7.0% on Search-QA, +10.2% on WebShop-Acc), avoids the instability of naive GRPO+OPSD, and consistently outperforms hybrid RL--OPSD baselines across model scales.

Human-centric video customization, particularly at the garment level, has shown significant commercial value. However, existing approaches cannot support low-latency and interactive garment control, which is crucial for applications such as e-commerce and content creation. This paper studies how to achieve interactive multi-garment video customization while preserving motion coherence using only single-garment video data. We present FashionChameleon, a real-time and interactive framework for human-garment customization in autoregressive video generation, where users can interactively switch garment during generation. FashionChameleon consists of three key techniques: (i) Instead of training on multi-garment video data, we train a Teacher Model with In-Context Learning on a single reference-garment pair. By retaining the image-to-video training paradigm while enforcing a mismatch between the reference and garment image, the model is encouraged to implicitly preserve coherence during single-garment switching. (ii) To achieve consistency and efficiency during generation, we introduce Streaming Distillation with In-Context Learning, which fine-tunes the model with in-context teacher forcing and improves extrapolation consistency via gradient-reweighted distribution matching distillation. (iii) To extend the model for interactive multi-garment video customization, we propose Training-Free KV Cache Rescheduling, which includes garment KV refresh, historical KV withdraw, and reference KV disentangle to achieve garment switching while preserving motion coherence. Our FashionChameleon uniquely supports interactive customization and consistent long-video extrapolation, while achieving real-time generation at 23.8 FPS on a single GPU, 30-180times faster than existing baselines.

Vision-Language Model (VLM) based retrievers have advanced visual document retrieval (VDR) to impressive quality. They require the same multi-billion parameter encoder for both document indexing and query encoding, incurring high latency and GPU dependence even for plain-text queries. We observe that this design is unnecessarily symmetric: documents are visually complex and demand strong visual understanding, whereas queries are just short text strings. NanoVDR exploits this query--document asymmetry by decoupling the two encoding paths: a frozen 2B VLM teacher indexes documents offline, while a distilled text-only student as small as 69M parameters encodes queries at inference. The key design choice is the distillation objective. Through systematic comparison of six objectives across three backbones and 22 ViDoRe benchmark datasets, we find that pointwise cosine alignment on query text consistently outperforms ranking-based and contrastive alternatives, while requiring only pre-cached teacher query embeddings and no document processing during training. Furthermore, we identify cross-lingual transfer as the primary performance bottleneck, and resolve it cheaply by augmenting training data with machine-translated queries. The resulting NanoVDR-S-Multi (DistilBERT, 69M) retains 95.1\% of teacher quality and outperforms DSE-Qwen2 (2B) on v2 and v3 with 32times fewer parameters and 50times lower CPU query latency, at a total training cost under 13 GPU-hours.

Diffusion models (DMs) produce high-quality images, yet their sampling remains costly when adapted to new domains. Distilled DMs are faster but typically remain confined within their teacher's domain. Thus, fast and high-quality generation for novel domains relies on two-stage pipelines: Adapt-then-Distill or Distill-then-Adapt. However, both add design complexity and often degrade quality or diversity. We introduce Uni-DAD, a single-stage pipeline that unifies DM distillation and adaptation. It couples two training signals: (i) a dual-domain distribution-matching distillation (DMD) objective that guides the student toward the distributions of the source teacher and a target teacher, and (ii) a multi-head generative adversarial network (GAN) loss that encourages target realism across multiple feature scales. The source domain distillation preserves diverse source knowledge, while the multi-head GAN stabilizes training and reduces overfitting, especially in few-shot regimes. The inclusion of a target teacher facilitates adaptation to more structurally distant domains. We evaluate Uni-DAD on two comprehensive benchmarks for few-shot image generation (FSIG) and subject-driven personalization (SDP) using diffusion backbones. It delivers better or comparable quality to state-of-the-art (SoTA) adaptation methods even with less than 4 sampling steps, and often surpasses two-stage pipelines in quality and diversity. Code: https://github.com/yaramohamadi/uni-DAD.

In this short report, we introduce joint multi-token prediction (JTP), a lightweight modification of standard next-token prediction designed to enrich hidden state representations by jointly predicting multiple future tokens. Unlike previous multi-token prediction approaches, JTP strategically employs teacher forcing of future-tokens through a carefully designed representation bottleneck, allowing the model to encode rich predictive information with minimal computational overhead during training. We show that the JTP approach achieves a short-horizon belief state representation, while popular alternatives for multi-token prediction fail to do so. We demonstrate the effectiveness of our method on the synthetic star graph navigation task from from Bachmann and Nagarajan [2024], highlighting a significant performance improvement over existing methods. This manuscript presents promising preliminary results intended to stimulate further research.

Instance segmentation demands costly per-pixel annotations and large models. We introduce CAST, a semi-supervised knowledge distillation (SSKD) framework that compresses pretrained vision foundation models (VFM) into compact experts using limited labeled and abundant unlabeled data. CAST unfolds in three stages: (1) domain adaptation of the VFM teacher(s) via self-training with contrastive pixel calibration, (2) distillation into a compact student via a unified multi-objective loss that couples standard supervision and pseudo-labels with our instance-aware pixel-wise contrastive term, and (3) fine-tuning on labeled data to remove residual pseudo-label bias. Central to CAST is an instance-aware pixel-wise contrastive loss that fuses mask and class scores to mine informative negatives and enforce clear inter-instance margins. By maintaining this contrastive signal across both adaptation and distillation, we align teacher and student embeddings and fully leverage unlabeled images. On Cityscapes and ADE20K, our ~11X smaller student surpasses its adapted VFM teacher(s) by +3.4 AP (33.9 vs. 30.5) and +1.5 AP (16.7 vs. 15.2) and outperforms state-of-the-art semi-supervised approaches.

