Daily Papers

Low-bit quantization reduces the inference cost of LLM agents but can compromise task success. Examining failed rollouts, we find that quantized agents overlook task requirements or environmental conditions, producing environment transitions that diverge from successful full-precision references. Correcting these behavioral divergences remains difficult: offline data may miss the student's failure contexts, while its own rollouts may provide few correct responses in those contexts. We introduce SteerDistill, a quantization-aware distillation method in which a full-precision teacher guides the student to revise failed responses and iteratively refines its guidance using feedback from student execution. This closed-loop teacher steering produces locally verified behavioral corrections. We internalize these corrections by training the student without guidance to match the steered student's predictions at corrected turns and the full-precision teacher's at other turns, enabling unassisted inference. Across five agentic benchmarks and three models, SteerDistill exceeds the strongest quantized baseline by 1.67--2.18 points in average score under W4A16 and stays within one point of BF16. On τ^2-Bench, it outperforms QeRL by 1.84 percentage points in success rate using 67% fewer training GPU hours and produces shorter successful trajectories than the quantized baselines.

As scaling pre-training data alone yields diminishing returns, post-training is becoming increasingly important across physical AI domains such as autonomous driving. End-to-end driving policies are pre-trained in open loop with behavior cloning on human demonstrations. However, compounding errors during closed-loop deployment can take the vehicle outside the training data distribution, increasing the risk of safety-critical incidents. Closed-loop post-training can mitigate this risk but requires costly simulation for sensor-based policies. We propose OPTED (on-policy fine-tuning for end-to-end driving) which decouples reinforcement learning from the post-training of the end-to-end policy: a privileged teacher is trained using RL on vectorized inputs (HD-map and bounding boxes). This teacher then provides supervision to the pre-trained student during closed-loop post-training. We apply OPTED to two camera-based models, TransFuser and VaVAM, and fine-tune them in AlpaSim, using neural reconstructions (3DGS) of real driving logs. Driving scores increase by factors of 1.6times and 9.5times, respectively. In controlled experiments OPTED matches closed-loop performance with approximately three orders of magnitude fewer simulator interactions than direct RL post-training, while staying closer to the human prior. Project page: https://01dami23.github.io/opted/

On-policy distillation (OPD), which supervises a student on its own sampled trajectories, has emerged as a data-efficient post-training method for improving reasoning while avoiding the reward dependence of reinforcement learning and the catastrophic forgetting often observed in standard supervised fine-tuning. However, standard OPD typically computes teacher supervision under noisy student-generated contexts and often relies on a single stochastic teacher rollout per prompt. As a result, the supervision signal can be high-variance: the sampled teacher trajectory can be incorrect, uninformative, or poorly matched to the student's current reasoning behavior. To address this limitation, we propose BRTS, a Best-of-N Rollout Teacher Selection framework for on-policy distillation. BRTS augments standard student-context OPD with a teacher-context supervision branch constructed from the curated teacher trajectory. Rather than distilling from the first sampled teacher rollout, BRTS samples a small pool of teacher trajectories and selects the auxiliary trajectory using a simple priority rule: correctness first, student alignment second. When multiple correct teacher trajectories are available, BRTS chooses the one most aligned with the student's current behavior; when unconditioned teacher samples fail on harder prompts, it invokes a ground-truth-conditioned recovery step to elicit a natural derivation. The selected trajectory is then used to provide reliable teacher-context supervision inside the OPD loop, augmented with an auxiliary loss on the teacher trajectory. Experiments on AIME 2024, AIME 2025, and AMC 2023 show that BRTS improves over standard OPD on challenging reasoning benchmarks, with the largest gains on harder datasets. Our code is available at https://github.com/BWGZK-keke/BRTS.

Open-loop imitation learning has advanced modern autonomous driving policy architectures, but closed-loop deployment remains vulnerable to policy-induced distribution shift. Existing post-training paradigms exhibit fundamental trade-offs: closed-loop RL fine-tuning provides grounded feedback from executed actions but is constrained by the sparsity of informative events, whereas counterfactual fine-tuning provides dense supervision over candidate futures but inherits bias from imperfect future estimates. We introduce Counterfactual-to-Interactive Reinforcement Fine-Tuning (CRAFT), an on-policy framework that formulates closed-loop post-training as proxy-residual optimization. CRAFT uses group-normalized counterfactual advantages as a dense proxy for real closed-loop advantages and aligns this proxy with the closed-loop world through grounded residual correction from interaction-critical events. To stabilize adaptation, CRAFT regularizes the online policy toward an EMA teacher via asymmetric KL self-distillation. Theoretically, CRAFT decomposes the real closed-loop policy gradient into proxy and residual terms under the same visited-state distribution, reducing residual variance with an aligned proxy while mitigating proxy bias through grounded residual approximation. Empirically, CRAFT achieves the strongest closed-loop gains on Bench2Drive across hierarchical planning, vision-language-action, and vocabulary-scoring architectures. Ablations, scaling behavior, stability analyses, and transfer results further validate the complementary roles of dense counterfactual proxy and grounded residual correction. Project page: https://currychen77.github.io/CRAFT.

Multi-teacher on-policy distillation (MOPD) extends on-policy distillation (OPD) by routing domain-specific data to specialized teachers, integrating their capabilities through dense token-level supervision on student-generated trajectories. However, domain routing only distinguishes the supervision sources for different domains; updates from all domains still act on shared parameters. When teachers differ substantially in response style and domain expertise, supervision that is effective in isolation may still lead to persistent gradient conflicts and capability degradation during joint optimization. To address this challenge, we propose Cross-Teacher Guarding for MOPD (Road MOPD), which introduces non-routed teachers as auxiliary cross-domain critics on the same student trajectories and coordinates multi-teacher supervision through token-level credit assignment and gradient updates. Specifically, cross-teacher-guided credit assignment uses teacher agreement to strengthen token-level corrections jointly supported by the teachers and attenuate conflicting signals; preventive multi-teacher gradient projection uses auxiliary gradients from the same trajectories to constrain potentially conflicting updates and adaptively controls projection strength to retain target-domain learning signals. In experiments, Road MOPD mitigates degradation in the disadvantaged domain, gains over 5 percentage points under high conflict, and improves overall performance in low-conflict and three-domain settings.

On-policy distillation (OPD) grounds token-level supervision in the student's own trajectory, yet suffers from prefix failure: once the student commits to a wrong reasoning direction, all subsequent generation builds on this deviation, producing misdirected continuations that elicit unreliable supervision and waste compute. We identify a teacher-student continuation asymmetry on failed prefixes, where the teacher tends to redirect while the student continues along the original direction, and convert it into a label-free handoff trigger in Relay On-Policy Distillation (Relay-OPD). During training, Relay-OPD constructs relay trajectories by letting the teacher briefly take over at detected trigger points to produce a teacher leg, after which the student resumes and is optimized on the resulting trajectory. A limited relay budget concentrates intervention on critical early positions while limiting departure from the student policy. With a Qwen3-4B-Instruct-2507 teacher and Qwen3-0.6B/1.7B-Non-Thinking students on eight mathematical reasoning benchmarks, Relay-OPD achieves the best or second-best results on every benchmark, outperforming standard OPD by +5.73% and the strongest baseline FastOPD by +1.49% on average for 1.7B, with consistent gains at 0.6B. Training trajectory length is reduced by over 50%.

On-policy distillation (OPD) has emerged as a widely used paradigm for post-training large language models, reducing the train--test mismatch of conventional distillation by supervising the student on its own generated trajectories. However, existing OPD objectives remain largely token-local and outcome-agnostic, optimizing teacher--student agreement at each prefix despite reasoning quality being determined at the trajectory level. Reinforcement learning with verifiable rewards (RLVR), particularly Group Relative Policy Optimization (GRPO), provides complementary outcome-level supervision but suffers from sparse rewards and coarse credit assignment. We show that OPD and RLVR exhibit complementary blind spots: teacher signals provide dense local guidance but are weakly aligned with rollout correctness, whereas group-relative rewards capture task success but provide coarse token-level credit and vanish on all-failure groups. We introduce DiffGate, an outcome-gated objective that combines GRPO with selective, bounded teacher guidance. Teacher supervision is applied only to failed trajectories, scaled by group difficulty, and smoothly bounded to prevent extreme teacher--student discrepancies from dominating optimization. The verifier therefore determines which trajectories receive teacher guidance, while the teacher provides dense token-level update directions within those trajectories. Across Qwen3-0.6B and Qwen3-1.7B students, DiffGate improves code avg@8 over matched GRPO by +1.7 and +1.8 points and pass@8 by +1.6 and +5.7 points, respectively. On mathematics, avg@8 remains within 0.5 points of GRPO while pass@8 improves by +1.1 and +3.9 points. Overall, DiffGate improves pass@8 across all four model--domain settings, demonstrating improved solution coverage under our evaluation protocol.

Pretrained world action models (WAMs) provide generalist capabilities across diverse robotic manipulation tasks, yet improving target-task performance to an expert level without degrading pretrained skills remains challenging. We explore on-policy distillation (OPD) for WAMs and introduce WAM-OPD. WAM-OPD inherits the advantage of OPD methods that transfer task-specific teacher knowledge under the student's own induced distribution, rather than directly fitting the student to a narrow task-specific data distribution. However, in closed-loop manipulation, the observation histories change as the student policy evolves, requiring fresh environment rollouts to remain on-policy. Applying OPD to WAMs entails repeated data collection, which is costly even in simulation and often impractical on real robots. To avoid repeated environment rollouts during distillation, we introduce prefix-weighted trajectory replay (PWTR). PWTR uses a fixed trajectory pool composed primarily of initial-student rollouts, supplemented with task-specific teacher rollouts to broaden trajectory coverage. For each trajectory replayed from this pool, PWTR conditions the current policy on successive stored histories to generate fresh denoising paths, along which the task-specific teacher provides supervision. Although these denoising paths are refreshed as the policy evolves, the replayed environment trajectories remain fixed. PWTR therefore reweights per-decision distillation losses using proxy importance weights derived from path scores accumulated over the trajectory prefix preceding each decision to mitigate the resulting shift in the history distribution. Simulated and real-world experiments demonstrate task adaptation without additional environment interaction during distillation. In both settings, WAM-OPD improves target-task performance while retaining near-initial performance on tasks excluded from adaptation.

End-to-end autonomous driving aims to build a fully differentiable system that takes raw sensor data as inputs and directly outputs the planned trajectory or control signals of the ego vehicle. State-of-the-art methods usually follow the `Teacher-Student' paradigm. The Teacher model uses privileged information (ground-truth states of surrounding agents and map elements) to learn the driving strategy. The student model only has access to raw sensor data and conducts behavior cloning on the data collected by the teacher model. By eliminating the noise of the perception part during planning learning, state-of-the-art works could achieve better performance with significantly less data compared to those coupled ones. However, under the current Teacher-Student paradigm, the student model still needs to learn a planning head from scratch, which could be challenging due to the redundant and noisy nature of raw sensor inputs and the casual confusion issue of behavior cloning. In this work, we aim to explore the possibility of directly adopting the strong teacher model to conduct planning while letting the student model focus more on the perception part. We find that even equipped with a SOTA perception model, directly letting the student model learn the required inputs of the teacher model leads to poor driving performance, which comes from the large distribution gap between predicted privileged inputs and the ground-truth. To this end, we propose DriveAdapter, which employs adapters with the feature alignment objective function between the student (perception) and teacher (planning) modules. Additionally, since the pure learning-based teacher model itself is imperfect and occasionally breaks safety rules, we propose a method of action-guided feature learning with a mask for those imperfect teacher features to further inject the priors of hand-crafted rules into the learning process.

AI assistance continues to help advance applications in education, from language learning to intelligent tutoring systems, yet current methods for providing students feedback are still quite limited. Most automatic feedback systems either provide binary correctness feedback, which may not help a student understand how to improve, or require hand-coding feedback templates, which may not generalize to new domains. This can be particularly challenging for physical control tasks, where the rich diversity in student behavior and specialized domains make it challenging to leverage general-purpose assistive tools for providing feedback. We design and build CORGI, a model trained to generate language corrections for physical control tasks, such as learning to ride a bike. CORGI takes in as input a pair of student and expert trajectories, and then generates natural language corrections to help the student improve. We collect and train CORGI over data from three diverse physical control tasks (drawing, steering, and joint movement). Through both automatic and human evaluations, we show that CORGI can (i) generate valid feedback for novel student trajectories, (ii) outperform baselines on domains with novel control dynamics, and (iii) improve student learning in an interactive drawing task.

On-policy self-distillation (OPSD) trains a student on its own reasoning trajectories using token-level supervision from a reference-conditioned teacher initialized from the same model. However, access to the reference can induce teacher behaviors that undermine independent reasoning in thinking models, leading to reference hallucinations, where the student cites an unavailable reference to justify reasoning steps, and reconsideration suppression, where the teacher discourages verification and revision at uncertain steps. We introduce Steered-Teacher OPSD (ST-OPSD) to jointly address these failure modes through activation steering. ST-OPSD extracts two directions from model-generated reasoning trajectories and applies them to the teacher's hidden states during distillation target computation, suppressing reference-invoking behavior and encouraging reconsideration with marker-family calibration. The student learns from the resulting teacher distributions without being steered. Experiments on AIME and HMMT show that ST-OPSD improves accuracy over vanilla OPSD and other interventions while restoring reconsideration and reference-hallucination rates to base-model levels.

On-policy distillation (OPD) has become a promising paradigm for reasoning-oriented post-training of large language models (LLMs), especially when combined with reinforcement learning from verifiable rewards (RLVR). Existing OPD methods rely on reverse KL (RKL)-based teacher supervision over trajectories sampled from the student policy. However, we identify a critical limitation: under large teacher--student policy divergence, RL-driven exploration often produces trajectories outside the teacher distribution, resulting in uninformative negative feedback. To address this, we propose Teacher-Guided Policy Optimization (TGPO), an on-policy reasoning distillation method that remains effective under large policy divergence settings. Rather than relying solely on evaluative supervision, TGPO uses teacher to directly guide token level generation conditioning on student-generated contexts; together with RLVR-style trajectory level rewards, TGPO steers exploration toward improved continuations. Experiments on reasoning benchmarks show that TGPO consistently outperforms existing RKL-based OPD methods and remains robust across different teacher models.

With the rise of vision-language models (VLM), their application for autonomous driving (VLM4AD) has gained significant attention. Meanwhile, in autonomous driving, closed-loop evaluation has become widely recognized as a more reliable validation method than open-loop evaluation, as it can evaluate the performance of the model under cumulative errors and out-of-distribution inputs. However, existing VLM4AD benchmarks evaluate the model`s scene understanding ability under open-loop, i.e., via static question-answer (QA) dataset. This kind of evaluation fails to assess the VLMs performance under out-of-distribution states rarely appeared in the human collected datasets.To this end, we present Bench2Drive-VL, an extension of Bench2Drive that brings closed-loop evaluation to VLM-based driving, which introduces: (1) DriveCommenter, a closed-loop generator that automatically generates diverse, behavior-grounded question-answer pairs for all driving situations in CARLA,including severe off-route and off-road deviations previously unassessable in simulation. (2) A unified protocol and interface that allows modern VLMs to be directly plugged into the Bench2Drive closed-loop environment to compare with traditional agents. (3) A flexible reasoning and control framework, supporting multi-format visual inputs and configurable graph-based chain-of-thought execution. (4) A complete development ecosystem. Together, these components form a comprehensive closed-loop benchmark for VLM4AD. All codes and annotated datasets are open sourced.

