Daily Papers

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.

Task vectors provide a simple mechanism for composing learned capabilities through model merging. However, the composability of task vectors produced by on-policy distillation (OPD) remains largely unexplored. OPD trains a student using teacher feedback on student-generated trajectories, yielding parameter updates that differ from those produced by the teacher model, usually by reinforcement learning (RL). We therefore ask whether OPD task vectors can complement their RL teacher updates and compose effectively across tasks. Across five domains and two model architectures, we find evidence for both forms of composability. Within a task, merging OPD and RL task vectors can outperform both constituent models, even when the OPD student is weaker than its RL teacher. Across tasks, OPD task-vector compositions achieve higher average scores than corresponding RL compositions in seven of eight backbone-merging-rule comparisons. Parameter-space analyses reveal substantial non-collinearity between OPD and RL updates. Experiment in CODE domain on SMOLLM3-3B shows that the combined direction outperforms either constituent direction at the tested global update norm, supporting directional complementarity in this configuration. Across tasks, OPD updates also show lower overlap among the top-10% feed-forward channels ranked by update energy. Together, these results show that weaker standalone performance does not imply weaker task-vector composability. OPD task vectors can complement stronger RL teacher updates and combine effectively across tasks, highlighting composability as a distinct property for understanding and evaluating post-training updates.

Medical Vision-Language Models (Med-VLMs) require reliable reasoning from fine-grained visual evidence, yet existing models can produce plausible clinical answers by relying on language priors or medical templates rather than truly attending to diagnosis-critical regions. On-Policy Distillation (OPD) offers dense token-level supervision on student-generated trajectories and provides a privacy-compatible means of capability transfer without requiring the redistribution of raw patient data. However, standard OPD uniformly distills all tokens, causing sparse evidence-dependent tokens to be diluted by abundant clinical narrative tokens. Inspired by the success of OPD in the large language model community, we propose Med-OPD, to our knowledge the first unified post-training framework that integrates on-policy distillation with medical evidence-aware supervision for Med-VLMs. We introduce Medical Evidence Advantage (MEA), a teacher-grounded counterfactual signal that uses an answer-aware hint to focus teacher scoring on evidence supporting the target diagnosis, and measures each token's dependence on medical visual evidence by comparing teacher likelihoods under the original and evidence-degraded imaging modalities. Based on MEA, Med-OPD redistributes the distillation signal at both the token and trajectory levels, emphasizing diagnosis-critical tokens and evidence-reliant rollouts. Experiments on OmniMedVQA subsets show that Med-OPD consistently outperforms SFT and standard OPD across CT, MRI, Disease Diagnosis, and Lesion Grading. These results demonstrate that evidence-aware distillation can better strengthen medical VLMs' reliance on key visual evidence and improve reliable multimodal medical reasoning. The source code and data is publicly available at: https://github.com/yunhang8658/MedOPD.git

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.

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.

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.

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.

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.

Multi-teacher on-policy distillation consolidates expert capabilities by supervising student-generated trajectories, whereas task arithmetic offers a training-free alternative through linear parameter combinations. We view the linear combination of student and expert parameters as a single differentiable model and propose P^2-MOPD, which jointly optimizes the mixing coefficients and the student weights under the same on-policy distillation objective. Unlike task arithmetic, which stays within the span of the frozen student and expert parameters for any choice of merging coefficients, P^2-MOPD keeps the student trainable, so the experts act as parameter priors without confining it to this span. Across four domains at 1.7B and 4B scales, P^2-MOPD achieves faster and more balanced recovery than MOPD from the same initialization, surpassing its final average recovery in half the training steps. At the end of training, our 1.7B model reaches 94.7% average recovery, versus 80.9% for MOPD.

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.

Multimodal on-policy distillation (OPD) transfers fine-grained visual knowledge by supervising student-generated trajectories with a privileged-view teacher. Yet its next-token corrections are source-mixed, combining visual signals with linguistic priors and teacher-specific effects. The key challenge is to estimate which corrections are supported by visual evidence, not merely where or how strongly to distill. We introduce Visual Attribution Distillation (VAD), a counterfactual target-reconstruction algorithm that estimates the visually attributable part of a teacher correction. At each student-generated prefix, VAD evaluates the same fixed teacher with the relevant evidence present and removed. The corresponding change in centered log-probabilities defines ut, a signed proxy for the visual evidence direction that estimates how revealing the evidence supports or refutes candidate tokens. VAD projects the original correction onto this proxy to obtain an intervention-aligned component and a proxy-unexplained residual, then reconstructs a student-anchored target from the former. During training, this reconstructed target supplies the primary supervision signal, while the privileged teacher contributes a weak regularizer. Across six fine-grained visual benchmarks at 4B and 9B scales, VAD outperforms direct privileged-view distillation and visual-advantage weighting. Token- level and controlled-target analyses show that the proxy-aligned component is enriched in task-relevant visual corrections and yields stronger target shifts, especially when evidence refutes a mistaken answer. These results support counterfactual target reconstruction as an effective alternative to source-mixed supervision.