This work presents ViGeo, a feed-forward foundation model for recovering spatially dense and temporally consistent geometry from video sequences. Built upon a plain transformer architecture without task-specific architectural modifications, ViGeo supports streaming, full-sequence, and long-video inference within a unified model. The key design is dynamic chunking attention, which exposes the model to both bidirectional and causal temporal contexts during training and allows it to adapt its attention pattern at test time without retraining. To improve supervision quality, we further introduce a completion-based data refinement framework. This framework trains a video depth completion teacher that conditions on sparse and noisy annotations and exploits video/multi-view context to produce dense, temporally coherent, and geometrically reliable training targets. Beyond depth and point maps, ViGeo also predicts surface normals within the same framework. Trained solely on public datasets, ViGeo achieves state-of-the-art performance across online, offline, and long-video depth estimation, surface normal estimation, and video point map estimation.

We show that Fréchet Distance (FD), long considered impractical as a training objective, can in fact be effectively optimized in the representation space. Our idea is simple: decouple the population size for FD estimation (e.g., 50k) from the batch size for gradient computation (e.g., 1024). We term this approach FD-loss. Optimizing FD-loss reveals several surprising findings. First, post-training a base generator with FD-loss in different representation spaces consistently improves visual quality. Under the Inception feature space, a one-step generator achieves0.72 FID on ImageNet 256x256. Second, the same FD-loss repurposes multi-step generators into strong one-step generators without teacher distillation, adversarial training or per-sample targets. Third, FID can misrank visual quality: modern representations can yield better samples despite worse Inception FID. This motivates FDr^k, a multi-representation metric. We hope this work will encourage further exploration of distributional distances in diverse representation spaces as both training objectives and evaluation metrics for generative models.

Recent advances in generative recommendation have leveraged pretrained LLMs by formulating sequential recommendation as autoregressive generation over a unified token space comprising language tokens and itemic identifiers, where each item is represented by a compact sequence of discrete tokens, namely Semantic IDs (SIDs). This SID-based formulation enables efficient decoding over large-scale item corpora and provides a natural interface for LLM-based recommenders to leverage rich world knowledge. Meanwhile, breakthroughs in LLM reasoning motivate reasoning-enhanced recommendation, yet effective reasoning over SIDs remains underexplored and challenging. Itemic tokens are not natively meaningful to LLMs; moreover, recommendation-oriented SID reasoning is hard to evaluate, making high-quality supervision scarce. To address these challenges, we propose SIDReasoner, a two-stage framework that elicits reasoning over SIDs by strengthening SID--language alignment to unlock transferable LLM reasoning, rather than relying on large amounts of recommendation-specific reasoning traces. Concretely, SIDReasoner first enhances SID-language alignment via multi-task training on an enriched SID-centered corpus synthesized by a stronger teacher model, grounding itemic tokens in diverse semantic and behavioral contexts. Building on this enhanced alignment, SIDReasoner further improves recommendation reasoning through outcome-driven reinforced optimization, which guides the model toward effective reasoning trajectories without requiring explicit reasoning annotations. Extensive experiments on three real-world datasets demonstrate the effectiveness of our reasoning-augmented SID-based generative recommendation. Beyond accuracy, the results highlight the broader potential of large reasoning models for generative recommendation, including improved interpretability and cross-domain generalization.

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

RGB-Thermal (RGB-T) semantic segmentation is essential for robotic systems operating in low-light or dark environments. However, traditional approaches often overemphasize modality balance, resulting in limited robustness and severe performance degradation when sensor signals are partially missing. Recent advances such as cross-modal knowledge distillation and modality-adaptive fine-tuning attempt to enhance cross-modal interaction, but they typically decouple modality fusion and modality adaptation, requiring multi-stage training with frozen models or teacher-student frameworks. We present RTFDNet, a three-branch encoder-decoder that unifies fusion and decoupling for robust RGB-T segmentation. Synergistic Feature Fusion (SFF) performs channel-wise gated exchange and lightweight spatial attention to inject complementary cues. Cross-Modal Decouple Regularization (CMDR) isolates modality-specific components from the fused representation and supervises unimodal decoders via stop-gradient targets. Region Decouple Regularization (RDR) enforces class-selective prediction consistency in confident regions while blocking gradients to the fusion branch. This feedback loop strengthens unimodal paths without degrading the fused stream, enabling efficient standalone inference at test time. Extensive experiments demonstrate the effectiveness of RTFDNet, showing consistent performance across varying modality conditions. Our implementation will be released to facilitate further research. Our source code are publicly available at https://github.com/curapima/RTFDNet.

Cross-tokenizer knowledge distillation allows a student model to learn from teachers with incompatible vocabularies. Prior work operates on hidden states or logits; the latter is preferred as a drop-in replacement requiring no auxiliary components. Logit-based methods either use only the correct-token probability, missing the full 'dark knowledge' in the teacher's distribution, or operate on the full output distribution, relying on strict token partitioning and/or unprincipled heuristic ranking. We identify two key shortcomings of full-distribution, logit-based methods: (i) an uncommon-token failure, where critical tokens fall into the unmatched subset (e.g., Llama's 1100 multi-digit numerals under digit-splitting Qwen supervision) and are suppressed during training, reducing GSM8k from 12.89 to 2.56 compared to same-tokenizer KD from a weaker teacher; and (ii) over-conservative matching, where strict 1-to-1 matching excludes near-equivalent tokens across surface forms. These failures require distinct remedies: eliminating the partition when critical tokens are misaligned, and refining it when alignment is reliable. We propose X-Token, an approach with two complementary loss formulations targeting these issues. P-KL removes partitioning and aligns the student's distribution with the teacher's via a sparse projection matrix W (initialized from tokenizer-level string rules) to address the uncommon-token failure. H-KL retains the hybrid form while relaxing matching to align each student token with its top-ranked teacher mapping under W. Both objectives share W and extend naturally to multiple teachers. Empirically, on Llama-3.2-1B, X-Token outperforms the current state of the art GOLD by +3.82 average points with a Qwen3-4B teacher and by +0.5 with a Phi-4-Mini teacher. Further, a two-teacher setup (Phi-4-mini + Llama-3B) improves over single-teacher distillation by +1.3 points.