Multi-teacher on-policy distillation (MOPD) is used in two settings. In common-domain composition, several teachers score each student rollout from one prompt domain and their signals form a single target; in routed-domain distillation, prompts from different domains are assigned to the corresponding specialist. Both settings usually transfer each teacher's endpoint policy, which mixes what post-training changed with preferences inherited from the teacher's base. We introduce Δ-MOPD, which transfers each teacher's teacher-minus-base logit shift re-anchored at the student's frozen initialization, and compare it with endpoint supervision in both settings while holding teacher selection fixed. We first expose the mechanism that impedes endpoint transfer: inherited base pull can exceed the post-training shift. Removing it reduces the teacher-term norm ratio and target--student KL. Across our experiments, the results suggest that shift targets are particularly useful when teacher signals are combined at a state. With three composed teachers, Δ-MOPD exceeds endpoint composition by 4.11 Math and 1.95 five-benchmark points; with two, it matches endpoint accuracy. Under phased routing, it achieves higher mean performance in both phase orders and reduces the observed order gap from 10.50 to 6.42 points. Under interleaved routing, where each update involves one teacher, the two targets perform comparably. The phased results provide supporting evidence that the benefit may extend to signals accumulated across training phases. Target construction is thus an independent design axis in MOPD, complementary to teacher selection.

Recent work on LLM agents is shifting from external capability elicitation to capability internalization, enabling agents to retain useful skills without retrieval at inference time. On-policy self-distillation (OPSD) offers a promising direction, but many existing methods typically supervise students by scoring actions along student-generated trajectories. Such supervision has two limitations: teacher preferences are not validated by environment outcomes, and action-level scores underuse information from student rollouts, teacher rollouts, and their behavioral relationship. We therefore advocate outcome-verified teacher supervision and comparative learning over teacher-student trajectories. Based on this view, we propose Outcome-Verified Comparative Self-Distillation (OVCSD). OVCSD organizes failed student rollouts into a prefix tree, adaptively invokes a skill-conditioned teacher from student-reached states, and retains only outcome-verified successful continuations. It then applies localized comparative learning at the first state-aligned divergence and distills the post-divergence teacher suffix to transfer completion behavior. Experiments on ALFWorld and WebShop across three model scales show that OVCSD consistently outperforms skill-free RL and existing self-distillation baselines, achieving up to 29.7 and 5.4 absolute success-rate gains over the strongest baselines on ALFWorld and WebShop, respectively, while adding less than 3% privileged interaction during training.

On-policy distillation (OPD) has recently emerged as a promising post-training paradigm in which the student learns from trajectories generated by its own policy under dense teacher supervision. However, OPD introduces a fundamental asymmetry: although the sampled trajectories are on-policy for the student, they are off-policy for the teacher. The teacher is typically optimized to continue from prefixes generated by its own policy, but during OPD it must instead supervise prefixes generated by the student. Empirically, we find that its continuation performance degrades as these prefixes grow longer. To address this issue, we propose Student-COnditioned Updates of the Teacher (SCOUT), a co-training framework that adapts the teacher to student-generated prefixes. Alongside standard OPD updates, SCOUT periodically optimizes the teacher's conditional ability using reinforcement learning with verifiable rewards, where the teacher generates continuations from student prefixes and learns from outcome rewards. Controlled experiments show that SCOUT improves the teacher's ability to continue from student-generated prefixes, supporting the intended mechanism of student-conditioned teacher adaptation. Across multiple teacher--student configurations, model scales, and reasoning domains, SCOUT also consistently improves the effectiveness of on-policy distillation.

Long-horizon LM agents learn from multi-turn interaction, where a single early mistake can alter the subsequent state distribution and derail the whole trajectory. Existing recipes fall short in complementary ways: supervised fine-tuning provides dense teacher supervision but suffers from covariate shift because it is trained on off-policy teacher trajectories; while reinforcement learning with verifiable rewards avoids this off-policy mismatch by learning from on-policy rollouts but with only sparse outcome feedback. We address this dilemma by revisiting Dataset Aggregation (DAgger) for multi-turn LM agents: the algorithm collects trajectories through a turn-level interpolation of student and teacher policies, and the student is then trained on these trajectories using supervised labels provided by the teacher. By directly interacting with environments, we expose the model to realistic states likely to be encountered during deployment, thereby effectively mitigating covariate shift. Besides, since the student is learned by mimicking the teacher's behavior, it receives rich feedback during learning. To demonstrate DAgger enjoys the benefits of both worlds, we tested the algorithm to train a software-engineering agent with 4B- and 8B-scale student models. On SWE-bench Verified, our DAgger-style training improves over the strongest post-training baseline by +3.9 points at 4B and +3.6 points at 8B. The resulting 4B agent reaches 27.3%, outperforming representative published 8B SWE-agent systems, while the 8B agent achieves 29.8%, surpassing SWE-Gym-32B and coming within 5 points of stronger 32B-scale agents. Together with consistent gains on the held-out SWE-Gym split, these results suggest the effectiveness of DAgger for modern long-horizon LM agents.

On-policy distillation (OPD) transfers teacher knowledge on student-generated trajectories, but efficient sampled objectives reduce the teacher distribution to scalar credit on individual tokens. Such credit indicates whether a token should gain or lose probability, yet leaves the corresponding redistribution unspecified. We recast OPD as teacher-guided probability transport and propose RouteOPD (Routed On-Policy Distillation), which decomposes local teacher--student disagreement into student-excess sources and teacher-deficit destinations and couples them into explicit transport pairs. RouteOPD optimizes pairwise log-odds toward jointly realizable targets obtained from a bounded teacher potential, while adapting the transport budget to the concentration of teacher demand. This formulation directs updates toward teacher-preferred destinations and controls their magnitude within a single transport operator. Experiments across four teacher--student settings and four mathematical-reasoning benchmarks demonstrate that RouteOPD consistently outperforms sampled reverse-KL OPD, with improvements accompanied by higher routing fidelity and lower background leakage. These results demonstrate the effectiveness of explicitly modeling probability transport in on-policy distillation.

Feedforward steering control is a key component of hierarchical control architectures for autonomous racing. The goal is to reduce steering corrections from the feedback controllers by predicting the vehicle's inverse lateral dynamics. This paper presents a systematic benchmark of two learning-based and two empirical (analytical) feedforward steering controllers. We introduce a new ehd formulation based on a polynomial surface fit that captures velocity-dependent nonlinear steering behavior with minimal parametrization. We test the feedforward controllers in a high-fidelity simulation framework based on the real-world Abu Dhabi Autonomous Racing League competition, using a high-fidelity double-track vehicle dynamics simulator. Open-loop evaluation shows that the learning-based controllers achieve the lowest prediction errors; however, closed-loop testing reveals that this improved accuracy does not translate into superior path tracking performance or lap times, even after iterative fine-tuning. In contrast, the proposed EHD approach achieves the best overall closed-loop robustness and lap time, highlighting the necessity of evaluating feedforward strategies within the complete trajectory planning and control software stack. Our code is available at https://github.com/TUMRT/steering_ff_control.

Aerial grasp-and-lift tasks require whole-body coordination across approach, acquisition, and lifting under partial target observations. Early approach failures can limit exposure to later task stages during training, while changing visibility complicates alignment and closure timing during execution. We present a recurrent teacher-student framework that learns a single policy in simulation to jointly command flight, arm motion, and gripper closure without an explicit task-phase input. A privileged teacher learns through reinforcement learning with a critical-state curriculum that exposes acquisition and lifting states before connecting them to normal approach trajectories. Its behavior is distilled into a recurrent visual student that replaces privileged target states with dual-view point clouds and proprioception, integrating observation history for closed-loop control. A dedicated closure objective supervises closure timing from sustained model-defined readiness sequences. Training and primary evaluation use a simulated acquisition-and-payload model with condition-triggered latching, virtual attachment, and wrench-based payload loading for short-distance lifting. Across 8,996 completed simulation episodes under this model, the frozen student achieves full-task success rates of 99.97%, 97.14%, and 95.84% under nominal, physics/control-randomized, and additional camera-randomized conditions, respectively. The nominal latch-count-weighted mean of per-seed 90th-percentile alignment errors at acquisition is 8.12 mm.

On-policy distillation (OPD) applies token-level teacher supervision to student-generated trajectories, but this supervision is not always reliable. Existing methods use local confidence or teacher-student agreement to weight, filter, or truncate the sampled trajectory. These signals do not directly determine whether the teacher can continue a student prefix to a correct answer, and trajectory-level interventions can conflate one rollout's unreliability with low expected training value of its prompt. We define prompt-level teacher continuation reliability R as the teacher's probability of reaching a correct answer from a student prefix, averaged over prefixes and trajectories induced by the current student. Oracle experiments show that high-R prompts yield larger OPD gains and that descending-R training outperforms random and ascending orders on a fixed prompt pool. Because estimating R requires many teacher continuations, we use the maximum ROUGE-5 F1 between one independent student rollout and verifier-correct same-prompt teacher trajectories. Across ten equal-frequency bins of this actual score, mean R rises monotonically, showing that the proxy separates coarse reliability levels. ReOrder-OPD sorts prompts by the proxy, then draws independent on-policy training trajectories for vanilla OPD. It improves every matched aggregate comparison across Qwen3 and Gemma4 mathematics settings and Qwen3 code settings. Gains in all six FiRe-OPD and ExOPD settings show that prompt ordering complements within-trajectory supervision.

Most end-to-end autonomous-driving systems learn by imitating human driving logs, leaving their learned behavior constrained by the quality and behavioral coverage of the recorded trajectories. This report presents DriveZero, an end-to-end system that learns driving behavior beyond human demonstrations. It decomposes driving into a perception model and an action model, pretrains each in the regime best suited to it, and combines them into one end-to-end planner. The two models call for different learning recipes: perception must understand the world, and benefits from massive and diverse visual data; action must interact with it, and requires closed-loop feedback. On the action side, we introduce DriveRL, a mixed-agent closed-loop reinforcement-learning framework. It converts real driving logs into interactive worlds, where a privileged teacher policy is trained with PPO through closed-loop rollouts. For the perception model, DriveVFM consolidates multiple frozen vision foundation models, including DINOv3, SigLIP2, SAM and Depth Anything V2, into a single backbone from raw images alone, requiring no task-specific annotations. DriveZero then unifies the two: a camera-only planner that distills the frozen DriveRL teacher through its rolled-out trajectories. The goal-conditioned teacher can moreover be queried under augmented driving intents, yielding diverse, goal-consistent supervision that logged data cannot provide. On nuPlan, DriveRL with value-guided test-time action search achieves a mean score of 93.57 across the Val14, Test14-hard, and Test14-random community splits in both non-reactive and reactive modes, exceeding the Log-Replay expert on all three splits. DriveZero achieves state-of-the-art performance on NAVSIMv1, NAVSIMv2 and the closed-loop HUGSIM benchmark without any human trajectory supervision.

On-policy distillation (OPD) has become a key paradigm in LLM post-training, yet its training dynamics remain poorly understood. We present a systematic study examining the role, pathologies, and regulations of OPD. We first clarify the role of OPD as an exploration catalyst: it steers the student toward correct reasoning paths via dense token-level guidance, without expanding capability ceiling. We confirm this by showing that prompt diversity matters more than per-problem sampling numbers, and critically, that the effectiveness of OPD hinges entirely on the quality of its guiding signal. This dependency exposes two pathologies that derail exploration. The Student-Teacher Mismatch occurs when a large teacher-student distributional gap causes the guiding signal to misalign with task correctness, steering exploration in counterproductive directions. Length Exploitation arises when the aggregated token-level objective creates length-dependent shortcuts, allowing the student to game the reward landscape through response truncation or redundant padding, exploring degenerate length modes rather than reasoning strategies. To tame these pathologies, we investigate lightweight signal regulations: advantage clipping and log-scale compression, ensuring exploration is guided by faithful signals. Experiments across seven benchmarks demonstrate that these regulations alleviate length exploitation and enable effective distillation, stably surpassing OPD variants and RLVR baselines, thereby confirming that well-regulated signal quality, rather than mere teacher scale, governs successful exploration in OPD.

Existing end-to-end autonomous driving (AD) algorithms typically follow the Imitation Learning (IL) paradigm, which faces challenges such as causal confusion and the open-loop gap. In this work, we establish a 3DGS-based closed-loop Reinforcement Learning (RL) training paradigm. By leveraging 3DGS techniques, we construct a photorealistic digital replica of the real physical world, enabling the AD policy to extensively explore the state space and learn to handle out-of-distribution scenarios through large-scale trial and error. To enhance safety, we design specialized rewards that guide the policy to effectively respond to safety-critical events and understand real-world causal relationships. For better alignment with human driving behavior, IL is incorporated into RL training as a regularization term. We introduce a closed-loop evaluation benchmark consisting of diverse, previously unseen 3DGS environments. Compared to IL-based methods, RAD achieves stronger performance in most closed-loop metrics, especially 3x lower collision rate. Abundant closed-loop results are presented at https://hgao-cv.github.io/RAD.

Large-scale humanoid motion-tracking controllers are commonly improved by reallocating training effort: difficult motions are sampled more often, isolated into smaller subsets, or assigned to specialized experts. We show that this view is incomplete. In strong whole-body-control baselines, a residual set of feasible training clips remains unsolved even under targeted training, especially for high-dynamic transitions and balance-critical motions. These failures arise not only from insufficient exposure, but from a mismatch between the motion demands and the effective capability induced by the default training recipe. We propose Athena-WBC, a compact teacher-student pipeline with capability-aligned policy experts for long-tail humanoid whole-body control. Dynamic experts use a tracking-focused, constraint-aware objective that removes conservative effort and temporal-control penalties while preserving physical feasibility constraints; balance experts use a gravity curriculum to improve early-training survivability. The resulting privileged teachers are motion-routed for DAgger distillation and then compressed into a single controller with deployable observations followed by RL fine-tuning. Experiments on a full-size humanoid show improved recovery of training-set long-tail motions and better held-out tracking than a strong SONIC-recipe baseline, using only a small number of experts.

Behavioral cloning trains a policy offline on expert demonstrations, but deployment is closed loop: each action affects the observations the policy receives next. We study how much closed-loop driving competence a compact multimodal policy can acquire from offline demonstrations in the CARLA simulator. The policy uses five-frame histories of RGB images, LiDAR, vehicle telemetry, and lane waypoints to predict throttle, brake, and steering at 20 Hz. Demonstrations were collected in three stages, ending with a systematic route-generation procedure that enumerates spawn points and feasible maneuvers and verifies completed autopilot routes. The released 1.36 million parameter policy was trained on 236,882 windows, representing about 3.3 hours of driving from 448 captures. The resulting policy drives autonomously for hours on training and held-out routes. In our runs, it did so without collisions and also transferred qualitatively to an unseen CARLA town with different road geometry. We also observed recovery from large trajectory deviations, although we do not claim systematic recovery without controlled evaluation. We report offline metrics and distinguish measured results from qualitative closed-loop observations. We release the code, trained checkpoint, ONNX model, data sample, and an evidence audit for the reported claims.

Closed-loop driving simulation requires real-time interaction beyond short offline clips, pushing current driving world models toward autoregressive (AR) rollout. Existing AR distillation approaches typically rely on frame sinks or student-side degradation training. The former transfers poorly to driving due to fast ego-motion and rapid scene changes, while the latter remains bounded by the teacher's single-pass output length and thus provides only a limited supervision horizon. A natural question is: can the teacher itself be extended via AR rollout to provide unbounded-horizon supervision at bounded memory cost? The key difficulty is that a standard teacher drifts under its own predictions, contaminating the supervision it provides. Our key insight is to make the teacher rollout-capable, ensuring reliable supervision from its own AR rollouts. This is instantiated as HorizonDrive, an anti-drifting training-and-distillation framework for AR driving simulation. First, scheduled rollout recovery (SRR) trains the base model to reconstruct ground-truth future clips from prediction-corrupted histories, yielding a teacher that remains stable across long AR rollouts. Second, the rollout-capable teacher is extended via AR rollout, providing long-horizon distribution-matching supervision under bounded memory, while a short-window student aligns to it with teacher rollout DMD (TRD) for efficient real-time deployment. HorizonDrive natively supports minute-scale AR rollout under bounded memory; on nuScenes, HorizonDrive reduces FID by 52% and FVD by 37%, and lowers ARE and DTW by 21% and 9% relative to the strongest long-horizon streaming baselines, while remaining competitive with single-pass driving video generators.