Visual token reduction is an effective way to accelerate multimodal large language models (MLLMs), but performance deteriorates rapidly under extremely low token budgets. Existing work has explored both visual-token selection and training-based adaptation to reduced visual inputs. We take a step further by asking how a heavily compressed MLLM should learn from the states induced by its own generations. This setting naturally calls for on-policy self-distillation: a heavily compressed model is supervised on the states induced by its own generations, while its full-token counterpart serves as an information-rich teacher. Based on this insight, we propose LT-OPD, a training framework for extreme visual-token reduction. The student rolls out responses with only a small fraction of visual tokens, and a frozen full-token copy of the same MLLM provides distributional supervision along these student-generated trajectories. To stabilize on-policy learning when visual evidence is severely limited, we further introduce a budget-level curriculum that progressively decreases the token budget during training. Across nine benchmarks on Qwen3.5-4B, LT-OPD raises average retained performance under 5% visual-token retention from 68.6% to 82.3%, outperforming training-free, training-based, and reinforcement-learning baselines at the same budget. The gains transfer consistently to Qwen3.5-9B, GLM-4.6V-9B, and LLaVA-OV-1.5-4B. LT-OPD also reduces KV-cache usage by 85.2% and prefill FLOPs by 85.4% without additional inference overhead, demonstrating that on-policy learning can substantially recover capabilities lost to extreme visual-token reduction.

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.

On-policy distillation (OPD) transfers knowledge between language models through teacher supervision on student-generated trajectories. With different tokenizers, a single teacher token may require multiple student tokens to generate, creating intermediate states where the event is entered but not yet completed. Existing cross-tokenizer methods align tokens or text spans to construct comparable prediction targets. We study a complementary problem after partial generation: once the student produces a prefix of a teacher token, multiple next tokens may complete the same remaining bytes, but the teacher only specifies the required completion rather than how probability should be divided among these valid continuations. We introduce Event-Set Completion Distillation (ESCD), which complements cross-tokenizer probability alignment with completion-set supervision. ESCD aggregates prefix-related teacher events and supervises the total probability of byte-compatible one-step student completions, avoiding tokenizer-dependent probability splits among individual tokens. The method reuses student trajectories and predictions, requiring neither additional rollouts nor changes to the student vocabulary. Experiments demonstrate consistent gains in mathematics, code, and scientific reasoning across model families and tokenizers, extending to large-scale MoE distillation from a 1T teacher to a 35B student. Local analyses show that retaining completion sets better matches the reference supervision, while one-step completion covers over 99% of observed compatible teacher mass after partial event entry in the studied tokenizer pairs. These findings support event entry and event completion as complementary supervision targets for cross-tokenizer knowledge transfer. Code will be released on GitHub.

On-policy distillation (OPD) transfers reasoning behavior by training a student on teacher feedback along student-generated trajectories, but standard full-rollout training ties every update to a costly completion and can over-allocate supervision to late positions with low marginal value for the current student. We revisit this assumption through the useful supervision horizon: student-induced rollouts can drift from teacher-preferred continuations, while aligned prefixes may already preserve the long-horizon OPD update direction. We propose ADWIN, an adaptive-window framework for OPD that treats rollout length as an online admissibility decision, training on short teacher-anchored prefixes while using delayed full-rollout probes to audit prefix--full alignment and adapt the next horizon with staleness control. Across math and code reasoning benchmarks in single-task, multi-task, and strong-to-weak settings, ADWIN improves the accuracy--compute trade-off over full-rollout OPD and prefix-based baselines, reducing end-to-end training cost by up to 4.1 times while achieving comparable or better accuracy.