Enhancing computational efficiency and reducing deployment costs for large language models (LLMs) have become critical challenges in various resource-constrained scenarios. In this work, we present DistilQwen2.5, a family of distilled, lightweight LLMs derived from the public Qwen2.5 models. These distilled models exhibit enhanced instruction-following capabilities compared to the original models based on a series of distillation techniques that incorporate knowledge from much larger LLMs. In our industrial practice, we first leverage powerful proprietary LLMs with varying capacities as multi-agent teachers to select, rewrite, and refine instruction-response pairs that are more suitable for student LLMs to learn. After standard fine-tuning, we further leverage a computationally efficient model fusion approach that enables student models to progressively integrate fine-grained hidden knowledge from their teachers. Experimental evaluations demonstrate that the distilled models possess significantly stronger capabilities than their original checkpoints. Additionally, we present use cases to illustrate the applications of our framework in real-world scenarios. To facilitate practical use, we have released all the DistilQwen2.5 models to the open-source community.

We address the challenging problem of semi-supervised learning in the context of multiple visual interpretations of the world by finding consensus in a graph of neural networks. Each graph node is a scene interpretation layer, while each edge is a deep net that transforms one layer at one node into another from a different node. During the supervised phase edge networks are trained independently. During the next unsupervised stage edge nets are trained on the pseudo-ground truth provided by consensus among multiple paths that reach the nets' start and end nodes. These paths act as ensemble teachers for any given edge and strong consensus is used for high-confidence supervisory signal. The unsupervised learning process is repeated over several generations, in which each edge becomes a "student" and also part of different ensemble "teachers" for training other students. By optimizing such consensus between different paths, the graph reaches consistency and robustness over multiple interpretations and generations, in the face of unknown labels. We give theoretical justifications of the proposed idea and validate it on a large dataset. We show how prediction of different representations such as depth, semantic segmentation, surface normals and pose from RGB input could be effectively learned through self-supervised consensus in our graph. We also compare to state-of-the-art methods for multi-task and semi-supervised learning and show superior performance.

Visual grounding, localizing objects from natural language descriptions, represents a critical bridge between language and vision understanding. While multimodal large language models (MLLMs) achieve impressive scores on existing benchmarks, a fundamental question remains: can MLLMs truly ground language in vision with human-like sophistication, or are they merely pattern-matching on simplified datasets? Current benchmarks fail to capture real-world complexity where humans effortlessly navigate ambiguous references and recognize when grounding is impossible. To rigorously assess MLLMs' true capabilities, we introduce GroundingME, a benchmark that systematically challenges models across four critical dimensions: (1) Discriminative, distinguishing highly similar objects, (2) Spatial, understanding complex relational descriptions, (3) Limited, handling occlusions or tiny objects, and (4) Rejection, recognizing ungroundable queries. Through careful curation combining automated generation with human verification, we create 1,005 challenging examples mirroring real-world complexity. Evaluating 25 state-of-the-art MLLMs reveals a profound capability gap: the best model achieves only 45.1% accuracy, while most score 0% on rejection tasks, reflexively hallucinating objects rather than acknowledging their absence, raising critical safety concerns for deployment. We explore two strategies for improvements: (1) test-time scaling selects optimal response by thinking trajectory to improve complex grounding by up to 2.9%, and (2) data-mixture training teaches models to recognize ungroundable queries, boosting rejection accuracy from 0% to 27.9%. GroundingME thus serves as both a diagnostic tool revealing current limitations in MLLMs and a roadmap toward human-level visual grounding.

In knowledge distillation, since a single, omnipotent teacher network cannot solve all problems, multiple teacher-based knowledge distillations have been studied recently. However, sometimes their improvements are not as good as expected because some immature teachers may transfer the false knowledge to the student. In this paper, to overcome this limitation and take the efficacy of the multiple networks, we divide the multiple networks into teacher and student groups, respectively. That is, the student group is a set of immature networks that require learning the teacher's knowledge, while the teacher group consists of the selected networks that are capable of teaching successfully. We propose our online role change strategy where the top-ranked networks in the student group are able to promote to the teacher group at every iteration. After training the teacher group using the error samples of the student group to refine the teacher group's knowledge, we transfer the collaborative knowledge from the teacher group to the student group successfully. We verify the superiority of the proposed method on CIFAR-10, CIFAR-100, and ImageNet which achieves high performance. We further show the generality of our method with various backbone architectures such as ResNet, WRN, VGG, Mobilenet, and Shufflenet.

We present Gazal-R1, a 32-billion-parameter language model that achieves state-of-the-art performance in medical reasoning while providing transparent, step-by-step explanations for clinical decision-making. Built upon Qwen3 32B, our model demonstrates that strategic training can enable mid-sized models to outperform significantly larger counterparts in specialized domains. We developed a novel two-stage training pipeline: first, supervised fine-tuning on a carefully curated dataset of 107,033 synthetic medical reasoning examples that teaches structured clinical thinking, enhanced by advanced parameter-efficient techniques including Weight-Decomposed Low-Rank Adaptation (DoRA) and Rank-Stabilized LoRA (rsLoRA); second, reinforcement learning using Group Relative Policy Optimization (GRPO) with a sophisticated multi-component reward system that refines accuracy, format adherence, and reasoning quality. Gazal-R1 achieves exceptional performance across medical benchmarks, scoring 87.1% on MedQA, 81.6% on MMLU Pro (Medical), and 79.6% on PubMedQA, surpassing models up to 12x larger. Beyond its strong empirical results, this work provides detailed insights into the challenges of training reasoning-capable models in specialized domains, including issues with reward hacking, training instability, and the fundamental tension between factual recall and detailed reasoning. Our methodology offers a reproducible framework for developing high-capability, domain-specific language models that balance performance, efficiency, and explainability.