Offline MARL increasingly relies on generative policies to model multimodal joint behavior, typically by distilling a centralized teacher into decentralized one-step actors under the CTDE. We identify a failure mode at the teacher training stage: standard flow-based teachers pair noise with replay targets independently, so nearby noise samples can be routed toward conflicting coordination modes. The teacher then produces samples between valid modes, and because the distillation loss regresses each local actor onto the conditional mean of the teacher's output given local input, this error is not absorbed but propagated to the student. To remove this teacher-side artifact, we propose Mode-Support Semi-Discrete Optimal Transport (MoSDOT), which summarizes multimodal replay into a finite mode support with prescribed capacities and uses conditional semi-discrete optimal transport to assign each noise sample to a single mode before teacher training. We additionally study a shared-randomness variant that uses a shared noise component at execution to expose the residual gap intrinsic to strict-product execution. On controlled diagnostics and offline MARL benchmarks, MoSDOT improves endpoint quality and routing consistency, particularly on datasets exhibiting multimodal joint behavior.

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.

On-policy distillation (OPD) trains a student model on its own trajectories using dense token-level feedback from a stronger teacher model. Since each update is conditioned on the reasoning prefix already generated by the student, the prefix also shapes how effectively teacher feedback is converted into learning. We find that shared prefixes can lead to weak token-level updates, a phenomenon we call Prefix-Induced Supervision Attenuation (PISA). This attenuation arises in two common cases. (i) High student confidence can weaken corrective gradients even when the teacher disagrees. (ii) Tokens that rely on earlier reasoning can receive learning signals as weak as those for simple local continuations. To solve this problem, we propose Trajectory Dropout, a simple training-time intervention that exposes these weakened signals. The student first performs a standard full-context rollout to generate a complete trajectory. During training, we randomly drop a certain proportion of the student's reasoning trajectory, while the teacher continues to observe the complete trajectory for token-level supervision. This intervention strengthens corrections for overconfident predictions and introduces additional supervision at prefix-sensitive positions. Trajectory Dropout consistently improves average performance across teacher--student model pairs of different scales and six mathematical reasoning benchmarks, while also yielding gains on two out-of-domain benchmarks. It can also be flexibly integrated into existing OPD variants with negligible computational overhead, further improving their performance. These results demonstrate that Trajectory Dropout provides a simple mechanism for strengthening token-level supervision across model scales and OPD objectives.

Reinforcement Learning (RL) from outcome rewards suffers from sparse supervision, particularly on difficult, long-horizon tasks where successful trajectories are rare and costly to generate. On-Policy Distillation (OPD) offers an attractive alternative by providing dense token-level supervision from a stronger teacher along the student's own generations. Self-distillation methods further remove the need for a separate teacher model by conditioning the same policy on privileged information to serve as its own teacher. However, privileged conditioning alone does not guarantee that the resulting distillation update improves the student. Indeed, privileged information can lead the teacher to solve tasks through shortcuts unavailable to the student, producing supervision poorly matched to the student's current behavior. Consequently, even a higher-performing teacher can provide guidance that degrades student performance. To address this, we analyze how the choice of privileged teacher affects the student's update. We derive a necessary and sufficient condition for the teacher's local distillation update to be a positive multiple of the student's reward gradient. Our analysis suggests that the teacher should not only perform well on the task, but also provide guidance suited to the student's current capabilities. This characterization motivates a practical teacher-training surrogate that combines outcome rewards with token-level Kullback-Leibler (KL) regularization toward the student. Based on this result, we propose Joint On-Policy Learning and Teaching (JOLT), which jointly trains a single policy in two roles: a privileged teacher using a KL-regularized objective, and an unprivileged student using dense on-policy distillation. Across mathematical reasoning, coding, tool use, and terminal use, JOLT improves training efficiency and performance, with further gains from student rewards.

The AI Steerability 360 toolkit is an extensible, open-source Python library for steering LLMs. Steering abstractions are designed around four model control surfaces: input (modification of the prompt), structural (modification of the model's weights or architecture), state (modification of the model's activations and attentions), and output (modification of the decoding or generation process). Steering methods exert control on the model through a common interface, termed a steering pipeline, which additionally allows for the composition of multiple steering methods. Comprehensive evaluation and comparison of steering methods/pipelines is facilitated by use case classes (for defining tasks) and a benchmark class (for performance comparison on a given task). The functionality provided by the toolkit significantly lowers the barrier to developing and comprehensively evaluating steering methods. The toolkit is Hugging Face native and is released under an Apache 2.0 license at https://github.com/IBM/AISteer360.

End-to-end autonomous driving research currently faces a critical challenge in bridging the gap between open-loop training and closed-loop deployment. Current approaches are trained to predict trajectories in an open-loop environment, which struggle with quick reactions to other agents in closed-loop environments and risk generating kinematically infeasible plans due to the gap between open-loop training and closed-loop driving. In this paper, we introduce Hydra-NeXt, a novel multi-branch planning framework that unifies trajectory prediction, control prediction, and a trajectory refinement network in one model. Unlike current open-loop trajectory prediction models that only handle general-case planning, Hydra-NeXt further utilizes a control decoder to focus on short-term actions, which enables faster responses to dynamic situations and reactive agents. Moreover, we propose the Trajectory Refinement module to augment and refine the planning decisions by effectively adhering to kinematic constraints in closed-loop environments. This unified approach bridges the gap between open-loop training and closed-loop driving, demonstrating superior performance of 65.89 Driving Score (DS) and 48.20% Success Rate (SR) on the Bench2Drive dataset without relying on external experts for data collection. Hydra-NeXt surpasses the previous state-of-the-art by 22.98 DS and 17.49 SR, marking a significant advancement in autonomous driving. Code will be available at https://github.com/woxihuanjiangguo/Hydra-NeXt.

Dynamic target tracking is essential for Unmanned Aerial Vehicles (UAVs) operating in complex urban environments, where both the target and the camera viewpoint change continuously. Existing Vision-Language-Action (VLA) policies can track visible targets effectively, but their performance often degrades when buildings, vegetation, or roadside objects block the line of sight. During sustained occlusion, a policy may lose the target state, execute actions toward an incorrect region, and amplify this error through subsequent observations until re-acquisition becomes impossible. To this end, we present CosFly-VLA, a spatially aware VLA model that jointly grounds the target, estimates its visibility, and generates continuous flight actions through a structured prediction interface. To train this policy, we use a large-scale recipe over diverse data sources. Spatially Grounded Continued Pretraining (CPT) on a 500k mixed pool injects UAV-view depth, distance, and 3-D spatial reasoning. A three-stage Curriculum-based Supervised Fine-Tuning (SFT) process then specializes the tracker through multi-head warm-up followed by two-stage curriculum learning over natural and hard / long-occlusion data. Chain-of-Thought (CoT) training subsequently teaches recovery-oriented reasoning traces before structured answers. Finally, a closed-loop Reinforcement Learning (RL) stage optimizes tracking behavior with a multi-component reward covering stand-off tracking, grounding quality, collision avoidance, and task success. Relative to OpenVLA, CosFly-VLA-0.8B reduces open-loop Average Displacement Error (ADE) by 34.1% on seen-test and 35.3% on unseen-test. Closed-loop optimization improves Success Rate (SR) by 29.8% and 2.5%, respectively. These results demonstrate progress from visible-frame imitation toward spatially grounded action-closed-loop control, evaluated under a shared oracle state history.

On-policy distillation (OPD) trains student agents through teacher supervision on their own interactions with an environment. However, in asynchronous multi-turn training, arrival-order batching can allow a few early or long rollouts to dominate learner updates while other valid rollouts become stale before being used, wasting already-generated experience. To address this problem, we introduce DivOPD, a simple learner-side batch-selection method that spreads a fixed turn budget across more rollouts and, within each rollout, prioritizes turns with larger cumulative teacher-student disagreement. Turns without usable teacher feedback are excluded. The per-turn loss and optimizer remain fixed; selection only changes which student-visited turns receive training weight. For no-progress rollouts, an optional extension briefly hands control to the teacher before returning it to the student. Across six teacher-student settings on the simulated ALFWorld, ScienceWorld, and WebShop benchmarks, with 1.5B-7B students, DivOPD raises cross-setting mean peak success rate from 77.4 to 84.4 and mean success over the last five evaluations from 71.5 to 78.6. It reaches all reported setting-specific targets with geometric-mean speedups of 1.84x in training tokens and 1.87x in learner GPU time relative to vanilla OPD. Teacher intervention further raises this last-five mean to 82.4 while retaining about 1.7x learner-GPU speedup over vanilla OPD. Code will be released at https://github.com/HanyangWang0418-oss/DivOPD.

Closed-loop evaluation is widely regarded as a more faithful way to assess end-to-end (E2E) driving models than open-loop evaluation, and Bench2Drive, built on the CARLA simulator, has become the dominant benchmark for it. We show that its evaluation protocol itself contains pitfalls that can misrepresent the models scored on it. Bench2Drive's comfort metric, adapted from nuPlan, has several implementation errors and a segmentation scheme that rewards standing still, so it mostly measures how long a vehicle stays stationary, correlating with stationary time at r = 0.97 across eight models. We propose a corrected, distance-based metric that cuts that correlation to r = 0.06. Under it, the strong driving-score/comfort tradeoff the original metric reports is no longer detectable once models are compared at matched driving speed, which suggests that comfort trades against how fast a model drives rather than against how well it drives. We also uncover two pitfalls in how the harness supplies navigation signals: the default controller can replace a model's own steering with an angle toward the route target point, and the target point supplied at evaluation time can differ substantially from what a model saw in training. We demonstrate both on UniAD and VAD, where their effects differ sharply, and argue that future closed-loop evaluations should check for them. We will release all fixes as standalone code, so corrected comfort scores can be obtained from logged trajectories without re-running closed-loop simulation.

Reward-specialized post-training produces strong experts for flow-based generative models, while multi-teacher on-policy distillation (OPD) consolidates their capabilities into a single student. Existing methods, however, route each prompt to a single teacher according to its semantic category, implicitly binding the desired capability to prompt content. This coupling makes capability invocation vulnerable to prompt perturbations and prevents users from explicitly adjusting the strength of the desired capability at inference time. In this work, we introduce CapField-OPD, an OPD framework that integrates multiple teachers into a continuous capability field through explicit capability coordinates. We use teacher models as anchors to construct this field, with the coordinates determining how their outputs are combined. Each capability configuration thus receives a unique supervision target, and capability control no longer depends on prompt semantics. Since the training anchors may not be optimal at inference time, we further profile the learned field on a small calibration set. The coordinate with the highest mean reward serves as the recommended default, while coordinates that are frequently optimal offer a promising candidate set for test-time scaling. Extensive experiments on compositional generation, text rendering, and visual aesthetics demonstrate that CapField-OPD consolidates multiple specialized teachers into a single student while preserving or surpassing their performance, reliably invokes the desired capabilities under semantics-preserving prompt variations, and supports continuous capability control and coordinate-based test-time scaling.

Recent years have witnessed remarkable progress in world models, which primarily aim to capture the spatio-temporal correlations between an agent's actions and the evolving environment. However, existing approaches often suffer from tight runtime coupling or depend on offline reward signals, resulting in substantial inference overhead or hindering end-to-end optimization. To overcome these limitations, we introduce WPT, a World-to-Policy Transfer training paradigm that enables online distillation under the guidance of an end-to-end world model. Specifically, we develop a trainable reward model that infuses world knowledge into a teacher policy by aligning candidate trajectories with the future dynamics predicted by the world model. Subsequently, we propose policy distillation and world reward distillation to transfer the teacher's reasoning ability into a lightweight student policy, enhancing planning performance while preserving real-time deployability. Extensive experiments on both open-loop and closed-loop benchmarks show that our WPT achieves state-of-the-art performance with a simple policy architecture: it attains a 0.11 collision rate (open-loop) and achieves a 79.23 driving score (closed-loop) surpassing both world-model-based and imitation-learning methods in accuracy and safety. Moreover, the student sustains up to 4.9x faster inference, while retaining most of the gains.

On-policy distillation (OPD) improves the reasoning capabilities of small language models through token-level teacher supervision on student-generated trajectories. Yet can teachers that excel at solving problems independently also guide student reasoning effectively? Prior work shows that when student prefixes follow reasoning paths that differ from the teacher's own or contain errors, teachers can be less accurate when continuing from these prefixes than when solving problems independently. To this end, we propose Prep-OPD, which uses reinforcement learning (RL) before distillation to train the teacher to adapt to the student's existing reasoning state and correct course when errors arise. Training optimizes teacher continuations from fixed student prefixes using final-answer correctness as the reward. The prepared teacher then trains the student through trajectory guidance and token-level supervision. We evaluate Prep-OPD on eight mathematical reasoning benchmarks, using Qwen3-4B-Instruct-2507 as the teacher and Qwen3-0.6B and Qwen3-1.7B as students. With the 4B teacher and 1.7B student, Prep-OPD improves average accuracy over standard OPD and the strongest baseline, Relay-OPD, by 8.28 and 2.30 percentage points, respectively. Controlled experiments further show that teacher RL conditioned on student-generated prefixes yields higher student accuracy than problem-start teacher RL with and without handoff on Qwen3-1.7B. Reusing the same prepared teacher also improves Qwen3-0.6B.

On-policy self-distillation (OPSD) combines student generated trajectories with dense supervision from a privileged teacher of the same model. Its pointwise clipping protects the student from locally incompatible teacher directions, but the fixed teacher receives no feedback about the supervision the student rejects, which limits effective learning from the teacher. We introduce DualOPSD, which alternates updates in a coupled teacher-student system. The student retains OPSD's clipped forward KL objective. The privileged teacher adapts to the updated student after each student step. A residual target based on the frozen initial model preserves the effect of privileged context during teacher adaptation. Across Qwen3-8B/4B/1.7B and three math benchmarks, DualOPSD improves avg@12 accuracy over OPSD by 9.83 percentage points. Further diagnostic analyses show lower bidirectional KL, less persistent mismatch, and retained sensitivity to privileged reference. Together, these results demonstrate that DualOPSD can be a more effective form of privileged self-distillation. Code is available at: https://github.com/on1262/DualOPSD.

On-policy distillation (OPD) provides teacher supervision on student-generated trajectories, but a single trajectory realizes only one continuation at each decision, limiting supervision coverage under a finite sampling budget. We propose BranchOPD (Branching On-Policy Distillation), which selects informative decision points using student uncertainty and teacher-student disagreement, resamples student-policy continuations from shared prefixes, and applies token-level teacher supervision to both main trajectories and branches. BranchOPD operates at token-level decisions in mathematics and within-turn decisions in agent tasks. Shared-prefix reuse reduces student-generated token costs by approximately 19% on ALFWorld and 31% on WebShop relative to seven independent trajectories. We also introduce protocol-boundary repair (PBR), which uses targeted supervision under protocol constraints to mitigate repetition and wasted generation. BranchOPD outperforms Vanilla OPD and Multi-Rollout OPD (n=7) across all evaluated benchmarks, with gains over Vanilla OPD of 18.55 percentage points in mean mathematics accuracy over 16 sampled answers (avg@16) and 13.8 points in mean ALFWorld ID/OOD success. Mechanistic analyses and selection ablations show that branching at uncertain decisions expands subsequent behavior coverage and outperforms random selection and turn-initial branching.