Sparse on-policy distillation (OPD) allocates teacher supervision to a small subset of tokens in student-generated trajectories. However, useful teacher guidance can yield a noisy update when its gradient is estimated from a sampled next token. We study this estimation problem at a fixed prefix in information geometry and propose an information-efficiency ratio (IER) based on a signal-to-noise decomposition. IER characterizes relative gradient estimation error under an optimal scalar baseline. A candidate-set approximation enables token selection based on IER and its combination with existing usefulness scores, while retaining the sampled reverse-KL training objective. On mathematical and medical reasoning tasks, adding IER improves existing selectors in multiple settings, with sparse configurations matching or exceeding full OPD without token selection at small token budgets of 0.1\%--1\%. These results support accounting for both usefulness and gradient-estimation reliability when allocating sparse supervision. Our code is available at https://github.com/BruceSheng1202/IER-OPD.

On-policy distillation (OPD) trains a student to match a teacher's next-token distributions on student-generated trajectories. However, privileged information supplied to the teacher for OPD training may contain sensitive data. Whether the student leaks private information about the records supplied to the teacher during distillation remains poorly understood. To the best of our knowledge, we present the first systematic study of membership inference in this setting. We find that fresh student trajectories expose sparse membership signals that fixed reference-answer losses often miss. These signals are mixed with probability changes caused by training on other records. We introduce Leaky, which samples fresh trajectories from the target model and compares its token log-probabilities with the maximum across matched reference models trained without the candidate records. It applies Leaky ReLU to the resulting gaps, preserving positive gaps and downweighting negative gaps as an approximate correction for incidental positive gaps in non-members. Across fifteen targets spanning mathematics, medical question answering, and code generation, Leaky outperforms all evaluated baselines and achieves mean AUROC 0.875, compared with 0.614 for the strongest baseline on each target in the main evaluation. On the same sampled trajectories, the strongest baseline achieves mean AUROC 0.826. These results show that students trained through OPD can expose the membership of records used for teacher supervision, even when fixed reference-answer losses provide little evidence of membership.

On-policy distillation (OPD), which aligns the student with the teacher's logit distribution on student-generated trajectories, has demonstrated strong empirical gains in improving student performance and often outperforms off-policy distillation and reinforcement learning (RL) paradigms. In this work, we first theoretically show that OPD is a special case of dense KL-constrained RL where the reward function and the KL regularization are always weighted equally and the reference model can by any model. Then, we propose the Generalized On-Policy Distillation (G-OPD) framework, which extends the standard OPD objective by introducing a flexible reference model and a reward scaling factor that controls the relative weight of the reward term against the KL regularization. Through comprehensive experiments on math reasoning and code generation tasks, we derive two novel insights: (1) Setting the reward scaling factor to be greater than 1 (i.e., reward extrapolation), which we term ExOPD, consistently improves over standard OPD across a range of teacher-student size pairings. In particular, in the setting where we merge the knowledge from different domain experts, obtained by applying domain-specific RL to the same student model, back into the original student, ExOPD enables the student to even surpass the teacher's performance boundary and outperform the domain teachers. (2) Building on ExOPD, we further find that in the strong-to-weak distillation setting (i.e., distilling a smaller student from a larger teacher), performing reward correction by choosing the reference model as the teacher's base model before RL yields a more accurate reward signal and further improves distillation performance. However, this choice assumes access to the teacher's pre-RL variant and incurs more computational overhead. We hope our work offers new insights for future research on OPD.

On-policy distillation (OPD) has emerged as an effective framework for post-training language models by pairing student-generated trajectories with dense token-level supervision from a teacher. However, OPD implicitly assumes that teacher-derived rewards are an appropriate proxy for reasoning progress, and therefore treats all teacher feedback equally during policy optimization. While in practice, this assumption does not always hold. We observe that teacher-derived rewards often conflict with genuine reasoning progress, as reasoning steps with clear reasoning advancement may still receive lower distillation rewards, simply due to deviation from teacher's outputs. To address this mismatch, we propose Reasoning-Progress-Aware Reward Filtering for On-Policy Distillation (R2-OPD), which constructs two within-trajectory rankings of reasoning spans, one from teacher-derived rewards and the other from independently estimated progress reward. Distillation rewards are selectively suppressed whenever the two rankings disagree, reducing supervision that conflicts with reasoning progress while preserving effective teacher guidance. Our approach shows consistent improvement over standard OPD especially regarding reasoning performances.