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

We study the problem of teaching multiple learners simultaneously in the nonparametric iterative teaching setting, where the teacher iteratively provides examples to the learner for accelerating the acquisition of a target concept. This problem is motivated by the gap between current single-learner teaching setting and the real-world scenario of human instruction where a teacher typically imparts knowledge to multiple students. Under the new problem formulation, we introduce a novel framework -- Multi-learner Nonparametric Teaching (MINT). In MINT, the teacher aims to instruct multiple learners, with each learner focusing on learning a scalar-valued target model. To achieve this, we frame the problem as teaching a vector-valued target model and extend the target model space from a scalar-valued reproducing kernel Hilbert space used in single-learner scenarios to a vector-valued space. Furthermore, we demonstrate that MINT offers significant teaching speed-up over repeated single-learner teaching, particularly when the multiple learners can communicate with each other. Lastly, we conduct extensive experiments to validate the practicality and efficiency of MINT.

Omni-modal models can handle text, images, and audio in one system, but improving all of these abilities together remains difficult. Training a single model on pooled multimodal data often fails to match models specialized for individual modalities. On-policy distillation (OPD) offers a way to combine such specialists: the student generates a response, and a teacher evaluates that same response, so the student learns directly from behaviors it actually produces. Yet using several teachers can introduce competing guidance and improve one modality at the expense of another. We present On-Policy Omni Distillation (OPOD), which routes each student response to the matching text, image, or audio teacher. OPOD keeps teacher guidance only on tokens where the teacher assigns a higher probability than the student, adjusts the influence of each modality teacher independently during training, and asks the routed teacher to assess both the final answer and whether the reasoning supports the correct answer. Across twelve benchmarks and three backbone sizes, OPOD achieves the best average score at every scale, reaching 70.8, 51.7, and 46.2 and exceeding the strongest comparator by 2.1, 1.8, and 1.7 points. On the 30B model, it outperforms both the base model and a counterpart post-trained jointly on pooled multimodal data on all twelve benchmarks, and ranks first or second on eleven even when the individual specialists are included. The specialists are discarded after training, leaving one deployable omni-modal model. These results show that coordinating modality-specific teachers is an effective way to improve a shared model while maintaining cross-modal balance.

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.

Pretrained models have become a commodity and offer strong results on a broad range of tasks. In this work, we focus on classification and seek to learn a unique encoder able to take from several complementary pretrained models. We aim at even stronger generalization across a variety of classification tasks. We propose to learn such an encoder via multi-teacher distillation. We first thoroughly analyse standard distillation when driven by multiple strong teachers with complementary strengths. Guided by this analysis, we gradually propose improvements to the basic distillation setup. Among those, we enrich the architecture of the encoder with a ladder of expendable projectors, which increases the impact of intermediate features during distillation, and we introduce teacher dropping, a regularization mechanism that better balances the teachers' influence. Our final distillation strategy leads to student models of the same capacity as any of the teachers, while retaining or improving upon the performance of the best teacher for each task. Project page and code: https://europe.naverlabs.com/unic

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

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

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

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.

Scaling multilingual representation learning beyond the hundred most frequent languages is challenging, in particular to cover the long tail of low-resource languages. A promising approach has been to train one-for-all multilingual models capable of cross-lingual transfer, but these models often suffer from insufficient capacity and interference between unrelated languages. Instead, we move away from this approach and focus on training multiple language (family) specific representations, but most prominently enable all languages to still be encoded in the same representational space. To achieve this, we focus on teacher-student training, allowing all encoders to be mutually compatible for bitext mining, and enabling fast learning of new languages. We introduce a new teacher-student training scheme which combines supervised and self-supervised training, allowing encoders to take advantage of monolingual training data, which is valuable in the low-resource setting. Our approach significantly outperforms the original LASER encoder. We study very low-resource languages and handle 50 African languages, many of which are not covered by any other model. For these languages, we train sentence encoders, mine bitexts, and validate the bitexts by training NMT systems.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Human education system trains one student by multiple experts. Mixture-of-experts (MoE) is a powerful sparse architecture including multiple experts. However, sparse MoE model is easy to overfit, hard to deploy, and not hardware-friendly for practitioners. In this work, inspired by the human education model, we propose a novel task, knowledge integration, to obtain a dense student model (OneS) as knowledgeable as one sparse MoE. We investigate this task by proposing a general training framework including knowledge gathering and knowledge distillation. Specifically, to gather key knowledge from different pre-trained experts, we first investigate four different possible knowledge gathering methods, \ie summation, averaging, Top-K Knowledge Gathering (Top-KG), and Singular Value Decomposition Knowledge Gathering (SVD-KG) proposed in this paper. We then refine the dense student model by knowledge distillation to offset the noise from gathering. On ImageNet, our OneS preserves 61.7% benefits from MoE and achieves 78.4% top-1 accuracy ImageNet with only 15M parameters. On four natural language processing datasets, OneS obtains 88.2% MoE benefits and outperforms the best baseline by 51.7% using the same architecture and training data. In addition, compared with the MoE counterpart, OneS can achieve 3.7 times inference speedup due to less computation and hardware-friendly architecture.