Vision-based whole-body loco-manipulation on humanoid robots is challenging due to partial observability, contact-rich dynamics, and the difficulty of learning long-horizon behaviors from high-dimensional visual inputs. We present https://github.com/DreamMimic/DreamMimic{DreamMimic}, a framework that distills privileged teacher policies into vision-based humanoid controllers via world-model-assisted distillation. Instead of using a Dreamer-style RSSM for planning, we repurpose it to learn predictive latent dynamics that serve as both a representation space and an action-conditioned multi-step supervision signal, while exposing compact predictive features to the student policy to reduce long-term drift. Beyond standard reconstruction objectives for proprioceptive and visual observations, we add auxiliary prediction heads for privileged state, contact, object state, and reward estimation. These heads provide additional supervision related to agent--object interaction and task progress, encouraging the latent representation to retain signals that are useful for contact-rich loco-manipulation. We further introduce Performance-Conditioned Guidance (PCG), a reward-driven adaptive distillation schedule that computes performance scores for both teacher and student to dynamically balance guidance and exploration. PCG prevents both premature teacher annealing and excessive teacher interference in challenging visual settings. Experiments on OMOMO and BEHAVE show improved tracking-based loco-manipulation performance over strong vision-based baselines, without exposing online privileged interaction states to the student at deployment. Qualitative simulations further examine morphology and simulator changes. These results suggest that world models can provide a useful mechanism for stabilizing visual policy distillation in contact-rich humanoid behaviors.

Skill-based prompting has become a practical mechanism for improving large language model (LLM) agents, yet existing skill acquisition methods often treat skills as experience summaries, memory entries, or direct summaries of successful demonstrations. This creates a mismatch for weaker student agents: when a student fails because it lacks task knowledge or operational strategy, its failed trajectory may not contain enough evidence to infer the missing behavior, while the teacher trajectory may be too implicit to be internalized as reusable guidance. We propose SKILL-KD, a contrastive skill distillation framework that treats skills as an explicit distillation medium between agents of different capabilities. Given a student failure and the teacher trajectory on the same task, SKILL-KD distills their actionable discrepancy into a textual skill patch, evaluates the patch by re-running the student, and iteratively refines the patch when the student still fails. To prevent repeated local updates from causing skill drift, SKILL-KD further maintains trace-linked edit histories and performs Drift-Aware Skill Consolidation, deciding whether each patch should add a new rule, delete or modify an existing rule, or be skipped. Across five agent benchmarks and two student settings, SKILL-KD consistently improves frozen student agents over fixed-model adaptation baselines.

On-policy distillation trains a language model on its own generations while a teacher scores them token by token. It combines the dense supervision of imitation learning with the on-policy sampling of reinforcement learning. But it requires a second, larger model to act as teacher. On-Policy Self-Distillation (OPSD) removes that cost. The teacher is the model itself, conditioned on privileged information the student will not have at test time, such as a reference solution, a plan, or environment feedback. The teacher is no stronger than the student, only better informed. Early results were promising, with accuracy comparable to reinforcement learning at a fraction of the generated tokens. But the same asymmetry that produces the signal also biases it. One failure mode now dominates the field: collapse, the progressive narrowing of the set of reasoning paths the model can produce. Collapse is not specific to OPSD, though privileged information aggravates it. This review treats collapse as a symptom governed by three levers: (i) where the signal is applied, that is, how tokens are weighted; (ii) what the teacher is shown, that is, the nature of the privileged information; and (iii) when the signal changes, that is, the teacher's dynamics and the decay of guidance. We restrict our scope to mathematical reasoning, where the method originated and where its failure modes are best documented. We report no new experiments. The contribution is structural: a shared vocabulary for phenomena named differently across papers, and a clear line between what is settled and what is still disputed.

On-policy distillation (OPD) provides dense token-level supervision on student-generated trajectories. Although OPD performs strongly when teacher and student belong to the same model family, we find that its effectiveness degrades in cross-family settings even after tokenizer alignment, with substantially stronger external teachers offering little additional improvement. To understand this disconnect, we decompose the cross-family OPD signal into two components: an offset between a low-capability teacher-family reference and the student, and the within-family log-likelihood shift from that reference to the strong teacher. Standard OPD transfers both components together, allowing the offset to dominate the update direction and obscure the changes associated with teacher capability improvements. We propose CompassOPD, which removes this offset and transfers the within-family shift, while a frozen student reference anchors updates to the student's initial policy. Thus, both teacher-side and student-side changes are measured within their respective model families. Experiments across three student families and multiple teacher families show that CompassOPD consistently outperforms standard cross-family OPD, improving average reasoning accuracy by up to 5.50 points. For an MoE teacher, we further construct the reference directly from the teacher checkpoint by reducing expert activation, eliminating the need for a separate reference checkpoint while retaining a 3.43-point gain over OPD.

On-policy distillation (OPD) offers dense token-level supervision as an alternative to the sparse outcome-level advantages of reinforcement learning with verifiable rewards (RLVR). However, the teacher scores student-generated trajectories that are inherently off-policy for it, so the reliability of its supervision, and hence the source of the student's improvement, remains unclear. We quantitatively analyze teacher supervision during OPD training and find substantial noise whose prevalence increases with teacher scale. Surprisingly, the student policy is insensitive to such noise, converging to comparable performance regardless of whether noisy supervision is retained or removed. Does OPD distill at all? By analyzing what drives its gains, we find that learning concentrates on low log-probability tokens, and using a single fixed negative advantage matches the performance of teacher-provided ones. This suggests that OPD works largely by suppressing low log-probability tokens, which requires no teacher. These findings motivate On-Policy Self-Adaptation (OPSA), a supervision-free method using entropy-adaptive negative advantages. It assigns stronger learning signals to high-entropy positions, suppressing tail tokens, and evenly redistributing probability mass among head tokens. Compared with the base Qwen3-1.7B, OPSA improves Avg@32 by 35.41 points on AIME24, corresponding to a 263\% relative gain, and more than doubles Pass@32 across all three benchmarks. It also outperforms OPD by 16.77 points in Avg@32 on AIME24. Extensive experiments and analyses across model families and tasks further demonstrate its effectiveness and generalizability.

Flow-matching models are now a mainstream method to image generation, but its adaptation to diverse downstream scenarios typically relies on post-training, which may cause conflicts among task-specific optimization objectives. Reinforcement learning enables direct optimization of task-specific rewards beyond the original models, yet trajectory-level optimization may incur high-variance gradients and cross-task interference. On-policy distillation (OPD) offers dense and stable supervision on student rollouts, but conventional teacher matching remains imitation-based. We propose DreOPD, a Degraded-reference extrapolative OPD method for flow-matching models that bridges these two paradigms. Our DreOPD converts implicit reward extrapolation into closed-form velocity regression, enabling extrapolative post-training with the stability of OPD. It further uses a mildly degraded reference to strengthen the teacher-reference contrast, yielding a clearer extrapolation direction. Experiments on single- and multi-teacher settings show that DreOPD outperforms OPD and multi-task RL baselines in average performance, while surpassing specialized teachers on most metrics.

Many critical reasoning tasks, including clinical diagnosis, legal judgment, and industrial fault diagnosis, require step-dependent causal chains in which early errors propagate and correct conclusions can mask invalid reasoning. Although large language models perform well on such tasks, privacy, latency, and controllability motivate distillation into locally deployable models. Standard trajectory imitation does not correct process errors on the student's own rollout distribution. We propose CausalOPD, a curriculum online process distillation framework. A knowledge-augmented teacher first provides trajectories grounded in domain-specific causal rules, entity relations, and structural constraints. The student then generates on-policy trajectories, and the teacher identifies the first wrong step, defined as the earliest transition that verifiably violates available constraints. Starting from the verified prefix, short-horizon reinforcement learning repairs this localized failure. A causal-stage curriculum advances from evidence-level to mechanism-level and conclusion-level errors, following their propagation order. Across three domains, CausalOPD improves average path correctness by 23.4 percentage points over sequence-level online process distillation and reduces the right-label-wrong-reasoning rate from 15.7% to 4.4%. The domain-specific 8B students also surpass both evaluated proprietary references in path correctness across all domains.

On-policy distillation (OPD) provides teacher supervision on states visited by the student, reducing the distribution gap between training and inference. However, in multi-turn agentic tasks, student deviations may accumulate over time, gradually moving the trajectory away from states where teacher guidance remains effective. Our quantitative analysis further shows that high-disagreement states offer promising opportunities for teacher guidance, but determining whether such guidance is beneficial requires examining its effect on subsequent student trajectories. We propose FutureBridge-OPD (FTB), which executes a short teacher bridge at a high disagreement state and uses the resulting student continuation to assess whether the bridge increases the density of positive distillation signals relative to the teacher. On ALFWorld, WebShop, and ScienceWorld, under the main Qwen3-32B teacher to Qwen3-1.7B student setting, FTB outperforms vanilla OPD and TCOD by an average of 16.6 and 7.6 points, respectively, and remains effective across student scales and teacher settings. Our code is publicly available at https://github.com/ChenChiShui/FutureBridge-OPD.

Training coding agents typically updates the policy while keeping the harness fixed. During training, trajectories reveal flawed repair strategies and interaction problems that vary across tasks and change as the policy learns. We introduce HarnessAdapt-RL, which trains the policy and adapts its harness during reinforcement learning. For flawed repair strategies, a frozen teacher generates task-specific mechanism-level skills. For interaction problems recurring across tasks, a separate teacher model evolves tools and hooks, keeping each change only if it improves the observed pass rate or the observed trainable rate without lowering either. The policy trains with the adapted harness, and its new trajectories guide further adaptation. With a 9B base model, HarnessAdapt-RL improves pass@1 over GRPO by 9.8, 12.6, and 6.4 percentage points on SWE-bench Verified, Multilingual, and Pro, and outperforms GRPO with the human-designed OpenHands harness. Gains from mechanism-level skills persist after their removal at evaluation. Re-evolving tools and hooks as the policy changes outperforms freezing early versions. Removing them at deployment, in contrast, costs up to 7.7 percentage points. Training therefore produces a model-harness pair: the trained policy and the evolved tools and hooks, with skills removed at deployment.

End-to-end autonomous driving has predominantly relied on open-loop imitation learning for training, which presents two limitations. First, expert demonstrations show only one behavior per scenario, so the model cannot learn alternative valid behaviors and, in turn, cannot adapt to user-specified preferences at test time. Second, noise or ambiguity in these demonstrations can produce inconsistent, unreliable supervision for the end-to-end models. Driving is inherently multi-modal: multiple different behaviors can be valid responses to the same scene, and this diversity arises largely from speed rather than path. We introduce a planning paradigm that learns the path through imitation while scoring a set of candidate speeds across multiple criteria with a learned function supervised by physically grounded safety constraints. We realize this paradigm as Closed-Loop Aware Planning for Autonomous Driving (CLAP-AD), a plug-in planning head that integrates with existing end-to-end driving models and, to our knowledge, is the first to enable explicit test-time control over their speed selection without speed-conditioned training. On Bench2Drive-Speed, CLAP-AD sets a new state of the art Speed-Adherence Score of 82.53, topping TFv6, the strongest baseline on this metric, by 12.9 points while retaining strong closed-loop driving performance. On Bench2Drive, it improves driving score by +28.5 and +32.7 over UniAD and VAD, and on NAVSIM v2, built on real-world driving data, EPDMS by +6.1 over its backbone. Project page: https://clap-ad.github.io

On-policy distillation (OPD) trains agents on their own trajectories using supervision from a stronger teacher. We uncover a counterintuitive phenomenon in multi-turn agentic tasks: a smaller, initially weaker student can substantially outperform its teacher during training, only to regress as distillation continues. We term this phenomenon distillation overshoot. Through decision- and task-level analyses, we trace overshoot to two competing effects of OPD: repairing weak student decisions and eroding successful student choices that the teacher disfavors. Early in training, repair outpaces erosion, allowing the student to combine the teacher's corrections with its own strengths and surpass the teacher. As training continues, erosion overtakes repair, causing these gains to vanish. Motivated by this finding, we propose Success-Preserving On-Policy Distillation (SPOD), which selectively masks conflicting teacher supervision on successful student choices and introduces a soft probability floor to counteract their erosion, while retaining teacher guidance elsewhere. SPOD requires only binary episode success and model probabilities already available during OPD. Across two model families and three agentic benchmarks, SPOD consistently outperforms ordinary OPD and evaluated variants, improving final success by up to 15.2 percentage points and surpassing the teacher by up to 20.0 points. Moreover, SPOD's final checkpoints outperform even ordinary OPD's best intermediate checkpoints in all six settings, demonstrating that beyond-teacher gains can be not only preserved but further extended. Code: https://github.com/Jike338/SPOD

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.

Domain experts trained from a shared checkpoint can transfer their specialized capabilities to a single student through on-policy distillation (OPD). Existing research primarily focuses on improving this merging process, while the algorithms used to train the experts have received limited systematic comparison. We investigate which training algorithm produces teachers better suited to OPD through controlled single-teacher comparisons of supervised fine-tuning (SFT) and reinforcement learning (RL) across Agentic, Reasoning, and Perception. Teachers and students share the same Qwen3.5-9B initialization, and the two teacher types are compared at similar task performance. Our experiments show that RL teachers yield stronger students and higher recovery of teacher performance gains across all three domains. At their best checkpoints, RL-guided students outperform SFT-guided students by 4.27, 1.50, and 0.86 percentage points, respectively. In Agentic, the best SFT-guided student recovers only 44.44% of its teacher's performance gain over the base model, whereas the best RL-guided student recovers 115.00%, surpassing its teacher. Our further analysis shows that RL teachers undergo smaller parameter displacements from the shared initialization than SFT teachers. These findings support the hypothesis that RL teachers' smaller departures from the student's starting point facilitate learning through OPD, resulting in stronger students.

In on-policy distillation (OPD), the student determines which states receive teacher supervision. As its policy evolves, earlier response prefixes become less likely even though teacher-student disagreement on them persists. Under matched trajectory and optimization budgets, neither more queries nor more frequent rollout resampling is uniformly beneficial. Current-policy rollouts outperform initial-policy rollouts at shorter response budgets, but this ranking reverses at longer budgets. Replaying initial-policy rollouts after current-policy training improves accuracy, whereas replaying fixed recent rollouts does not reproduce the gain. We propose R-OPD, a gradient-triggered curriculum that adaptively selects when to revisit initial-student trajectories. When changes in mean gradients fall within minibatch-level variation for two consecutive comparisons, training switches from the next iteration onward to initial-policy replay. Across eight mathematics benchmarks and three training-data orders, R-OPD improves average accuracy over continued current-policy sampling by 2.25/4.44 percentage points at 16K/32K for a 0.6B student and 2.81/6.15 points for a 1.7B student. With a 30B-A3B teacher, it improves 8B accuracy by 4.05 points at 32K. At 32K, R-OPD exceeds a fixed schedule of 40 current-policy updates followed by 20 replay updates by 1.39/1.66/1.85 points for 0.6B/1.7B/8B. At the same generation cap, R-OPD also produces longer responses, suggesting that well-timed revisits help students use more of their reasoning capacity.

Long-horizon robot manipulation reuses skills across many task compositions, but improving these compositions with additional end-to-end demonstrations is costly. A practical self-improving system must decide both what to teach next and where to apply that supervision. We present ROBOCOACH, a world-model-guided coaching framework that uses imagined failures to guide demonstration requests and expert updates. Its Route-Imagine-Diagnose-Improve (RIDI) loop executes reusable skill experts inside COACHWORLD, our shared action-conditioned world model, and uses a progress judge to record the first subtask that fails to complete. Aggregated records select which subtask demonstrations to acquire and which expert adapters to update. Across two simulation suites and two real-robot platforms, imagined and deployed success correlate over 22 task-policy pairs (rho = 0.840). Controlled comparisons show that our coaching method outperforms matched baselines under matched data budgets and update schedules. With only 150 additional subtask demonstrations, success rises from 13.3% to 75.0% on Franka and from 40.0% to 83.8% on AgileX. The coached experts also transfer to four held-out compositions, achieving an average success of 35.0%, compared with 0% for a shared-policy baseline updated with uniformly acquired demonstrations. Together, these results show that world models can serve as active coaches, turning imagined failures into targeted supervision for modular policy improvement. Project Page: https://robocoach-ai.github.io/

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.