Recent text-to-motion models have improved motion quality and instruction following, yet many-step denoising and large model components make deployment slow and memory-intensive. We present Terminal-Amplification-Controlled Distillation (TACD), an on-policy approach for training efficient motion generators from text prompts and pretrained teachers, without real-motion training data. Building on segmented on-policy flow distillation, we supervise clean-motion predictions along student-generated trajectories. We identify a failure mode in which velocity matching on a fixed supervision grid repeatedly overweights errors near the denoising endpoint, degrading few-step generation. TACD ties the latest teacher query to the student's step size, bounding the effective loss weights in clean-motion space without changing inference. Experiments on HumanML3D and KIT-ML demonstrate improved few-step generation, including a 58% reduction in eight-step HY-Motion student FID relative to distillation without this bound. For diffusion teachers, the endpoint-matching form of TACD yields four-step students with lower FID and matched or improved text-motion retrieval relative to their 50-step teachers on HumanML3D. On HY-Motion and Kimodo, eight-step students with compact components achieve 7.7-11.9x end-to-end speedups and reduce peak GPU memory by 3.8-6.7x relative to their teachers. Project page: https://vkgo.github.io/TACD/

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.

Vision-language models (VLMs) have made substantial progress in long-video understanding, with standard backbone models typically answering questions from frames sampled across the full video. However, as videos become longer, the full-video context inevitably contains more question-irrelevant temporal content, which can distract the model from the evidence needed to answer a specific question. We empirically find that focusing the visual input on short annotated clue intervals containing question-relevant evidence consistently improves prediction accuracy across model scales compared with using the corresponding full videos, while requiring fewer input frames. Based on this finding, we introduce Clue-OPSD, a clue-privileged on-policy self-distillation framework for long-video understanding. During training, a full-video student learns from a self-teacher conditioned on the corresponding clue interval by aligning their next-token distributions along student-generated trajectories. Clue-OPSD thus uses clue intervals as privileged supervision without relying on ground-truth answer labels, while requiring no clue annotations or additional modules at inference time. Extensive experiments across multiple long-video understanding benchmarks and Qwen3.5 model scales demonstrate consistent improvements over the corresponding backbone models and strong performance against supervised post-training baselines.

Domain-specific supervised fine-tuning (SFT) often improves in-domain performance at the cost of degrading a model's general capabilities. We view this degradation through two practical gaps in domain SFT: a supervision-compatibility gap, where domain targets differ in style and reasoning format from the original model's natural responses, and a trajectory-preservation gap, where teacher-forced SFT optimizes fixed target tokens without constraining the model's behavior on its own generated prefixes. This process fails to preserve the model's original behavior. We propose RAFT (Data Refinement and Adaptive Distillation for Domain Fine-Tuning with Alleviated Forgetting), a two-stage framework that addresses both factors. First, RAFT constructs model-compatible supervision through self-conditioned rewriting, semantic filtering, and answer fusion. Second, RAFT performs Answer-Conditioned On-Policy Distillation, where the original instruction-tuned model provides soft targets on student-generated trajectories while being conditioned on the fused answer as helpful context. We further introduce top-K temperature distillation and EMA-based adaptive loss balancing to stabilize the domain-general trade-off. Across three instruction-tuned backbones and five domains, RAFT improves average domain accuracy by 23.2% over standard SFT, while recovering part of the SFT-induced degradation on MS-Bench and IFEval, with relative improvements of 18.2% and 10.2%, respectively. These results show that coupling data refinement with trajectory-level preservation provides an effective recipe for domain fine-tuning with alleviated forgetting.

Video understanding demands a convergence of complementary capabilities across perception, temporal understanding, and complex reasoning, which are difficult to jointly optimize within a single model. We introduce Video-MOPD-8B, an open-weight model dedicated to video understanding tasks. To fundamentally enhance its capabilities, we conduct targeted reinforcement learning (RL) optimization across three core domains: video temporal grounding (VTG), general video comprehension, and video STEM reasoning. We then unify their complementary capabilities via Multi-Teacher On-Policy Distillation (MOPD), which consolidates expert knowledge by supervising student-generated trajectories with routed teacher feedback. We further introduce Reliability-Aware Informative Sampling (RAIS), which selects examples with consistently reliable teacher supervision and large teacher-student performance gaps. Together, these components enable Video-MOPD-8B to achieve coordinated and comprehensive performance gains across diverse video understanding tasks. Extensive experiments on comprehensive benchmarks covering general video understanding, temporal grounding, video reasoning, and video STEM tasks demonstrate that Video-MOPD-8B achieves state-of-the-art performance among existing models at a comparable scale. The trained model weights are available at https://huggingface.co/LandH/Video-MOPD-8B.