We present a method for using previously-trained 'teacher' agents to kickstart the training of a new 'student' agent. To this end, we leverage ideas from policy distillation and population based training. Our method places no constraints on the architecture of the teacher or student agents, and it regulates itself to allow the students to surpass their teachers in performance. We show that, on a challenging and computationally-intensive multi-task benchmark (DMLab-30), kickstarted training improves the data efficiency of new agents, making it significantly easier to iterate on their design. We also show that the same kickstarting pipeline can allow a single student agent to leverage multiple 'expert' teachers which specialize on individual tasks. In this setting kickstarting yields surprisingly large gains, with the kickstarted agent matching the performance of an agent trained from scratch in almost 10x fewer steps, and surpassing its final performance by 42 percent. Kickstarting is conceptually simple and can easily be incorporated into reinforcement learning experiments.

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

Despite the fact that deep neural networks are powerful models and achieve appealing results on many tasks, they are too large to be deployed on edge devices like smartphones or embedded sensor nodes. There have been efforts to compress these networks, and a popular method is knowledge distillation, where a large (teacher) pre-trained network is used to train a smaller (student) network. However, in this paper, we show that the student network performance degrades when the gap between student and teacher is large. Given a fixed student network, one cannot employ an arbitrarily large teacher, or in other words, a teacher can effectively transfer its knowledge to students up to a certain size, not smaller. To alleviate this shortcoming, we introduce multi-step knowledge distillation, which employs an intermediate-sized network (teacher assistant) to bridge the gap between the student and the teacher. Moreover, we study the effect of teacher assistant size and extend the framework to multi-step distillation. Theoretical analysis and extensive experiments on CIFAR-10,100 and ImageNet datasets and on CNN and ResNet architectures substantiate the effectiveness of our proposed approach.

Language models often show little to no improvement (i.e., "saturation") when trained via vanilla supervised fine-tuning (SFT) on data similar to what they saw in their training set (e.g., MATH). We introduce a new fine-tuning strategy, STAT, to train such a student model by using the metacognition ability of a stronger large language model (LLM) as the teacher. The teacher uses the task dataset to create a list of skills needed for the task, and then labels each data point with its required skills (Didolkar et al., 2024). By monitoring the student's answers, the teacher creates a Missing-Skill-Profile for the student, tracking how often they failed to apply each skill in their responses. We use this idea to build a modified training set in one of two ways. In STAT-Sel, the teacher uses an existing set of training examples but adaptively reweights them according to the Missing-Skill-Profile. In STAT-Syn, the teacher synthesizes additional examples involving missing skills. Across extensive experiments on Llama and Qwen models, our methods yield improvements of up to 7.5% on MATH, whereas SFT provides only limited gains. Furthermore, STAT enhances performance on out-of-distribution benchmarks (e.g., AIME24/25, AMC23, etc.) by an average of 4.6%. Crucially, we find that STAT is complementary to RL via GRPO (Shao et al., 2024): after the model is improved using STAT to address skill gaps, GRPO continues to add further gains. We conclude that skill-targeted adaptive training should broadly improve current training pipelines. Our code is available at: https://github.com/princeton-pli/STAT.

Continual Test-Time Adaptation (CTTA) aims to adapt a pretrained model to ever-changing environments during the test time under continuous domain shifts. Most existing CTTA approaches are based on the Mean Teacher (MT) structure, which contains a student and a teacher model, where the student is updated using the pseudo-labels from the teacher model, and the teacher is then updated by exponential moving average strategy. However, these methods update the MT model indiscriminately on all parameters of the model. That is, some critical parameters involving sharing knowledge across different domains may be erased, intensifying error accumulation and catastrophic forgetting. In this paper, we introduce Parameter-Selective Mean Teacher (PSMT) method, which is capable of effectively updating the critical parameters within the MT network under domain shifts. First, we introduce a selective distillation mechanism in the student model, which utilizes past knowledge to regularize novel knowledge, thereby mitigating the impact of error accumulation. Second, to avoid catastrophic forgetting, in the teacher model, we create a mask through Fisher information to selectively update parameters via exponential moving average, with preservation measures applied to crucial parameters. Extensive experimental results verify that PSMT outperforms state-of-the-art methods across multiple benchmark datasets. Our code is available at https://github.com/JiaxuTian/PSMT.

In this paper, we tackle the problem of domain shift. Most existing methods perform training on multiple source domains using a single model, and the same trained model is used on all unseen target domains. Such solutions are sub-optimal as each target domain exhibits its own specialty, which is not adapted. Furthermore, expecting single-model training to learn extensive knowledge from multiple source domains is counterintuitive. The model is more biased toward learning only domain-invariant features and may result in negative knowledge transfer. In this work, we propose a novel framework for unsupervised test-time adaptation, which is formulated as a knowledge distillation process to address domain shift. Specifically, we incorporate Mixture-of-Experts (MoE) as teachers, where each expert is separately trained on different source domains to maximize their specialty. Given a test-time target domain, a small set of unlabeled data is sampled to query the knowledge from MoE. As the source domains are correlated to the target domains, a transformer-based aggregator then combines the domain knowledge by examining the interconnection among them. The output is treated as a supervision signal to adapt a student prediction network toward the target domain. We further employ meta-learning to enforce the aggregator to distill positive knowledge and the student network to achieve fast adaptation. Extensive experiments demonstrate that the proposed method outperforms the state-of-the-art and validates the effectiveness of each proposed component. Our code is available at https://github.com/n3il666/Meta-DMoE.