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

Thanks to recent explosive developments of data-driven learning methodologies, reinforcement learning (RL) emerges as a promising solution to address the legged locomotion problem in robotics. In this paper, we propose CTS, a novel Concurrent Teacher-Student reinforcement learning architecture for legged locomotion over uneven terrains. Different from conventional teacher-student architecture that trains the teacher policy via RL first and then transfers the knowledge to the student policy through supervised learning, our proposed architecture trains teacher and student policy networks concurrently under the reinforcement learning paradigm. To this end, we develop a new training scheme based on a modified proximal policy gradient (PPO) method that exploits data samples collected from the interactions between both the teacher and the student policies with the environment. The effectiveness of the proposed architecture and the new training scheme is demonstrated through substantial quantitative simulation comparisons with the state-of-the-art approaches and extensive indoor and outdoor experiments with quadrupedal and point-foot bipedal robot platforms, showcasing robust and agile locomotion capability. Quantitative simulation comparisons show that our approach reduces the average velocity tracking error by up to 20% compared to the two-stage teacher-student, demonstrating significant superiority in addressing blind locomotion tasks. Videos are available at https://clearlab-sustech.github.io/concurrentTS.

Achieving realistic simulations of humans interacting with a wide range of objects has long been a fundamental goal. Extending physics-based motion imitation to complex human-object interactions (HOIs) is challenging due to intricate human-object coupling, variability in object geometries, and artifacts in motion capture data, such as inaccurate contacts and limited hand detail. We introduce InterMimic, a framework that enables a single policy to robustly learn from hours of imperfect MoCap data covering diverse full-body interactions with dynamic and varied objects. Our key insight is to employ a curriculum strategy -- perfect first, then scale up. We first train subject-specific teacher policies to mimic, retarget, and refine motion capture data. Next, we distill these teachers into a student policy, with the teachers acting as online experts providing direct supervision, as well as high-quality references. Notably, we incorporate RL fine-tuning on the student policy to surpass mere demonstration replication and achieve higher-quality solutions. Our experiments demonstrate that InterMimic produces realistic and diverse interactions across multiple HOI datasets. The learned policy generalizes in a zero-shot manner and seamlessly integrates with kinematic generators, elevating the framework from mere imitation to generative modeling of complex human-object interactions.

On-policy distillation (OPD) provides dense teacher supervision on student-generated trajectories, but standard reverse-KL training can assign insufficient probability to other plausible continuations. Teacher entropy alone does not reveal whether uncertainty is concentrated among a few plausible next tokens or dispersed over a long probability tail, nor whether the student already represents those candidates well. Moreover, local teacher probabilities may not predict downstream success. We introduce Sparse Probing and Outcome-calibrated Targets OPD (SPOT), which addresses two coupled decisions, where to probe and what to distill, through an acquisition--exploration--exploitation procedure. During acquisition, a position-level score combines normalized teacher entropy, the probability mass captured by a small top-k candidate set, and student--teacher mismatch to allocate a limited probing budget. During exploration, SPOT evaluates teacher-proposed candidates through verifier-scored student continuations. During exploitation, these outcomes produce a closed-form, KL-regularized target that favors candidates with better downstream outcomes while remaining anchored to the teacher distribution. Extensive experiments across multiple student models and reasoning benchmarks demonstrate the effectiveness of SPOT in improving reasoning performance while balancing solution quality and coverage.

Teleoperated robotic manipulators enable the collection of demonstration data, which can be used to train control policies through imitation learning. However, such methods can require significant amounts of training data to develop robust policies or adapt them to new and unseen tasks. While expert feedback can significantly enhance policy performance, providing continuous feedback can be cognitively demanding and time-consuming for experts. To address this challenge, we propose to use a cable-driven teleoperation system which can provide spatial corrections with 6 degree of freedom to the trajectories generated by a policy model. Specifically, we propose a correction method termed Decaying Relative Correction (DRC) which is based upon the spatial offset vector provided by the expert and exists temporarily, and which reduces the intervention steps required by an expert. Our results demonstrate that DRC reduces the required expert intervention rate by 30\% compared to a standard absolute corrective method. Furthermore, we show that integrating DRC within an online imitation learning framework rapidly increases the success rate of manipulation tasks such as raspberry harvesting and cloth wiping.

Looped Language Models (LoopLMs) offer a parameter efficient approach to scaling reasoning by reusing shared parameters across recurrent computation steps. Despite their promise, effective post-training of LoopLMs remains challenging. Existing approaches either provide reward based supervision that is sparse or costly to extend across loops, or rely on external teachers or privileged information, leading to limited teacher availability or teacher-student context mismatch. To address these limitations, we introduce LoopOPD, a cross-loop on-policy distillation framework that uses additional recurrent computation within a LoopLM as its own source of supervision. LoopOPD uses a frozen terminal loop policy as a compute privileged teacher for an intermediate loop student on student generated rollouts, providing dense supervision without an external teacher or privileged information. We further propose Dynamic LoopOPD (D-LoopOPD), which continually refreshes the terminal loop teacher as the shared model parameters are updated, enabling recurrent self-improvement. We characterize how distillation updates propagate across loop depths and derive sufficient conditions under which a single update yields simultaneous local improvement at both loop depths. Experiments on Ouro-Thinking models show that LoopOPD improves mathematical reasoning, while D-LoopOPD yields further gains through dynamic teacher updates. Despite being trained only on mathematical data, the resulting models also improve on general reasoning and code generation benchmarks, demonstrating that recurrent computation can serve as an effective source of supervision for LoopLMs. Our code and model checkpoints will be released upon acceptance.

Despite significant progress in alignment, large language models (LLMs) remain vulnerable to adversarial attacks that elicit harmful behaviors. Activation steering techniques offer a promising inference-time intervention approach, but existing methods suffer from critical limitations: activation addition requires careful coefficient tuning and is sensitive to layer-specific norm variations, while directional ablation provides only binary control. Recent work on Angular Steering introduces continuous control via rotation in a 2D subspace, but its practical implementation violates norm preservation, causing distribution shift and generation collapse, particularly in models below 7B parameters. We propose Selective Steering, which addresses these limitations through two key innovations: (1) a mathematically rigorous norm-preserving rotation formulation that maintains activation distribution integrity, and (2) discriminative layer selection that applies steering only where feature representations exhibit opposite-signed class alignment. Experiments across nine models demonstrate that Selective Steering achieves 5.5x higher attack success rates than prior methods while maintaining zero perplexity violations and approximately 100\% capability retention on standard benchmarks. Our approach provides a principled, efficient framework for controllable and stable LLM behavior modification. Code: https://github.com/knoveleng/steering

Activation steering has emerged as a promising approach for efficiently adapting large language models (LLMs) to downstream behaviors. However, most existing steering methods rely on a single static direction per task or concept, making them inflexible under task variation and inadequate for complex tasks that require multiple coordinated capabilities. To address this limitation, we propose STEER2ADAPT, a lightweight framework that adapts LLMs by composing steering vectors rather than learning new ones from scratch. In many domains (e.g., reasoning or safety), tasks share a small set of underlying concept dimensions. STEER2ADAPT captures these dimensions as a reusable, low-dimensional semantic prior subspace, and adapts to new tasks by dynamically discovering a linear combination of basis vectors from only a handful of examples. Experiments across 9 tasks and 3 models in both reasoning and safety domains demonstrate the effectiveness of STEER2ADAPT, achieving an average improvement of 8.2%. Extensive analyses further show that STEER2ADAPT is a data-efficient, stable, and transparent inference-time adaptation method for LLMs.

Outcome-based reinforcement learning provides coarse supervision for long-horizon LLM agents: failed trajectories may contain correct steps, while successful trajectories can contain errors. Trajectory-level skills can also shift teacher preferences at unrelated steps, introducing off-target distillation signals. We introduce SCOPE, a framework for Selective Critical-Step On-Policy Self-Distillation. After a supervised warm-up, the policy analyzes its own trajectories, generates step-specific hindsight skills, and distills their guidance only at selected error steps. A bounded signed teacher-student coefficient stabilizes auxiliary updates while preserving positive reinforcement and negative correction. A success-relative pairwise length reward further encourages efficient task completion. Experiments on ALFWorld and WebShop demonstrate consistent improvements across multiple model backbones. With Qwen2.5-3B, SCOPE achieves 97.7% success on ALFWorld and 85.2% on WebShop, outperforming SEED by 5.9 and 6.3 percentage points, respectively. On unseen ALFWorld tasks, SCOPE reaches 89.6% success, improving over GRPO by 23.2 percentage points with 46.7% fewer interactions. Scaling to Qwen3-32B, SCOPE achieves 99.2% success on seen ALFWorld tasks and 94.0% on unseen tasks.

End-to-end autonomous driving policies based on Imitation Learning (IL) often struggle in closed-loop execution due to the misalignment between inadequate open-loop training objectives and real driving requirements. While Reinforcement Learning (RL) offers a solution by directly optimizing driving goals via reward signals, the rendering-based training environments introduce the rendering gap and are inefficient due to high computational costs. To overcome these challenges, we present a novel Pseudo-simulation-based RL method for closed-loop end-to-end autonomous driving, PerlAD. Based on offline datasets, PerlAD constructs a pseudo-simulation that operates in vector space, enabling efficient, rendering-free trial-and-error training. To bridge the gap between static datasets and dynamic closed-loop environments, PerlAD introduces a prediction world model that generates reactive agent trajectories conditioned on the ego vehicle's plan. Furthermore, to facilitate efficient planning, PerlAD utilizes a hierarchical decoupled planner that combines IL for lateral path generation and RL for longitudinal speed optimization. Comprehensive experimental results demonstrate that PerlAD achieves state-of-the-art performance on the Bench2Drive benchmark, surpassing the previous E2E RL method by 10.29% in Driving Score without requiring expensive online interactions. Additional evaluations on the DOS benchmark further confirm its reliability in handling safety-critical occlusion scenarios.

On-policy distillation (OPD) has recently emerged as a popular post-training paradigm for large language models (LLMs), providing an efficient way to transfer the knowledge and capabilities of teacher models into student models. However, teacher guidance on student-generated prefixes is not always reliable. Training should optimize the model to generate responses that are more likely to be correct, or equivalently, to get higher outcome rewards. But during OPD, the teacher model may provide guidance that discourages the student from moving toward correct trajectories or moves the student toward incorrect ones, which is misaligned with outcome reward. Such misaligned guidance is unreliable, as it would mislead the optimization process and ultimately degrade model performance. To mitigate misaligned teacher guidance, we propose Reward-Aligned On-Policy Distillation (RA-OPD). The key insight is to keep only trajectories whose induced updates move the student toward correct trajectories or discourage the student from moving toward incorrect ones. Specifically, for each sampled trajectory, RA-OPD checks whether its trajectory-level distillation return is consistent with its outcome reward and then filters out the misaligned trajectories. RA-OPD selects more reliable trajectories to improve student model performance without requiring additional computational cost. We evaluate RA-OPD on math and code benchmarks using models from the Qwen3 family and the DeepSeek-R1 family. Across seven math benchmarks and three code benchmarks, RA-OPD significantly outperforms standard OPD and other tested OPD variants.

On-Policy Self-Distillation (OPSD), which aligns a student model's token-level distribution with that of its self-teacher prompted by privileged context, has emerged as a promising direction to mitigate reward sparsity in sequence-level post-training paradigms. However, OPSD often fails to achieve continuous performance gains during training. In this paper, we find that the model's limited self-teaching capability underlies this phenomenon by generating unreliable guidance on certain samples. To address this problem, we propose Teacher-Evolution Self-Distillation (TESD), which enables the self-teacher to generate rollouts and receive environmental feedback based on task correctness and context independence. First, using these rewards as training objectives, we perform teacher-oriented optimization to continuously enhance the model's self-teaching capability during distillation. Second, by estimating teacher guidance reliability from these rewards, we apply adaptive student-oriented optimization to down-weight samples with unreliable guidance. Extensive experiments across multiple datasets and model scales show that TESD consistently outperforms representative token-level and sequence-level methods, highlighting the necessity of improving supervision quality in OPSD.

Despite significant recent progress in the field of autonomous driving, modern methods still struggle and can incur serious accidents when encountering long-tail unforeseen events and challenging urban scenarios. On the one hand, large language models (LLM) have shown impressive reasoning capabilities that approach "Artificial General Intelligence". On the other hand, previous autonomous driving methods tend to rely on limited-format inputs (e.g. sensor data and navigation waypoints), restricting the vehicle's ability to understand language information and interact with humans. To this end, this paper introduces LMDrive, a novel language-guided, end-to-end, closed-loop autonomous driving framework. LMDrive uniquely processes and integrates multi-modal sensor data with natural language instructions, enabling interaction with humans and navigation software in realistic instructional settings. To facilitate further research in language-based closed-loop autonomous driving, we also publicly release the corresponding dataset which includes approximately 64K instruction-following data clips, and the LangAuto benchmark that tests the system's ability to handle complex instructions and challenging driving scenarios. Extensive closed-loop experiments are conducted to demonstrate LMDrive's effectiveness. To the best of our knowledge, we're the very first work to leverage LLMs for closed-loop end-to-end autonomous driving. Codes can be found at https://github.com/opendilab/LMDrive

On-policy distillation (OPD) trains a student model by having it generate trajectories, then matching its next-token predictions with an external teacher's next-token predictions. This provides dense, token-level supervision to the student. On-policy self-distillation (OPSD) eliminates the need for the external teacher. Specifically, a second frozen copy of the student model, now given the ground truth in its context, serves as the teacher. The student model only receives the problem and learns to mimic the privileged teacher model, while the teacher remains frozen throughout training. Previous work showed that freezing the teacher is useful for training stability, but we argue that this can prevent the teacher from incorporating the improvements learned by the student during training. Our primary contribution is to address this limitation with a recursive framework built around two complementary components. First, we let the privileged teacher co-evolve with the student so that revision learned in one round can guide the next, a process we refer to as Dynamic Co-Evolution (DCE). Second, because stronger revision can also make responses too verbose and self-critical, we additionally train on shorter, verified rewrites of the model's own on-policy responses. We call this complementary objective Self-Refined Concise Learning (SRCL). Overall, our comprehensive evaluations show that DCE+SRCL outperforms OPSD across multiple model scales and four competition-level mathematics benchmarks. Specifically, on Qwen3-8B, DCE+SRCL reaches 65.97% Average@12, outperforming OPSD by 35.62 percentage points while reducing mean output length by 7.80% relative to DCE alone.

Current large language models have dangerous capabilities, which are likely to become more problematic in the future. Activation steering techniques can be used to reduce risks from these capabilities. In this paper, we investigate the efficacy of activation steering for broad skills and multiple behaviours. First, by comparing the effects of reducing performance on general coding ability and Python-specific ability, we find that steering broader skills is competitive to steering narrower skills. Second, we steer models to become more or less myopic and wealth-seeking, among other behaviours. In our experiments, combining steering vectors for multiple different behaviours into one steering vector is largely unsuccessful. On the other hand, injecting individual steering vectors at different places in a model simultaneously is promising.

Simulators can generate virtually unlimited driving data, yet imitation learning policies in simulation still struggle to achieve robust closed-loop performance. Motivated by this gap, we empirically study how misalignment between privileged expert demonstrations and sensor-based student observations can limit the effectiveness of imitation learning. More precisely, experts have significantly higher visibility (e.g., ignoring occlusions) and far lower uncertainty (e.g., knowing other vehicles' actions), making them difficult to imitate reliably. Furthermore, navigational intent (i.e., the route to follow) is under-specified in student models at test time via only a single target point. We demonstrate that these asymmetries can measurably limit driving performance in CARLA and offer practical interventions to address them. After careful modifications to narrow the gaps between expert and student, our TransFuser v6 (TFv6) student policy achieves a new state of the art on all major publicly available CARLA closed-loop benchmarks, reaching 95 DS on Bench2Drive and more than doubling prior performances on Longest6~v2 and Town13. Additionally, by integrating perception supervision from our dataset into a shared sim-to-real pipeline, we show consistent gains on the NAVSIM and Waymo Vision-Based End-to-End driving benchmarks. Our code, data, and models are publicly available at https://github.com/autonomousvision/lead.