Large language models (LLMs) are increasingly adapted to proprietary and domain-specific corpora that contain sensitive information, creating a tension between formal privacy guarantees and efficient deployment through model compression. Differential privacy (DP), typically enforced via DP-SGD, provides record-level protection but often incurs substantial utility loss in autoregressive generation, where optimization noise can amplify exposure bias and compounding errors along long rollouts. Existing approaches to private distillation either apply DP-SGD to both teacher and student, worsening computation and the privacy--utility tradeoff, or rely on DP synthetic text generation from a DP-trained teacher, avoiding DP on the student at the cost of DP-optimizing a large teacher and introducing an offline generation pipeline. We propose Differentially Private On-Policy Distillation (DP-OPD), a synthesis-free framework that enforces privacy solely through DP-SGD on the student while leveraging a frozen teacher to provide dense token-level targets on student-generated trajectories. DP-OPD instantiates this idea via private generalized knowledge distillation on continuation tokens. Under a strict privacy budget (varepsilon=2.0), DP-OPD improves perplexity over DP fine-tuning and off-policy DP distillation, and outperforms synthesis-based DP distillation (Yelp: 44.15rightarrow41.68; BigPatent: 32.43rightarrow30.63), while substantially simplifying the training pipeline. In particular, DP-OPD collapses private compression into a single DP student-training loop by eliminating DP teacher training and offline synthetic text generation. Code will be released upon publication at https://github.com/khademfatemeh/dp_opd.

Tool-integrated reasoning (TIR) is difficult to scale to small language models due to instability in long-horizon tool interactions and limited model capacity. While reinforcement learning methods like group relative policy optimization provide only sparse outcome-level rewards. Recently, on-policy distillation (OPD) has gained popularity by supplying dense token-level supervision from a teacher on student-generated trajectories. However, our experiments indicate that applying OPD to TIR leads to a critical failure mode: erroneous tool calls tend to cascade across subsequent reasoning steps, progressively amplifying student-teacher divergence and rendering the teacher's token-level supervision increasingly unreliable. To address this, we propose SOD, a step-wise on-policy distillation framework for small language model agents, which adaptively reweights distillation strength at each step based on step-level divergence. Therefore, SOD can attenuate potentially misleading teacher signals in high-divergence regions while preserving dense guidance in well-aligned states. Experiments on challenging math, science, and code benchmarks show that SOD achieves up to 20.86% improvement over the second-best baseline. Notably, our 0.6B student achieves 26.13% on AIME 2025, demonstrating effective transfer of agentic reasoning to lightweight models. Our code is available at https://github.com/YoungZ365/SOD.

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) is a promising approach for training language agents, providing dense teacher supervision on student-generated trajectories. However, in multi-turn interaction, an incorrect action changes the states the student encounters later, so errors compound across turns. In preliminary experiments across three Qwen3 models (8B to 235B), we find that more than half of the failed rollouts contain a pivotal mistake, an action that moves the agent farther from completing the task, and this mistake typically occurs early. These pivotal mistakes often remain recoverable: guiding the model for only a few turns after the pivotal turn can restore task success. We therefore propose PivotOPD, an on-policy distillation framework that jointly trains the student to prevent pivotal mistakes and to recover from the states they create. At each pivotal mistake, a teacher model provides a gold action and then names a recovery action at each of the next few turns. Preventive distillation uses the gold action with reverse KL to steer the student away from the pivotal mistake, while recovery distillation uses the recovery actions with forward KL to transfer recovery behaviors that the student rarely samples. Against 13 baselines on ALFWorld, WebShop, and Search-based QA, PivotOPD achieves the strongest average performance for both Qwen3-1.7B and Qwen3-8B students, improving over the strongest baseline on ALFWorld by +5.5% with the 1.7B student. The gains also transfer to another model family on the software engineering domain, where PivotOPD raises the resolve rate of a Nemotron-3.5 student on SWE-Bench Verified by +3.2%. Project page: https://research.nvidia.com/labs/lpr/pivotopd/

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.

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.

While LLM-based agent systems have demonstrated remarkable proficiency in reasoning and solving complex real-world tasks, they also come with substantial token consumption and inference latency, limiting their practical deployment. To enhance the efficiency of agent systems, recent efforts have focused on transferring agentic capabilities from large-scale models to small language models (SLMs) via supervised fine-tuning-based distillation. Nevertheless, as interaction trajectories grow longer, involving extended reasoning-action chains and extensive environmental feedback, distilled student agents tend to experience progress stagnation: becoming trapped in unproductive loops characterized by persistent failed strategies and difficulty making meaningful progress. Our systematic analysis shows that this phenomenon consistently occurs across diverse SLMs and task domains. To address this issue, we propose Progress-Aware Distillation (ProD), which explicitly detects and penalizes stagnation in student-generated trajectories. ProD encodes the stagnation gap between student and teacher into an adaptive margin for dynamically penalizing possible stagnation. By iteratively applying this procedure, ProD enables student agents to progressively approximate teacher behavior. Extensive experiments involving 8 SLMs, ranging from 0.6B to 8B parameters, on both in-domain and out-of-domain benchmarks, demonstrate that ProD substantially mitigates progress stagnation while enhancing both the success rates and task-completion efficiency of distilled SLM agents.