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We measure intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score; evaluating 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Among the models tested, Gemma 3 27B and Aya Expanse 32B emerge as consistently effective teachers across different student base model families. Further analyses reveal that model scale alone does not significantly predict teacher effectiveness; instead, data qualities such as prompt diversity, length, and response fluency capture over 93.3% of variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and translating from or responding to existing prompts, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

Large language models are increasingly used in K-12 education, but existing benchmarks mainly test exam question answering rather than understanding how curriculum knowledge is structured and visually presented. We call this capability curriculum cognition. It covers prerequisite chains, concept taxonomies, experiment-concept links, pedagogical sequencing, and visual grounding. We introduce K12-KGraph, a curriculum-aligned knowledge graph extracted from official People's Education Press textbooks in mathematics, physics, chemistry, and biology across primary, middle, and high school. It contains nine node types and fourteen relation types covering curriculum structure and visual grounding. From this graph, we derive K12-Bench, a 23,640-question multi-select benchmark with five task families: Ground, Prereq, Neighbor, Evidence, and Locate. We also build K12-Train, a graph-guided supervised fine-tuning corpus of 7,335 samples, including 2,267 text-only QA pairs and 5,068 multimodal VQA pairs. On K12-Bench, Gemini-3-Flash achieves only 57 percent exact match and Gemma-4-31B-IT reaches 46 percent, with Prereq and Neighbor being the hardest tasks. Our training experiments show that domain-specific supervision can reduce this gap. Under a matched 2,300-sample budget, K12-Train-Text consistently outperforms equally sized subsets of eight mainstream instruction-tuning corpora on GaokaoBench and EduEval. For vision-language models, K12-Train-Full achieves the best overall results on Gaokao-MM, MDK12-medium, and K12Vista among all compared training configurations, despite using fewer samples than the full DataFlow and WizardLM baselines. It also surpasses both text-only and multimodal-only variants, showing that textual and visual supervision are complementary. We release the graph, benchmark, training data, and complete construction pipeline.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

Can we train a single transformer model capable of processing multiple modalities and datasets, whilst sharing almost all of its learnable parameters? We present PolyViT, a model trained on image, audio and video which answers this question. By co-training different tasks on a single modality, we are able to improve the accuracy of each individual task and achieve state-of-the-art results on 5 standard video- and audio-classification datasets. Co-training PolyViT on multiple modalities and tasks leads to a model that is even more parameter-efficient, and learns representations that generalize across multiple domains. Moreover, we show that co-training is simple and practical to implement, as we do not need to tune hyperparameters for each combination of datasets, but can simply adapt those from standard, single-task training.

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.

Recent work has demonstrated that controlled pretraining experiments are a powerful tool for understanding learning, reasoning, and memorization in large language models (LLMs). However, the computational cost of pretraining presents a significant constraint. To overcome this constraint, we propose to conduct multiple pretraining experiments simultaneously during a single training run. We demonstrate the feasibility of this approach by conducting ten experiments during the training of a 1.5B parameter model on 210B tokens. Although we only train a single model, we can replicate the results from multiple previous works on data contamination, poisoning, and memorization. We also conduct novel investigations into knowledge acquisition, mathematical reasoning, and watermarking. For example, we dynamically update the training data until the model acquires a particular piece of knowledge. Remarkably, the influence of the ten experiments on the model's training dynamics and overall performance is minimal. However, interactions between different experiments may act as a potential confounder in our approach. We propose to test for interactions with continual pretraining experiments, finding them to be negligible in our setup. Overall, our findings suggest that performing multiple pretraining experiments in a single training run can enable rigorous scientific experimentation with large models on a compute budget.

Recent studies have shown that robustness to adversarial attacks can be transferred across networks. In other words, we can make a weak model more robust with the help of a strong teacher model. We ask if instead of learning from a static teacher, can models "learn together" and "teach each other" to achieve better robustness? In this paper, we study how interactions among models affect robustness via knowledge distillation. We propose mutual adversarial training (MAT), in which multiple models are trained together and share the knowledge of adversarial examples to achieve improved robustness. MAT allows robust models to explore a larger space of adversarial samples, and find more robust feature spaces and decision boundaries. Through extensive experiments on CIFAR-10 and CIFAR-100, we demonstrate that MAT can effectively improve model robustness and outperform state-of-the-art methods under white-box attacks, bringing sim8% accuracy gain to vanilla adversarial training (AT) under PGD-100 attacks. In addition, we show that MAT can also mitigate the robustness trade-off among different perturbation types, bringing as much as 13.1% accuracy gain to AT baselines against the union of l_infty, l_2 and l_1 attacks. These results show the superiority of the proposed method and demonstrate that collaborative learning is an effective strategy for designing robust models.

Most translation tasks among languages belong to the zero-resource translation problem where parallel corpora are unavailable. Multilingual neural machine translation (MNMT) enables one-pass translation using shared semantic space for all languages compared to the two-pass pivot translation but often underperforms the pivot-based method. In this paper, we propose a novel method, named as Unified Multilingual Multiple teacher-student Model for NMT (UM4). Our method unifies source-teacher, target-teacher, and pivot-teacher models to guide the student model for the zero-resource translation. The source teacher and target teacher force the student to learn the direct source to target translation by the distilled knowledge on both source and target sides. The monolingual corpus is further leveraged by the pivot-teacher model to enhance the student model. Experimental results demonstrate that our model of 72 directions significantly outperforms previous methods on the WMT benchmark.

Textual content is often the output of a collaborative writing process: We start with an initial draft, ask for suggestions, and repeatedly make changes. Agnostic of this process, today's language models are trained to generate only the final result. As a consequence, they lack several abilities crucial for collaborative writing: They are unable to update existing texts, difficult to control and incapable of verbally planning or explaining their actions. To address these shortcomings, we introduce PEER, a collaborative language model that is trained to imitate the entire writing process itself: PEER can write drafts, add suggestions, propose edits and provide explanations for its actions. Crucially, we train multiple instances of PEER able to infill various parts of the writing process, enabling the use of self-training techniques for increasing the quality, amount and diversity of training data. This unlocks PEER's full potential by making it applicable in domains for which no edit histories are available and improving its ability to follow instructions, to write useful comments, and to explain its actions. We show that PEER achieves strong performance across various domains and editing tasks.