Multi-teacher on-policy distillation (MOPD) integrates specialized capabilities into a single student, but existing practice typically hard-routes each prompt to a domain-matched teacher for the entire rollout. This dependence on prompt-level domain labels restricts using unlabeled training mixtures and leaves complementary signals from other teachers unused. We introduce MOPD-Router, a framework that routes supervision over the full teacher pool at each token, without domain labels or training a separate routing model. Its plug-in interface supports different metrics for selecting and weighting teacher-specific OPD signals. Within this interface, we propose ExpertAlign, which scores each teacher by whether its correction to the student at the current token expresses the specialization that teacher acquired during post-training, and compare it against two reference metrics built on teacher confidence (Entropy) and teacher-student discrepancy (Novelty). Experiments on unlabeled and domain-labeled training mixtures under strong-to-weak and same-size distillation scenarios show that ExpertAlign achieves the strongest overall performance in all four settings. On unlabeled data, it improves the overall score by 5.88 (+12.3%) points over Mean aggregation; on domain-labeled data, it outperforms standard MOPD by 3.95 (+7.8%) points without using available domain labels. These results demonstrate token-level routing can exploit cross-domain complementary supervision, and reduce exclusive reliance on prompt-level domain assignment. Code is available at: https://github.com/TURLEing/MOPD-Router.

On-policy distillation (OPD) transfers teacher knowledge to a student through feedback on student-generated rollouts, but generating complete rollouts and computing per-token teacher feedback are computationally expensive. Existing truncation methods save computation by stopping rollouts early. However, they do not compensate for truncated token gradients, which biases the gradient estimates and changes Vanilla OPD's original training objective. Furthermore, their truncation decisions rely on assumptions about supervision quality or criteria that may not generalize across settings. We introduce Stochastic Truncated On-Policy Distillation (STOPD), which accelerates OPD by randomly truncating student rollouts and correcting the resulting sampling bias with blockwise inverse-probability weighting (IPW). At each training step, we sample a stopping position for each rollout before generation and let the student generate until that position or natural termination. We obtain teacher feedback on every generated token and use blockwise IPW to compensate for the lower probability of retaining later tokens while controlling the weights. We prove that this weighting preserves Vanilla OPD's gradient sum in expectation and derive one-step update-error bounds for SGD, Adam, and Muon. We evaluate STOPD across multiple teacher-student model pairs, task domains, and optimizers. STOPD reduces generated tokens by 25-48% while maintaining accuracy comparable to Vanilla OPD, achieving 1.3-2.2x training speedups.

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.

Handheld data collection systems, such as the Universal Manipulation Interface (UMI), enable scalable data collection across diverse environments but only capture observed actions rather than the desired actions executed by a robot controller. In contrast, teleoperation captures desired actions directly, but is prohibitively time-consuming to collect. We revisit this trade-off through the lens of action validity across task phases. We observe that handheld trajectories provide valid supervision in tolerant, free-space phases, but lack dynamic feasibility in contact-sensitive phases, where tracking observed trajectories at high stiffness produces large, unsafe contact forces. We study the interaction between these two supervision types for contact-rich manipulation and find that training policies that combine handheld data with a small number of targeted teleoperated demonstrations provide an efficient hybrid strategy. Specifically, rather than teleoperating the entire task, we only collect partial teleoperated demonstrations for task segments where base handheld policies fail. However, naively mixing handheld and teleoperated phase-specific data yields worse performance than training on handheld data alone. To address this mismatch between observed and desired supervision, we propose Bi-modal Routing for Imitation Data via Gated Experts (BRIDGE), a mixture of diffusion policy experts that routes between specialist task phase heads conditioned on the current robot state. Notably, our approach enables task-phase specific use of desired actions during contact sensitive segments and improves success rates over handheld-only baselines by up to 36.7% across three contact-rich manipulation tasks.

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.

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

Turning a frontier vision-language model into a robot policy usually means fine-tuning it to emit an action representation it never saw in pretraining, which throws away much of the reasoning that made the model worth reaching for. We go the other way and keep the VLM frozen. It writes the policy as a short Python control function, with no demonstrations and no fine-tuning. Writing that code once is open-loop, though. Existing closed-loop methods react at the wrong level: they retry a fixed policy or pick a different subtask, but never rewrite the code that failed. VLCP closes the loop where the failure actually lives, on the control code, within a single episode. Every K steps the VLM re-observes the scene from multi-view RGB, proprioceptive state, and a state delta, then rewrites the control function from what it just saw, so a failure is caught before it compounds. We evaluate on a 57-task MuJoCo/RoboVerse sweep. This training-free policy reaches 35.1% pooled success, against 3.5% for the identical system queried once per episode. That tenfold gap holds with non-overlapping confidence intervals in every scene family. The gain traces to a 27.3% within-episode recovery rate on failed grasps: a miss an open-loop controller would carry to the end of the episode gets re-observed and fixed at the next replan. And the loop stays cheap. A median 84% of input tokens hit cache, an episode needs only about 10 compact queries, and control blocks written during any replan persist to a cross-episode skill library reused in later prompts.

On-Policy Distillation (OPD) is a fundamental technique for efficient post-training of large language models (LLMs), with broad applications in agent learning, multi-task enhancement, and model compression. However, OPD training becomes unstable when the teacher and student distributions differ substantially, as teacher supervision on student-generated tokens may yield unreliable policy gradients and even cause optimization failure. This work addresses reliable on-policy token-level supervision through credit assignment strategies, and proposes Trust Region On-Policy Distillation, TrOPD. It features the following characteristics: 1) Trust-Region On-Policy Learning: TrOPD performs OPD only in regions where the teacher provides reliable supervision, mitigating the optimization difficulty of the K1 reverse-KL estimator under distribution mismatch. 2) Outlier Estimation: For outlier regions, we explore gradient clipping, masking, and forward-KL estimation to reduce the adverse effects of unreliable supervision. 3) Off-Policy Guidance: The student continues generation from teacher prefixes and uses forward KL to imitate off-policy guidance, encouraging on-policy exploration toward reliable regions. Experiments show that TrOPD consistently outperforms SoTA OPD baselines, including OPD, EOPD, and REOPOLD, across mathematical reasoning, code generation, and general-domain benchmarks.

Code-as-Policy agents accomplish long-horizon embodied tasks by generating and executing code, yet continually improving them with teachers that are stronger but not globally reliable remains a key challenge. Existing distillation methods typically treat the teacher's complete behavior as the supervision target and thus misassign training credit on states where the teacher fails. We propose RE-0, a recursively verified policy improvement framework: rather than assuming that the teacher globally outperforms the student, RE-0 requests local corrections from the teacher on the student's own failure histories and checks in the environment whether each correction is genuinely beneficial; verified corrections yield immediate improvement. Building on this, we propose RE-OPD, which turns verified interventions into supervision for on-policy distillation. Only counterfactually verified teacher interventions provide distribution-level supervision, weighted by their measured local benefit, and the improvement they induce is projected back into the standalone student, so both where supervision is applied and how much credit the teacher receives co-evolve with the student policy. We further prove that the student's per-round gain is lower-bounded by its verified intervention gain up to verification and projection error terms. Experiments across multiple Code-as-Policy embodied tasks show that RE-0 improves both teacher-assisted execution and the standalone student, and generalizes to novel robots and scenes.

Reinforcement Learning with Verifiable Rewards (RLVR) has emerged as a promising paradigm for post-training reasoning models. However, group-based methods such as Group Relative Policy Optimization (GRPO) face a critical dilemma in sparse-reward settings: pure Reinforcement Learning (RL) suffers from advantage collapse and high-variance gradient estimation, while mixed-policy optimization introduces persistent distributional bias. To resolve this dilemma, we introduce Hindsight-Anchored Policy Optimization (HAPO). HAPO employs the Synthetic Success Injection (SSI) operator, a hindsight mechanism that selectively anchors optimization to teacher demonstrations during failure. This injection is governed by a Thompson sampling-inspired gating mechanism, creating an autonomous, self-paced curriculum. Theoretically, we demonstrate that HAPO achieves asymptotic consistency: by naturally annealing the teacher signal as the policy improves, HAPO recovers the unbiased on-policy gradient. This ensures off-policy guidance acts as a temporary scaffold rather than a persistent ceiling, enabling the model to surpass the limitations of static teacher forcing.

On-policy distillation (OPD) provides dense token-level supervision on student rollouts, but this supervision can become unreliable when the student and teacher diverge, either because of a large initial policy gap or compounding errors in long-horizon reasoning and tool use. We introduce Divergence-Triggered Dynamic Distillation (DTDD), an adaptive OPD framework that uses segment-level student-teacher divergence to trigger teacher takeover during training. When divergence triggers an intervention during reasoning, the student prefix continues to receive standard OPD supervision. The teacher then generates a recovery suffix, which the student learns through behavior cloning, using cross-entropy on the teacher-generated tokens. We evaluate DTDD in three regimes: long-horizon reasoning, distillation from a base initialization without offline supervised fine-tuning (SFT), and multi-turn agents. We also compare alternative trigger designs and teacher-intervention rates. DTDD reduces the post-warmup peak gradient norm by 8.6times and, from a base initialization, reaches 21.3% held-out math accuracy in 2.6times fewer optimizer updates than OPD; both methods finish near 22%. It improves best-observed performance by 4.8 and 4.1 percentage points on ALFWorld with LoRA and agentic code, respectively. Ablations show that segment-averaged triggers outperform token-spike triggers. Behavior cloning is also more effective than the tested OPD surrogate for training teacher-generated recoveries. Across 23 experimental arms, takeover tends to help when the teacher substantially outperforms the OPD-trained student, provided that the teacher can recover from student-visited states, the student can learn those recoveries, and teacher intervention is neither excessive nor insufficient.

On-policy distillation (OPD) has recently emerged as an effective post-training paradigm by providing supervision on student-generated trajectories. However, existing OPD methods for multimodal reasoning usually rely on a static teacher routing, assigning each sample to a single teacher based on modality or task type. This ignores that visual grounding and abstract reasoning may dominate different decoding steps, making a single teacher insufficient for the full trajectory. To this end, H-OPD is proposed as a confidence-aware heterogeneous multi-teacher OPD framework for multimodal reasoning. By verifying the complementarity of heterogeneous teachers in the same reasoning process, H-OPD replaces task or sample level teacher routing with token-level teacher arbitration along the shared student trajectory. H-OPD employs vision-to-language description transfer to enable text-only teachers to access key visual semantics, and uses a confidence-aware arbitration mechanism to dynamically combine vision-language teacher and text-only teachers at each token. Extensive evaluations over 11 widely-used reasoning benchmarks showcase the superior performance of our method.

Legged locomotion over various terrains is challenging and requires precise perception of the robot and its surroundings from both proprioception and vision. However, learning directly from high-dimensional visual input is often data-inefficient and intricate. To address this issue, traditional methods attempt to learn a teacher policy with access to privileged information first and then learn a student policy to imitate the teacher's behavior with visual input. Despite some progress, this imitation framework prevents the student policy from achieving optimal performance due to the information gap between inputs. Furthermore, the learning process is unnatural since animals intuitively learn to traverse different terrains based on their understanding of the world without privileged knowledge. Inspired by this natural ability, we propose a simple yet effective method, World Model-based Perception (WMP), which builds a world model of the environment and learns a policy based on the world model. We illustrate that though completely trained in simulation, the world model can make accurate predictions of real-world trajectories, thus providing informative signals for the policy controller. Extensive simulated and real-world experiments demonstrate that WMP outperforms state-of-the-art baselines in traversability and robustness. Videos and Code are available at: https://wmp-loco.github.io/.

On-policy distillation (OPD) has recently emerged as an effective post-training paradigm for consolidating the capabilities of specialized expert models into a single student model. Despite its empirical success, the conditions under which OPD yields reliable improvement remain poorly understood. In this work, we identify two fundamental bottlenecks that limit effective OPD: insufficient exploration of informative states and unreliable teacher supervision for student rollouts. Building on this insight, we propose Uni-OPD, a unified OPD framework that generalizes across Large Language Models (LLMs) and Multimodal Large Language Models (MLLMs), centered on a dual-perspective optimization strategy. Specifically, from the student's perspective, we adopt two data balancing strategies to promote exploration of informative student-generated states during training. From the teacher's perspective, we show that reliable supervision hinges on whether aggregated token-level guidance remains order-consistent with the outcome reward. To this end, we develop an outcome-guided margin calibration mechanism to restore order consistency between correct and incorrect trajectories. We conduct extensive experiments on 5 domains and 16 benchmarks covering diverse settings, including single-teacher and multi-teacher distillation across LLMs and MLLMs, strong-to-weak distillation, and cross-modal distillation. Our results verify the effectiveness and versatility of Uni-OPD and provide practical insights into reliable OPD.

Systems for language-guided human-robot interaction must satisfy two key desiderata for broad adoption: adaptivity and learning efficiency. Unfortunately, existing instruction-following agents cannot adapt, lacking the ability to incorporate online natural language supervision, and even if they could, require hundreds of demonstrations to learn even simple policies. In this work, we address these problems by presenting Language-Informed Latent Actions with Corrections (LILAC), a framework for incorporating and adapting to natural language corrections - "to the right," or "no, towards the book" - online, during execution. We explore rich manipulation domains within a shared autonomy paradigm. Instead of discrete turn-taking between a human and robot, LILAC splits agency between the human and robot: language is an input to a learned model that produces a meaningful, low-dimensional control space that the human can use to guide the robot. Each real-time correction refines the human's control space, enabling precise, extended behaviors - with the added benefit of requiring only a handful of demonstrations to learn. We evaluate our approach via a user study where users work with a Franka Emika Panda manipulator to complete complex manipulation tasks. Compared to existing learned baselines covering both open-loop instruction following and single-turn shared autonomy, we show that our corrections-aware approach obtains higher task completion rates, and is subjectively preferred by users because of its reliability, precision, and ease of use.

Subliminal learning refers to a student language model acquiring a teacher's traits (e.g. a system-prompted preference for owls) when fine-tuned on the teacher's outputs, despite the outputs being semantically unrelated to those traits. It remains poorly understood how data without semantic meaning can transfer specific semantic traits. In this work, we show that subliminal learning is mediated by a single steering vector, i.e. a vector added to the model's activations. Across two open-source models, we find that the teacher's system prompt is well approximated by a steering vector, and that the student's behavior is driven by learning an aligned vector over fine-tuning. System prompts that are not well approximated by steering vectors are not subliminally learned. This is a special case of steering vector distillation, in which a student trained on the outputs of a steered teacher learns to imitate that steering. We demonstrate steering vector distillation on a range of semantic and random vectors. Adding a semantic vector to a model's activations can have both model-independent and model-specific (i.e. non-semantic) effects on its behavior, so generated data that is non-semantic can transmit a vector with semantic effects, enabling subliminal learning. This also explains why subliminal learning does not transfer between models. We find that adaptive optimizers are necessary for subliminal learning in language models: activation gradients on steered data carry a small but consistent component along the steering direction, and non-adaptive optimizers impede this by allowing outlier gradients to dominate.

Steering methods influence Large Language Model behavior by identifying semantic directions in hidden representations, but are typically realized through inference-time activation interventions that apply a fixed, global modification to the model's internal states. While effective, such interventions often induce unfavorable attribute-utility trade-offs under strong control, as they ignore the fact that many behaviors are governed by a small and heterogeneous subset of model components. We propose Steer2Edit, a theoretically grounded, training-free framework that transforms steering vectors from inference-time control signals into diagnostic signals for component-level rank-1 weight editing. Instead of uniformly injecting a steering direction during generation, Steer2Edit selectively redistributes behavioral influence across individual attention heads and MLP neurons, yielding interpretable edits that preserve the standard forward pass and remain compatible with optimized parallel inference. Across safety alignment, hallucination mitigation, and reasoning efficiency, Steer2Edit consistently achieves more favorable attribute-utility trade-offs: at matched downstream performance, it improves safety by up to 17.2%, increases truthfulness by 9.8%, and reduces reasoning length by 12.2% on average. Overall, Steer2Edit provides a principled bridge between representation steering and weight editing by translating steering signals into interpretable, training-free parameter updates.