On-policy distillation (OPD) can succeed with surprisingly few training questions, motivating a view of questions as carriers of distributional knowledge transfer. How can we assess whether a newly generated question is valuable for distillation, and learn to generate better questions---without access to its correct answer? We introduce Ask-to-Distill (\method), a framework that treats synthetic questions as distribution elicitors and optimizes the teacher supervision they expose along student-generated trajectories. A student-initialized synthesizer is optimized using a distributional surrogate for question value, computed from a frozen student--teacher pair without reference answers, correctness rewards, or per-candidate student updates. The reward combines teacher--student disagreement with teacher probability mass on the student's candidate support, together with length and diversity controls. The generated questions are filtered and deduplicated into a prompt-only bank for standard OPD. Across mathematical reasoning, code generation, and agentic tasks, our method improves average performance and teacher-gap recovery over unoptimized student-generated prompts and KL-filtered real questions, while matching or exceeding real-bank OPD in the evaluated settings. Signal analyses further show that optimized questions can elicit denser supervision and more total signal from shorter student responses, supporting elicited distributional supervision as an objective for synthetic distillation data. Our code, data and models are publicly available at https://github.com/GasolSun36/Ask_to_Distill.

On-policy self-distillation (OPSD) uses reference solutions as privileged hindsight to supervise student-generated reasoning trajectories. However, reference-based guidance may explain a correct solution without addressing why the student's own reasoning fails. This reasoning mismatch between the guidance provided and the correction needed can encourage the student to borrow correct conclusions while leaving its reasoning errors unresolved. Moreover, applying the same hindsight throughout the trajectory risks a distillation trap, where unnecessary constraints on valid reasoning compete with correction of substantive errors. To address these issues, we propose Root-Cause-Guided On-Policy Distillation (RC-OPD), which uses repairs of the student's own reasoning to provide guidance that addresses its specific errors while building on valid progress. For each failed attempt, RC-OPD locates the earliest substantive error, develops a local correction, and uses the corrected intermediate result as an anchor for the valid prefix. An iterative diagnosis--repair--continuation process tests the repairs through student continuation, identifying further errors within a fixed repair budget. For repair chains that reach a correct answer, root--cause--guided distillation uses failure diagnoses and corrective goals to supervise the erroneous segments, while anchor-guided distillation supports the corresponding valid prefixes with reasoning chains leading to the repaired intermediate results. We evaluate RC-OPD across multiple datasets and model scales. Extensive experiments and analyses show that it mitigates reasoning mismatch and the distillation trap, yielding substantial performance gains.

Although pre-trained Vision-Language-Action (VLA) models exhibit impressive generalization in robotic manipulation, post-training remains crucial to ensure reliable performance during deployment. However, standard offline Supervised Fine-Tuning (SFT) suffers from distribution shifts and catastrophic forgetting of pre-trained capabilities, while online Reinforcement Learning (RL) struggles with sparse rewards and poor sample efficiency. In this paper, we propose On-Policy VLA Distillation (VLA-OPD), a framework bridging the efficiency of SFT with the robustness of RL. Instead of relying on sparse environmental rewards, VLA-OPD leverages an expert teacher to provide dense, token-level supervision on the student's self-generated trajectories. This enables active error correction on policy-induced states while preserving pre-trained general capabilities through gentle alignment. Crucially, we formulate VLA-OPD via a Reverse-KL objective. Unlike standard Forward-KL that induces mode-covering entropy explosion, or Hard-CE that causes premature entropy collapse, our bounded mode-seeking objective ensures stable policy learning by filtering out the teacher's epistemic uncertainty while maintaining action diversity. Experiments on LIBERO and RoboTwin2.0 benchmarks demonstrate that VLA-OPD significantly improves sample efficiency over RL and robustness over SFT, while effectively mitigating catastrophic forgetting during post-training.