Knowledge distillation transfers knowledge from large teacher models to smaller students for efficient inference. While existing methods primarily focus on distillation strategies, they often overlook the importance of enhancing teacher knowledge quality. In this paper, we propose Text-guided Multi-view Knowledge Distillation (TMKD), which leverages dual-modality teachers, a visual teacher and a text teacher (CLIP), to provide richer supervisory signals. Specifically, we enhance the visual teacher with multi-view inputs incorporating visual priors (edge and high-frequency features), while the text teacher generates semantic weights through prior-aware prompts to guide adaptive feature fusion. Additionally, we introduce vision-language contrastive regularization to strengthen semantic knowledge in the student model. Extensive experiments on five benchmarks demonstrate that TMKD consistently improves knowledge distillation performance by up to 4.49\%, validating the effectiveness of our dual-teacher multi-view enhancement strategy. Code is available at https://anonymous.4open.science/r/TMKD-main-44D1.

Diffusion models achieve high-quality sample generation at the cost of a lengthy multistep inference procedure. To overcome this, diffusion distillation techniques produce student generators capable of matching or surpassing the teacher in a single step. However, the student model's inference speed is limited by the size of the teacher architecture, preventing real-time generation for computationally heavy applications. In this work, we introduce Multi-Student Distillation (MSD), a framework to distill a conditional teacher diffusion model into multiple single-step generators. Each student generator is responsible for a subset of the conditioning data, thereby obtaining higher generation quality for the same capacity. MSD trains multiple distilled students, allowing smaller sizes and, therefore, faster inference. Also, MSD offers a lightweight quality boost over single-student distillation with the same architecture. We demonstrate MSD is effective by training multiple same-sized or smaller students on single-step distillation using distribution matching and adversarial distillation techniques. With smaller students, MSD gets competitive results with faster inference for single-step generation. Using 4 same-sized students, MSD significantly outperforms single-student baseline counterparts and achieves remarkable FID scores for one-step image generation: 1.20 on ImageNet-64x64 and 8.20 on zero-shot COCO2014.

The teacher-student framework, prevalent in semi-supervised semantic segmentation, mainly employs the exponential moving average (EMA) to update a single teacher's weights based on the student's. However, EMA updates raise a problem in that the weights of the teacher and student are getting coupled, causing a potential performance bottleneck. Furthermore, this problem may become more severe when training with more complicated labels such as segmentation masks but with few annotated data. This paper introduces Dual Teacher, a simple yet effective approach that employs dual temporary teachers aiming to alleviate the coupling problem for the student. The temporary teachers work in shifts and are progressively improved, so consistently prevent the teacher and student from becoming excessively close. Specifically, the temporary teachers periodically take turns generating pseudo-labels to train a student model and maintain the distinct characteristics of the student model for each epoch. Consequently, Dual Teacher achieves competitive performance on the PASCAL VOC, Cityscapes, and ADE20K benchmarks with remarkably shorter training times than state-of-the-art methods. Moreover, we demonstrate that our approach is model-agnostic and compatible with both CNN- and Transformer-based models. Code is available at https://github.com/naver-ai/dual-teacher.

Training models with varying capacities can be advantageous for deploying them in different scenarios. While high-capacity models offer better performance, low-capacity models require fewer computing resources for training and inference. In this work, we propose a novel one-stop training framework to jointly train high-capacity and low-capactiy models. This framework consists of two composite model architectures and a joint training algorithm called Two-Stage Joint-Training (TSJT). Unlike knowledge distillation, where multiple capacity models are trained from scratch separately, our approach integrates supervisions from different capacity models simultaneously, leading to faster and more efficient convergence. Extensive experiments on the multilingual machine translation benchmark WMT10 show that our method outperforms low-capacity baseline models and achieves comparable or better performance on high-capacity models. Notably, the analysis demonstrates that our method significantly influences the initial training process, leading to more efficient convergence and superior solutions.

Federated learning (FL) is an emerging distributed machine learning method that empowers in-situ model training on decentralized edge devices. However, multiple simultaneous FL tasks could overload resource-constrained devices. In this work, we propose the first FL system to effectively coordinate and train multiple simultaneous FL tasks. We first formalize the problem of training simultaneous FL tasks. Then, we present our new approach, MAS (Merge and Split), to optimize the performance of training multiple simultaneous FL tasks. MAS starts by merging FL tasks into an all-in-one FL task with a multi-task architecture. After training for a few rounds, MAS splits the all-in-one FL task into two or more FL tasks by using the affinities among tasks measured during the all-in-one training. It then continues training each split of FL tasks based on model parameters from the all-in-one training. Extensive experiments demonstrate that MAS outperforms other methods while reducing training time by 2x and reducing energy consumption by 40%. We hope this work will inspire the community to further study and optimize training simultaneous FL tasks.

We propose Hydra-MDP, a novel paradigm employing multiple teachers in a teacher-student model. This approach uses knowledge distillation from both human and rule-based teachers to train the student model, which features a multi-head decoder to learn diverse trajectory candidates tailored to various evaluation metrics. With the knowledge of rule-based teachers, Hydra-MDP learns how the environment influences the planning in an end-to-end manner instead of resorting to non-differentiable post-processing. This method achieves the 1^{st} place in the Navsim challenge, demonstrating significant improvements in generalization across diverse driving environments and conditions. More details by visiting https://github.com/NVlabs/Hydra-MDP.

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

Knowledge distillation (KD) has been extensively employed to transfer the knowledge from a large teacher model to the smaller students, where the parameters of the teacher are fixed (or partially) during training. Recent studies show that this mode may cause difficulties in knowledge transfer due to the mismatched model capacities. To alleviate the mismatch problem, teacher-student joint training methods, e.g., online distillation, have been proposed, but it always requires expensive computational cost. In this paper, we present a parameter-efficient and student-friendly knowledge distillation method, namely PESF-KD, to achieve efficient and sufficient knowledge transfer by updating relatively few partial parameters. Technically, we first mathematically formulate the mismatch as the sharpness gap between their predictive distributions, where we show such a gap can be narrowed with the appropriate smoothness of the soft label. Then, we introduce an adapter module for the teacher and only update the adapter to obtain soft labels with appropriate smoothness. Experiments on a variety of benchmarks show that PESF-KD can significantly reduce the training cost while obtaining competitive results compared to advanced online distillation methods. Code will be released upon acceptance.