Retrieving objects from dense clutter requires rearrangement during which the manipulator can occlude objects while moving them. Repeated arm withdrawals to restore visibility interrupt execution. We introduce TRACE, a plan-conditioned imitation framework for retrieval under self-occlusion. A single unoccluded observation initializes a digital twin, where a privileged teacher generates a fixed nominal rollout. A recurrent student combines local rollout context, partial object observations, and proprioception to select actions that can correct deviations from the prediction. Behavior cloning initializes the student; DAgger refines it with teacher labels on student-visited states. The rollout remains fixed throughout execution, so the deployed student needs neither online teacher queries nor additional simulator rollouts during pushing. On 511 simulation test scenes, TRACE achieves 90.7% success versus 43.4% for nominal replay and 96.7% for the privileged closed-loop teacher. At a matched 26,373-label budget, student-state supervision achieves 87.8% versus 66.7% for expert-only cloning, demonstrating gains beyond additional labels. On a UR5e, TRACE achieves 90.0% success versus 95.0% for the closed-loop teacher, while reducing total execution time from 192.7 s to 67.3 s. It avoids the teacher's 16.8 sensing-related arm retractions per trial during pushing, retaining a final withdrawal for graspability evaluation. Code and data will be released at: https://trace-retrieval.github.io.

Reinforcement learning from verifiable rewards (RLVR) suffers from sparse outcome signals, creating severe exploration bottlenecks on complex reasoning tasks. Recent on-policy self-distillation methods attempt to address this by utilizing language feedback to generate dense, token-level supervision. However, these approaches rely on a fixed, passive teacher to interpret the feedback. As the student policy improves, the teacher's zero-shot assessment capabilities plateau, ultimately halting further learning. To overcome this, we propose Variational Policy Distillation (VPD), a framework that formalizes learning from language feedback as a Variational Expectation-Maximization (EM) problem. VPD co-evolves both policies: in the E-step, the teacher is actively refined on trajectory outcomes via an adaptive trust-region update, translating textual feedback into a dynamically improved target token distribution. In the M-step, the student internalizes this dense distributional guidance on its own on-policy rollouts. By continuously improving the teacher's ability to extract actionable signals from textual critique, VPD overcomes the limitations of passive distillation. Evaluated across diverse sources of diagnostic feedback on scientific reasoning and code generation tasks, VPD consistently outperforms both standard RLVR and existing self-distillation baselines. Finally, by stress-testing our framework on rigid mathematical reasoning and cold-start regimes, we illuminate the fundamental bounds of feedback-driven self-distillation compared to pure environment-driven RL.

High-level autonomous driving requires motion planners capable of modeling multimodal future uncertainties while remaining robust in closed-loop interactions. Although diffusion-based planners are effective at modeling complex trajectory distributions, they often suffer from stochastic instabilities and the lack of corrective negative feedback when trained purely with imitation learning. To address these issues, we propose RAD-2, a unified generator-discriminator framework for closed-loop planning. Specifically, a diffusion-based generator is used to produce diverse trajectory candidates, while an RL-optimized discriminator reranks these candidates according to their long-term driving quality. This decoupled design avoids directly applying sparse scalar rewards to the full high-dimensional trajectory space, thereby improving optimization stability. To further enhance reinforcement learning, we introduce Temporally Consistent Group Relative Policy Optimization, which exploits temporal coherence to alleviate the credit assignment problem. In addition, we propose On-policy Generator Optimization, which converts closed-loop feedback into structured longitudinal optimization signals and progressively shifts the generator toward high-reward trajectory manifolds. To support efficient large-scale training, we introduce BEV-Warp, a high-throughput simulation environment that performs closed-loop evaluation directly in Bird's-Eye View feature space via spatial warping. RAD-2 reduces the collision rate by 56% compared with strong diffusion-based planners. Real-world deployment further demonstrates improved perceived safety and driving smoothness in complex urban traffic.

Autoregressive video generators are attractive for streaming, long-horizon, and interactive applications, but distilling strong black-box teachers into causal students remains difficult. The student must learn under its own rollout distribution, whereas practical teachers may expose only prompt-conditioned completed videos and may differ in architecture, capacity, temporal design, and sampling schedule. This interface makes supervised fine-tuning off-policy, score-based distillation inapplicable, and direct adversarial imitation too sparse for denoising-time credit assignment. We propose Adversarial Flow Distillation (AFD), an on-policy framework for heterogeneous black-box video distillation. AFD queries the teacher and rolls out the current student on the same prompts, trains a prompt-paired Bradley-Terry discriminator to estimate clean-sample teacher-student discrepancy, and converts the resulting on-policy advantage into forward-process flow-matching updates on the student's own noised states. Thus, AFD provides dense velocity-field supervision while requiring no teacher scores, latents, denoising trajectories, step alignment, or reverse-chain reinforcement learning. Experiments across two causal AR student families show that AFD consistently improves motion- and physics-sensitive generation while preserving general video quality, and ablations validate the importance of adaptive on-policy feedback and forward-process credit assignment. The method requires only clean teacher videos and student rollouts, providing a practical route for distilling proprietary or heterogeneous video generators into efficient autoregressive students.

On-policy distillation (OPD) trains a student on the responses it generates. Existing LLM multi-teacher OPD transfers what specialists predict through their output distributions. We introduce Latent-MOPD, to our knowledge the first representation-level multi-teacher OPD method for LLMs. It integrates existing specialists through both their predictions and the hidden states used to compute them, without additional teacher training. To coordinate representation supervision from multiple specialists, we select late-layer targets according to the teacher-student relationship, bridge unequal hidden widths with a shared projection, and group updates by domain. Each teacher's supervision gradually shifts from hidden states to token predictions, with both channels using the same routed specialist. In our main same-family setting, Latent-MOPD outperforms the token-only, representation-only and uniform-averaging baselines on all nine benchmarks across math, code and logic. With the same parameter count as each teacher, the student also surpasses the per-benchmark best teacher on a majority of these benchmarks. With larger, separately developed cross-family teachers, Latent-MOPD outperforms both single-channel baselines on all benchmarks. A same-family all-layer representation-only control remains stable with domain-pure updates but collapses when teacher domains are interleaved within an update. Our results show that a single student can integrate capabilities from several specialists through both their output distributions and internal representations.

Reinforcement learning with verifiable rewards (RLVR) has substantially improved the reasoning capabilities of large language models on tasks such as mathematical reasoning and code generation. However, most RLVR methods assign a scalar outcome reward to an entire trajectory, resulting in sparse supervision and limited token-level credit assignment. On-policy distillation (OPD) provides denser supervision by distilling token-level distributions from a stronger teacher model, but requires an additional teacher and typically assumes a shared vocabulary. On-policy self-distillation (OPSD) removes this dependency by conditioning the same model on privileged information to construct a teacher policy. However, directly matching the teacher distribution may cause information leakage and unstable optimization. RLSD avoids direct matching by using the teacher signal only to modulate update magnitudes, but it cannot provide an explicit correction direction when the sampled reasoning fails. To address this tradeoff, we introduce H^{2}SD, a hybrid hindsight self distillation framework that uses the teacher differently according to trajectory correctness. For successful trajectories, the teacher receives the student response confirmed as correct together with a rephrasing instruction, and its probabilities on the original response tokens are used to modulate update magnitudes without changing the direction determined by the reward. For failed trajectories, we condition the teacher on a reference hint containing key reasoning steps and a verified answer, and minimize the reverse KL divergence from the student to the teacher. Experiments on multiple challenging reasoning benchmarks show that H^2SD consistently outperforms representative RLVR, OPSD, and RLSD baselines while maintaining stable optimization and favorable generation efficiency.

On-policy distillation (OPD) trains compact language agents with teacher feedback on student-generated trajectories. In multi-turn tasks, compounding errors can move students beyond the teacher's effective supervision. We introduce Graph-Conditioned On-Policy Agent Distillation (GC-OPD), which enriches an off-the-shelf teacher's scoring context with execution evidence. A graph indexes repeated teacher executions by shared states while preserving complete successful and failed histories. After each student episode, GC-OPD retrieves current-state references or historical alternatives and combines them with student hindsight to score the original thought-action tokens. Using the same original teachers, GC-OPD improves mean success over vanilla OPD from 24.70% to 48.78% on ScienceWorld (4B student), from 53.36% to 85.26% on ALFWorld Unseen, and from 29.10% to 37.65% on WebShop. At matched student sizes, it also achieves higher mean success than every evaluated OPD baseline using GRPO-trained teachers on ScienceWorld and ALFWorld; the strongest such ScienceWorld 4B baseline reaches 46.66%. GC-OPD requires no task-specific teacher optimization.

Precise control over language model generation is vital for ensuring both safety and reliability. Although prompt engineering and steering are commonly used to intervene in model behaviors, the vast number of parameters in models often results in highly intertwined internal representations. This interdependency can limit control precision and sometimes lead to unintended side effects. Recent research has explored the use of sparse autoencoders (SAE) to disentangle knowledge in high-dimensional spaces for steering. However, these applications have been limited to toy tasks owing to the nontrivial issue of locating atomic knowledge components. In this paper, we propose Steering Target Atoms (STA), a novel method that isolates and manipulates disentangled knowledge components to enhance safety. Comprehensive experiments demonstrate the effectiveness of our approach. Further analysis reveals that steering exhibits superior robustness and flexibility, particularly in adversarial scenarios. We also apply the steering strategy to the large reasoning model, confirming its effectiveness in precise reasoning control.

Generating realistic simulations is critical for autonomous system applications such as self-driving and human-robot interactions. However, driving simulators nowadays still have difficulty in generating controllable, diverse, and rule-compliant behaviors for road participants: Rule-based models cannot produce diverse behaviors and require careful tuning, whereas learning-based methods imitate the policy from data but are not designed to follow the rules explicitly. Besides, the real-world datasets are by nature "single-outcome", making the learning method hard to generate diverse behaviors. In this paper, we leverage Signal Temporal Logic (STL) and Diffusion Models to learn controllable, diverse, and rule-aware policy. We first calibrate the STL on the real-world data, then generate diverse synthetic data using trajectory optimization, and finally learn the rectified diffusion policy on the augmented dataset. We test on the NuScenes dataset and our approach can achieve the most diverse rule-compliant trajectories compared to other baselines, with a runtime 1/17X to the second-best approach. In the closed-loop testing, our approach reaches the highest diversity, rule satisfaction rate, and the least collision rate. Our method can generate varied characteristics conditional on different STL parameters in testing. A case study on human-robot encounter scenarios shows our approach can generate diverse and closed-to-oracle trajectories. The annotation tool, augmented dataset, and code are available at https://github.com/mengyuest/pSTL-diffusion-policy.

Deploying large, complex policies in the real world requires the ability to steer them to fit the needs of a situation. Most common steering approaches, like goal-conditioning, require training the robot policy with a distribution of test-time objectives in mind. To overcome this limitation, we present DynaGuide, a steering method for diffusion policies using guidance from an external dynamics model during the diffusion denoising process. DynaGuide separates the dynamics model from the base policy, which gives it multiple advantages, including the ability to steer towards multiple objectives, enhance underrepresented base policy behaviors, and maintain robustness on low-quality objectives. The separate guidance signal also allows DynaGuide to work with off-the-shelf pretrained diffusion policies. We demonstrate the performance and features of DynaGuide against other steering approaches in a series of simulated and real experiments, showing an average steering success of 70% on a set of articulated CALVIN tasks and outperforming goal-conditioning by 5.4x when steered with low-quality objectives. We also successfully steer an off-the-shelf real robot policy to express preference for particular objects and even create novel behavior. Videos and more can be found on the project website: https://dynaguide.github.io

Policy-shift distillation reuses the difference between a teacher's log probabilities before and after reinforcement learning (RL) as supervision on student-generated trajectories. However, this endpoint policy shift cannot reveal whether local action preferences evolved consistently during teacher training. The same endpoint shift can result from early and late shifts that reinforce or partially cancel each other. We investigate whether agreement between early and late teacher policy shifts can guide selective transfer. We introduce Waypoint-guided On-Policy Distillation (Waypoint-OPD), which uses an intermediate teacher checkpoint from the same RL run to compare early and late shifts in relative action preferences at student-visited prefixes. We gate the endpoint shift according to the directional agreement between the early and late shifts, suppressing it when they point in opposing directions. Compared with endpoint-only transfer, our method requires only one additional frozen-teacher scoring pass. Using RL-trained Qwen3-4B teachers, we evaluate our method with Qwen3-8B, Qwen3-14B, and Qwen3-30B-A3B as student models in mathematical and code reasoning. In all six domain--student settings, Waypoint-OPD achieves the highest domain-average score among the compared distillation methods. Ablations with the Qwen3-8B student show that removing or shuffling gates reduces mathematical reasoning performance. These results support the use of directional agreement between early and late teacher policy shifts to weight the endpoint shift during student training.

Training prompts in online reinforcement learning (RL) differ substantially in how informative they are for the current policy: some are already saturated while others are too difficult to yield reliable learning signals, yet both receive equal rollout budget under standard training. We propose an exploration-guided prompt scaffolding framework that adapts the training prompt distribution dynamically throughout RL post-training of multimodal large language models (MLLMs). Central to our approach is the Exploration Potential Score (EPS), a lightweight rollout-based proxy for prompt utility derived from KL-regularized policy improvement theory, computable directly from on-policy rollout statistics without additional overhead. Rather than discarding low-utility prompts, we use a teacher model to generate scaffolded rewrites that preserve the original task intent while making subsequent training more informative, reframing teacher supervision as training-data refinement rather than output imitation. Integrated with GRPO on Geo3K and MMK12, our method consistently outperforms the baseline on both in-domain and out-of-distribution benchmarks, achieving up to 9.7\% relative improvement in-domain and gains of 11.5\% on MathVision and 11.1\% on MMMU-Pro.

This paper investigates the problem of interactively learning behaviors communicated by a human teacher using positive and negative feedback. Much previous work on this problem has made the assumption that people provide feedback for decisions that is dependent on the behavior they are teaching and is independent from the learner's current policy. We present empirical results that show this assumption to be false -- whether human trainers give a positive or negative feedback for a decision is influenced by the learner's current policy. Based on this insight, we introduce {\em Convergent Actor-Critic by Humans} (COACH), an algorithm for learning from policy-dependent feedback that converges to a local optimum. Finally, we demonstrate that COACH can successfully learn multiple behaviors on a physical robot.

Self-evolving agents are usually built around prescribed optimization pipelines: the framework decides how to gather evidence, revise a persistent artifact, select candidates, and stop. We ask whether this task-specific procedure remains necessary when a frontier model acts as the optimizer. We introduce Open-Ended Optimization (OEO), which keeps the objective, permitted interactions, resource budget, data boundary, and evaluation fixed while allowing the optimizer to compose the improvement process online. We compare OEO with two complementary prescribed approaches: SkillOpt, a staged pipeline with bounded edits, and GEPA, a reflective evolutionary search. Across 14 head-to-head comparisons over 8 benchmark-target-model settings, GPT-5.5-driven OEO records 12 wins, 1 tie, and 1 narrow loss of 0.21 percentage points. It uses a median 34.3 percent of SkillOpt's configured target-interaction token budget. A one-shot, zero-interaction control shows that the gains are not explained by a single prior-driven rewrite. However, delegation has a capability boundary: SkillOpt outperforms OEO with a medium optimizer, and a weak optimizer cannot operate through the unchanged OEO interface. In the fully instrumented OEO-SkillOpt pair, trajectory analysis further shows that prescription changes how optimization proceeds more consistently than it changes final behavior. Together, these findings recast prescribed pipelines as capability-dependent scaffolding: essential constraints remain external, but a sufficiently capable optimizer can compose the route from measurable feedback to persistent improvement.