Privileged on-policy distillation improves multimodal reasoning by allowing a teacher to evaluate student trajectories using rich, training-only visual evidence. Both models score these trajectories while conditioning on the same student-generated prefix. When a student misinterprets an image early in a response, this accumulating erroneous rationale eventually pulls the teacher away from its visual evidence. The teacher and student converge on the same hallucination, causing standard cross-model supervision to collapse precisely where correction is most needed. We find that the teacher's visual corrective preference is not lost under this misleading agreement. Comparing the predictions of the identical teacher given the real image and a visual null reveals that the privileged evidence still pushes the model toward the correct interpretation. We introduce OPD-Aha, which reconstructs the distillation target directly from this isolated visual preference rather than relying on the fragile teacher-student discrepancy. This reconstructed target aggressively suppresses continuations that contradict the image. Trained with this objective, students learn to naturally interrupt their own flawed reasoning with reflection tokens such as wait and actually. After reflection, subsequent generation relies less on the accumulated erroneous text and more on the visual evidence. Correcting these trajectories mid-generation fundamentally alters the reasoning process, yielding broad and consistent improvements across diverse fine-grained perception and complex multimodal reasoning benchmarks. Our code and models are available at https://github.com/Echochef/OPD-Aha.

On-policy distillation transfers reasoning capabilities by training a student model on its own generated trajectories using token-level feedback from a teacher. However, we identify a critical bottleneck, Supervision Fidelity Decay (SFD): as student-generated prefixes lengthen, the teacher's next-token distribution becomes less confident and less discriminative. Consequently, the teacher-dependent corrective signal in reverse-KL distillation weakens, causing student drift to compound across long reasoning chains. To mitigate SFD, we introduce Lookahead Group Reward (\ours{)}. Building on the insight that next-step teacher confidence reflects the discriminative strength of future reverse-KL supervision, evaluates the student's top-K candidate tokens by the teacher confidence they induce at the subsequent step and assigns a group-normalized reward. To maintain computational efficiency, we further design an entropy-triggered tree-attention mechanism. Across six math and code benchmarks, improves mean@8 by 2.57 points over OPD for a 7B student, with gains increasing in longer-generation and reaching +4.92 points on AIME-26 at 39k tokens.

Context distillation enables language models to internalize in-context knowledge into their parameters. In our work, we propose On-Policy Context Distillation (OPCD), a framework that bridges on-policy distillation with context distillation by training a student model on its own generated trajectories while minimizing reverse Kullback-Leibler divergence against a context-conditioned teacher. We demonstrate the effectiveness of OPCD on two important applications: experiential knowledge distillation, where models extract and consolidate transferable knowledge from their historical solution traces, and system prompt distillation, where models internalize beneficial behaviors encoded in optimized prompts. Across mathematical reasoning, text-based games, and domain-specific tasks, OPCD consistently outperforms baseline methods, achieving higher task accuracy while better preserving out-of-distribution capabilities. We further show that OPCD enables effective cross-size distillation, where smaller student models can internalize experiential knowledge from larger teachers.

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.

Large Language Model (LLM)-based agents can solve complex procedural tasks by interacting with environments over multiple turns, but this ability typically depends on large models, long contexts, and repeated inference calls. This makes advanced memory-augmented agents difficult to deploy on resource-constrained devices. We introduce DuoMem, a dual-space distillation framework that transfers procedural problem-solving ability from a large teacher model to compact student models. DuoMem distils in two complementary spaces: (1)context-space distillation, which replaces student-generated memories with higher-quality teacher-generated procedural memories prepended to the student's input, and (2)parameter-space distillation, which fine-tunes lightweight LoRA adapters on successful teacher trajectories. Evaluated on ALFWorld, a challenging embodied decision-making benchmark, DuoMem boosts a 4B-parameter model from 4.3% to 77.9% task success rate, closing most of the gap to a 72B teacher model (87.1%), while adding fewer than 10M trainable parameters and only a few megabytes of pre-computed teacher memories. Moreover, the DuoMem-enhanced 4B model completes tasks over 3x faster than the 72B teacher in wall-clock time, making it viable for real-time edge deployment, which would be challenging for the teacher.Extensive ablations across eight models spanning 2B-72B parameters reveal that both distillation axes contribute complementary

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.

Large reasoning models achieve strong performance on complex tasks through long chain-of-thought (CoT) trajectories, but directly transferring such reasoning processes to smaller models remains challenging. A key difficulty is that not all teacher-generated reasoning trajectories are suitable for student learning. Existing approaches typically rely on post-hoc filtering, selecting trajectories after full generation based on heuristic criteria. However, such methods cannot control the generation process itself and may still produce reasoning paths that lie outside the student's learning capacity. To address this limitation, we propose Gen-SSD (Generation-time Self-Selection Distillation), a student-in-the-loop framework that performs generation-time selection. Instead of passively consuming complete trajectories, the student evaluates candidate continuations during the teacher's sampling process, guiding the expansion of only learnable reasoning paths and enabling early pruning of unhelpful branches. Experiments on mathematical reasoning benchmarks demonstrate that Gen-SSD consistently outperforms standard knowledge distillation and recent baselines, with improvements of around 5.9 points over Standard KD and up to 4.7 points over other baselines. Further analysis shows that Gen-SSD produces more stable and learnable reasoning trajectories, highlighting the importance of incorporating supervision during generation for effective distillation.