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

Reinforcement Learning with Verifiable Rewards (RLVR) is a promising paradigm for enhancing the reasoning ability in Large Language Models (LLMs). However, prevailing methods primarily rely on self-exploration or a single off-policy teacher to elicit long chain-of-thought (LongCoT) reasoning, which may introduce intrinsic model biases and restrict exploration, ultimately limiting reasoning diversity and performance. Drawing inspiration from multi-teacher strategies in knowledge distillation, we introduce Adaptive Multi-Guidance Policy Optimization (AMPO), a novel framework that adaptively leverages guidance from multiple proficient teacher models, but only when the on-policy model fails to generate correct solutions. This "guidance-on-demand" approach expands exploration while preserving the value of self-discovery. Moreover, AMPO incorporates a comprehension-based selection mechanism, prompting the student to learn from the reasoning paths that it is most likely to comprehend, thus balancing broad exploration with effective exploitation. Extensive experiments show AMPO substantially outperforms a strong baseline (GRPO), with a 4.3% improvement on mathematical reasoning tasks and 12.2% on out-of-distribution tasks, while significantly boosting Pass@k performance and enabling more diverse exploration. Notably, using four peer-sized teachers, our method achieves comparable results to approaches that leverage a single, more powerful teacher (e.g., DeepSeek-R1) with more data. These results demonstrate a more efficient and scalable path to superior reasoning and generalizability. Our code is available at https://github.com/SII-Enigma/AMPO.

Language agents are increasingly deployed in complex professional workflows, with tutoring emerging as a particularly high-stakes capability that remains largely unmeasured in existing benchmarks. Effective tutor agents require more than producing correct answers or executing accurate tool calls: a robust tutor must diagnose learner state, adapt support over time, make pedagogically justified decisions grounded in educational evidence, and execute interventions within realistic learning-management systems. We introduce EduAgentBench, a source-grounded benchmark for holistically evaluating tutor agents across the full scope of teaching work. It contains 150 quality-controlled tasks across three capability surfaces: professional pedagogical judgment, situated multi-turn tutoring, and Canvas-style teaching workflow completion. Tasks are constructed through a pedagogical-insight-driven pipeline and evaluated with complementary verification signals and human review. Across a comprehensive evaluation of frontier models, our findings reveal that current models are generally capable of bounded pedagogical judgment, but still fall short of professional teaching standards in situated tutoring and autonomous teaching-workflow execution. To our knowledge, EduAgentBench is the first theory-grounded and realistic benchmark for evaluating the holistic teaching capability of tutor agents, providing a measurement foundation for developing future tutor agents that can support realistic teaching work.

Designing good reflection questions is pedagogically important but time-consuming and unevenly supported across teachers. This paper introduces a reflection-in-reflection framework for automated generation of reflection questions with large language models (LLMs). Our approach coordinates two role-specialized agents, a Student-Teacher and a Teacher-Educator, that engage in a Socratic multi-turn dialogue to iteratively refine a single question given a teacher-specified topic, key concepts, student level, and optional instructional materials. The Student-Teacher proposes candidate questions with brief rationales, while the Teacher-Educator evaluates them along clarity, depth, relevance, engagement, and conceptual interconnections, responding only with targeted coaching questions or a fixed signal to stop the dialogue. We evaluate the framework in an authentic lower-secondary ICT setting on the topic, using GPT-4o-mini as the backbone model and a stronger GPT- 4-class LLM as an external evaluator in pairwise comparisons of clarity, relevance, depth, and overall quality. First, we study how interaction design and context (dynamic vs.fixed iteration counts; presence or absence of student level and materials) affect question quality. Dynamic stopping combined with contextual information consistently outperforms fixed 5- or 10-step refinement, with very long dialogues prone to drift or over-complication. Second, we show that our two-agent protocol produces questions that are judged substantially more relevant and deeper, and better overall, than a one-shot baseline using the same backbone model.

In this paper, we question if well pre-trained vision transformer (ViT) models could be used as teachers that exhibit scalable properties to advance cross architecture knowledge distillation (KD) research, in the context of using large-scale datasets for evaluation. To make this possible, our analysis underlines the importance of seeking effective strategies to align (1) feature computing paradigm differences, (2) model scale differences, and (3) knowledge density differences. By combining three coupled components namely cross attention projector, dual-view feature mimicking and teacher parameter perception tailored to address the above problems, we present a simple and effective KD method, called ScaleKD. Our method can train student backbones that span across a variety of convolutional neural network (CNN), multi-layer perceptron (MLP), and ViT architectures on image classification datasets, achieving state-of-the-art distillation performance. For instance, taking a well pre-trained Swin-L as the teacher model, our method gets 75.15%|82.03%|84.16%|78.63%|81.96%|83.93%|83.80%|85.53% top-1 accuracies for MobileNet-V1|ResNet-50|ConvNeXt-T|Mixer-S/16|Mixer-B/16|ViT-S/16|Swin-T|ViT-B/16 models trained on ImageNet-1K dataset from scratch, showing 3.05%|3.39%|2.02%|4.61%|5.52%|4.03%|2.62%|3.73% absolute gains to the individually trained counterparts. Intriguingly, when scaling up the size of teacher models or their pre-training datasets, our method showcases the desired scalable properties, bringing increasingly larger gains to student models. The student backbones trained by our method transfer well on downstream MS-COCO and ADE20K datasets. More importantly, our method could be used as a more efficient alternative to the time-intensive pre-training paradigm for any target student model if a strong pre-trained ViT is available, reducing the amount of viewed training samples up to 195x.