Activation steering has emerged in large language models as a lightweight alternative for dynamically changing a model's behavior at inference time. However, we show that existing steering methods fail to steer even a simple policy in a two-route gridworld environment. To address this limitation, we propose Policy Gradient Steering (PGS), which formulates steering as a reinforcement learning problem. PGS accumulates gradients of a temporary behavioral objective over a small set of rollouts or demonstrations to construct a removable task vector. We first demonstrate the calibration and reversibility of PGS in a two-route gridworld environment. Using chess puzzles, we then evaluate independently fitted PGS vectors both in isolation and in combination, finding that compatible tactical objectives accumulate constructively. Finally, in competitive football, we show that PGS can alter specific team behaviors and that its effects transfer across opponents. Together, these results show that policy gradients provide a natural interface for constructing temporary and composable behavioral adaptations across diverse decision-making domains.

On-policy distillation (OPD) reduces train-test state mismatch by training a student on its own generated trajectories, but weak students may visit teacher-misaligned prefixes where supervision is less representative. We introduce SAKI (Supervision Allocation with KL-constrained Interpolation), which combines a KL-constrained teacher-guided rollout with maximal coupling and reuses realized accept/correction events to route token-level supervision. Accepted positions retain sampled-token reverse-KL supervision, while correction positions receive direct supervision on the teacher's highest-probability token. Under maximal coupling, the correction probability is exactly TV(p_t, q_t), so the same trust-region radius controls rollout deviation and upper-bounds intervention and specialized-supervision frequency. We further implement an engine-resident speculative verifier that preserves the exact-q trajectory distribution and coupling semantics while improving matched-workload rollout throughput by 4.22x. Across seven mathematical reasoning benchmarks, SAKI improves the matched teacher-guided baseline in Mean@8 and Pass@8 for both 1.7B and 0.6B students. Placement controls and fixed-prefix analysis further support correction-triggered routing as a conflict-adaptive supervision signal.

On-policy self-distillation (OPSD) provides dense teacher targets, but evaluates them only along student-sampled rollouts. When the privileged teacher favors an alternative action at a visited prefix, OPSD can provide a target for the branch decision but cannot supervise the successor contexts induced by that action unless the student samples it. This creates a training-time data-collection bottleneck and suggests a different role for teacher-student disagreement: proposing a trajectory branch rather than identifying a sufficient local repair. Our diagnostic framework using controlled token interventions reveals that a teacher-preferred token at peak disagreement can improve student continuation success, while its local corrective value is limited. Motivated by this finding, we introduce a simple branch-regenerate-distill algorithm, Trajectory-Intervention Self-Distillation (TISD). TISD forces a teacher-selected branch action, returns suffix generation to the student, and distills the full trajectory under the privileged-context-conditioned teacher. Across the coding models, TISD improves average Avg@4 over SDPO by 1.2 percentage points. Across the science domains, it improves average Avg@128 by 0.8 points under an equal-step budget and by 0.3 points under an equal-time budget. These results support teacher-guided branching as a way to expose useful successor contexts for self-distillation.

Closed-loop driving simulators typically populate their environments with non-ego traffic agents that behave largely the same way, produced either by rule-based traffic managers or by learned models trained toward a single behavioral mode. Recent work introduces style variation through post-hoc labels on observational data or LLM-inferred reward weights, but these signals act as proxies for what a style should reward rather than demonstrations of humans explicitly asked to drive in that style. We introduce PersonaDrive, a pipeline that conditions a vision-language-action (VLA) driving agent on retrieved demonstrations from a style-instructed human driving dataset, in which participants drive CARLA leaderboard routes under aggressive, neutral, and conservative instructions on a driver-in-the-loop rig. The pipeline has three stages: (i) offline triplet mining over per-style human driving data using a combined image-text similarity score; (ii) training a lightweight retrieval head that fuses frozen visual features with a small control encoder over per-style databases; and (iii) fine-tuning a single VLA backbone to treat retrieved context points as in-context behavioral demonstrations during waypoint prediction. At inference, the same backbone is conditioned on any style by swapping which per-style database the retrieval head queries, so selecting a style requires no per-style retraining while enabling human-style, style-diverse non-ego agents for closed-loop simulation. On Bench2Drive, PersonaDrive (no style) improves the driving score by 4.6% over SimLingo and 2.5% over HiP-AD, and under style conditioning attains the highest driving score in every style within a roughly 2% band (its weakest style surpassing the strongest baseline, DMW, by 5.4%), while average speed and acceleration rise by 18% and 25% from the conservative to the aggressive instruction.

Recent focus in agentic reinforcement learning (RL) seeks to improve credit assignment in long-horizon tasks. One promising direction combines reinforcement learning with verifiable rewards (RLVR) and on-policy self-distillation (OPSD), integrating trajectory-level advantages with dense token-level supervision. This line of work often conditions a teacher model on privileged context, such as agentic skills, to score tokens generated by the student policy. Despite their progress, they largely overlook the on-policy evolution of agentic skills and the reliability of teacher supervision. Towards this end, we introduce Recursive Self-Improving Policy Optimization (RSIPO), a self-evolving agentic RL framework that enables agentic skills and the policy model to co-evolve throughout the training process. Specifically, RSIPO enables the policy itself to extract skills from completed trajectories and explicitly optimizes its skill-generation capability through trajectory replay. It further employs empirical Bayes shrinkage to dynamically calibrate the student's trust in teacher scores, accounting for the fact that skill-enhanced teacher guidance can sometimes be less reliable. Experiments with Qwen-family models on embodied interaction and search-based agentic tasks demonstrate that RSIPO outperforms all the compared baseline approaches. With Qwen2.5-7B as the base model, RSIPO achieves an average success rate of 98.6\% on ALFWorld, yielding absolute improvements of 2.5\% and 17.4\% over the second-best baseline and standard GRPO, respectively.

On-policy self-distillation (OPSD) uses a privileged teacher to supervise a reasoning model on prefixes sampled from its own rollouts. Yet each rollout also reveals how the student's response unfolds and whether it succeeds, student-specific hindsight that standard OPSD does not use to form the teacher. We introduce Privileged Adaptation from Student Trajectories (PAST), which treats each completed student trajectory as additional privileged information for the OPSD teacher while leaving the student's distillation prefixes unchanged. PAST preserves the student's next-token distribution on correct trajectories and uses failed trajectories to adapt the teacher toward verified success under student-proximity regularization. We characterize what such a trajectory-conditioned teacher can transfer to a prefix-only student. Forward-KL distillation projects the teacher distributions to their conditional arithmetic mean given the prefix. This projection separates trajectory-specific variation that remains privileged from the mean policy shift available to the student. For correct trajectories, the unclipped population objective also has the frozen student as an ideal distributional fixed point. Across three mathematical reasoning benchmarks, PAST improves the Avg@12 macro average over Vanilla OPSD by 5.6 percentage points. A 2times2 factorial study shows gains from both complete-trajectory access and teacher adaptation, while trajectory removal and shuffling confirm that the adapted teacher uses the matching hindsight context.

Many contact-rich tasks humans perform, such as box pickup or rolling dough, rely on force feedback for reliable execution. However, this force information, which is readily available in most robot arms, is not commonly used in teleoperation and policy learning. Consequently, robot behavior is often limited to quasi-static kinematic tasks that do not require intricate force-feedback. In this paper, we first present a low-cost, intuitive, bilateral teleoperation setup that relays external forces of the follower arm back to the teacher arm, facilitating data collection for complex, contact-rich tasks. We then introduce FACTR, a policy learning method that employs a curriculum which corrupts the visual input with decreasing intensity throughout training. The curriculum prevents our transformer-based policy from over-fitting to the visual input and guides the policy to properly attend to the force modality. We demonstrate that by fully utilizing the force information, our method significantly improves generalization to unseen objects by 43\% compared to baseline approaches without a curriculum. Video results, codebases, and instructions at https://jasonjzliu.com/factr/

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.

High-quality teleoperation datasets are costly to collect, particularly for hard tasks. We observe that many tasks exhibit directional asymmetry: completing the forward hard task is difficult, whereas reversing it by relaxing or disrupting the environment is comparatively easy. This suggests that reversed easy-task trajectories can serve as a scalable supervision signal for the hard task, reducing the cost of manual demonstration collection. However, reversed data can be noisy, and directly training on it may yield suboptimal policies. To enable largely automated acquisition and effective use of reversed data, we propose a teleoperation-cost effective framework for hard policy learning via temporal reversal of easy tasks, consisting of three key components: a closed-loop data collection pipeline that alternates between hard-task and easy-task policies to autonomously reset the environment and generate diverse trajectories; a hierarchical data refinement pipeline that temporally inverts easy-task rollouts and filters low-quality motion using kinematic priors and a critic-guided advantage filter; and an iterative policy learning method that trains the hard-task policy using both initial reversed easy-task demonstrations and the filtered reversed data in a continuous online learning loop. By combining automated collection, hierarchical refinement, and iterative learning, our method enables scalable, reliable training of complex, high-precision manipulation tasks. Across two simulated benchmarks and real-robot experiments, we demonstrate that our method improves hard-task success rates with higher data efficiency and more stable training compared to reversal-based and reinforcement-learning baselines, without requiring extensive hard-task teleoperation.

Reinforcement learning remains sample inefficient, particularly when agents must adapt over time to related but distinct tasks, as in continual learning settings. Efficiency can be improved by transferring knowledge from a pretrained teacher policy to guide exploration in new but related tasks. However, if the new task sufficiently differs from the teacher's training task, the transferred guidance may be sub-optimal and bias exploration toward low-reward behaviors. We propose an energy-based transfer learning method that uses out-of-distribution detection to selectively issue guidance, enabling the teacher to intervene only in states within its training distribution. We theoretically link energy scores to state-visitation patterns under on-policy reinforcement learning. Empirically, our method improves sample efficiency and performance across both single-task and multi-task settings.

Large language model (LLM) post-training is essential for improving reasoning, adaptation, and alignment. Existing methods mainly follow two paradigms: reinforcement learning (RL) and on-policy distillation (OPD). However, RL relies on coarse-grained outcome supervision, resulting in difficult credit assignment and limited capability to acquire new knowledge. OPD, meanwhile, unconditionally matches teacher logits through KL divergence, which creates a dilemma: similar teachers provide little new knowledge, while substantially different teachers often yield ineffective guidance, largely restricting OPD to within-family distillation. We propose Distilled Reinforcement Learning (Distilled RL), which integrates teacher supervision into the RL objective to provide fine-grained guidance, selectively transfer new knowledge and avoid unconditional imitation. Distilled RL contains three components: reverse importance sampling with clipping, negative sample reset, and sequence-level geometric normalization. Through a concise and interpretable case study, we demonstrate that Distilled RL can effectively transfer previously unavailable knowledge from a teacher model to a student model. Extensive experiments across both within-family and cross-family distillation settings show that Distilled RL substantially outperforms standard RL and OPD in terms of both pass@1 and pass@k. Our code is available at https://github.com/597358816/Distilled-RL.

Due to the high efficiency and less weather dependency, autonomous greenhouses provide an ideal solution to meet the increasing demand for fresh food. However, managers are faced with some challenges in finding appropriate control strategies for crop growth, since the decision space of the greenhouse control problem is an astronomical number. Therefore, an intelligent closed-loop control framework is highly desired to generate an automatic control policy. As a powerful tool for optimal control, reinforcement learning (RL) algorithms can surpass human beings' decision-making and can also be seamlessly integrated into the closed-loop control framework. However, in complex real-world scenarios such as agricultural automation control, where the interaction with the environment is time-consuming and expensive, the application of RL algorithms encounters two main challenges, i.e., sample efficiency and safety. Although model-based RL methods can greatly mitigate the efficiency problem of greenhouse control, the safety problem has not got too much attention. In this paper, we present a model-based robust RL framework for autonomous greenhouse control to meet the sample efficiency and safety challenges. Specifically, our framework introduces an ensemble of environment models to work as a simulator and assist in policy optimization, thereby addressing the low sample efficiency problem. As for the safety concern, we propose a sample dropout module to focus more on worst-case samples, which can help improve the adaptability of the greenhouse planting policy in extreme cases. Experimental results demonstrate that our approach can learn a more effective greenhouse planting policy with better robustness than existing methods.

The ability to conduct and learn from interaction and experience is a central challenge in robotics, offering a scalable alternative to labor-intensive human demonstrations. However, realizing such "play" requires (1) a policy robust to diverse, potentially out-of-distribution environment states, and (2) a procedure that continuously produces useful robot experience. To address these challenges, we introduce Tether, a method for autonomous functional play involving structured, task-directed interactions. First, we design a novel open-loop policy that warps actions from a small set of source demonstrations (<=10) by anchoring them to semantic keypoint correspondences in the target scene. We show that this design is extremely data-efficient and robust even under significant spatial and semantic variations. Second, we deploy this policy for autonomous functional play in the real world via a continuous cycle of task selection, execution, evaluation, and improvement, guided by the visual understanding capabilities of vision-language models. This procedure generates diverse, high-quality datasets with minimal human intervention. In a household-like multi-object setup, our method is the first to perform many hours of autonomous multi-task play in the real world starting from only a handful of demonstrations. This produces a stream of data that consistently improves the performance of closed-loop imitation policies over time, ultimately yielding over 1000 expert-level trajectories and training policies competitive with those learned from human-collected demonstrations.

Closed-loop simulation is essential for advancing end-to-end autonomous driving systems. Contemporary sensor simulation methods, such as NeRF and 3DGS, rely predominantly on conditions closely aligned with training data distributions, which are largely confined to forward-driving scenarios. Consequently, these methods face limitations when rendering complex maneuvers (e.g., lane change, acceleration, deceleration). Recent advancements in autonomous-driving world models have demonstrated the potential to generate diverse driving videos. However, these approaches remain constrained to 2D video generation, inherently lacking the spatiotemporal coherence required to capture intricacies of dynamic driving environments. In this paper, we introduce DriveDreamer4D, which enhances 4D driving scene representation leveraging world model priors. Specifically, we utilize the world model as a data machine to synthesize novel trajectory videos based on real-world driving data. Notably, we explicitly leverage structured conditions to control the spatial-temporal consistency of foreground and background elements, thus the generated data adheres closely to traffic constraints. To our knowledge, DriveDreamer4D is the first to utilize video generation models for improving 4D reconstruction in driving scenarios. Experimental results reveal that DriveDreamer4D significantly enhances generation quality under novel trajectory views, achieving a relative improvement in FID by 24.5%, 39.0%, and 10.5% compared to PVG, S3Gaussian, and Deformable-GS. Moreover, DriveDreamer4D markedly enhances the spatiotemporal coherence of driving agents, which is verified by a comprehensive user study and the relative increases of 20.3%, 42.0%, and 13.7% in the NTA-IoU metric.

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.

Achieving dexterous robotic manipulation in the real world heavily relies on human supervision and algorithm engineering, which becomes a central bottleneck in the pursuit of general physical intelligence. Although emerging coding agents can generate code to automate algorithm search, their successes remain largely confined in digital environments. We conjecture that the missing abstraction to automate robotics research is a repeatable feedback loop for real-world policy improvement: reset the scene, execute a policy, verify the outcome, and refine the next iteration. To bridge this gap, we introduce ENPIRE, a harness framework for coding agents that instantiates this physical feedback routine with four core modules: an Environment module (EN) for automatic reset and verification, a Policy Improvement module (PI) that launches policy refinement, a Rollout module (R) to evaluate policies with one or multiple physical robots operating in parallel, and an Evolution module (E) in which coding agents analyze logs, consult literature, improve training infrastructure and algorithm code to address failure modes. This closed-loop system transforms real-world manipulation learning into a controllable optimization procedure, minimizing human effort while allowing fair ablations across training recipe and agent variants. Powered by ENPIRE, frontier coding agents can autonomously train a policy to achieve a 99% success rate on challenging, dexterous manipulation tasks, such as organizing a pin box, fastening a zip tie, and tool use, a process that further accelerates when we dispatch an agent team on a robot fleet. Our results suggest a practical and scalable path toward deploying coding agents to autonomously advancing robotics in the physical world.