Specialist distillation effectively transfers domain expertise to student models via teacher-generated reasoning trajectories. However, when these specialists are trained solely on question--answer pairs without explicit reasoning supervision, what governs the trajectories they generate? In this work, we show that specialist optimization implicitly selects from this latent trajectory space. To isolate and observe this latent distribution, we leverage student distillation not as a downstream goal, but as an agnostic probe---since students inherit no parameterization or optimization constraints from the specialist, inheriting only the sampled trajectories themselves. Through this probe, our empirical analysis unveils a tight governing relationship: across 27 specialist--student pairings, their specialization--generalization profiles correlate exceptionally strongly. Crucially, explicitly controlling the specialist's distributional drift systematically shifts both the teacher and its distilled student along a controllable trade-off between domain precision and general-capability retention. Across chemistry, physics, and multilingual settings, distilled students systematically reflect these specialist-induced profiles, even across divergent model families. Our findings establish a new view of specialist training: when gold reasoning is absent, tuning choices directly control the latent supervision passed to downstream models.

On-policy distillation (OPD) adapts diffusion models by querying a teacher along trajectories generated by the current student, but how it should behave under classifier-free guidance (CFG), a default component of modern diffusion systems, remains poorly understood. Existing OPD methods naturally extend velocity matching to the CFG-composed prediction, directly matching teacher and student guided velocities. We show that this objective is under-identified at the branch level: positive- and negative-branch errors can compensate in the guided prediction. Through two contrasting cases, we find that naive matching remains effective under shared negative conditioning, where both branch errors decrease jointly. When the model's native CFG schema retains privileged information in the teacher's negative branch that is unavailable to the student, however, this joint reduction breaks down and the composed objective induces antagonistic branch-error dynamics, reducing the positive-branch error while increasing the negative-branch error. We term this failure mode Negative Branch Asymmetry (NBA). To address NBA, we introduce Positive--Direction Matching (PDM), a branch-aware OPD objective that separately constrains the positive prediction and the CFG conditional direction. We apply PDM to dense-to-sparse video control, where naive guided matching is highly sensitive to inference guidance scales, while branch-aware supervision enables more robust and effective knowledge transfer.

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.

We study trajectory selection for reasoning distillation, where teacher-generated reasoning trajectories are selectively used as supervision for a student model. Existing methods rely on heuristics such as trajectory quality or model confidence, but they often overlook whether a trajectory is learnable by the student. In this paper, we present LARK, a learnability-grounded method for reasoning trajectory selection. LARK selects trajectories that the student can learn efficiently while preserving the generalization of the full training distribution. At the core of LARK is a learnability factor ρ, which characterizes the rate at which the student's training loss decreases. To estimate this rate efficiently and maintain generalization, we introduce a learnability proxy and a χ^2-regularized selection policy that balances learnability and distributional coverage, both with strong theoretical guarantees on their estimation error. Empirically, LARK consistently outperforms data selection baselines across multiple base models and reasoning tasks. Diagnostic analyses show that the LARK score predicts downstream training utility and that LARK-selected trajectories induce faster supervised fine-tuning loss reduction. Our code is available at https://github.com/Tianrun-Yu/LARK.

Large language models (LLMs) typically generate text autoregressively (AR), predicting one token at a time. Block diffusion language models (dLLMs) instead generate blocks sequentially while denoising multiple tokens in parallel within each block, offering a promising way to accelerate generation. Rather than training such models from scratch, recent work adapts strong pretrained AR models into block dLLMs through distillation. On-policy distillation (OPD) has been widely used for LLM training because it supervises the student on states generated by its current policy, rather than only on fixed offline trajectories. By training on the states the student actually visits, it reduces the mismatch between training and generation and can provide more relevant supervision as the student evolves. Recent work has extended this idea to AR-to-block-diffusion conversion. However, this setting introduces a fundamental mismatch in supervision: the block-diffusion student and the causal AR teacher condition on different information at the same training state. The student predicts from the entire partially denoised block, including visible future context, whereas the standard AR teacher target is defined only from the causal prefix. As a result, the teacher distribution used for distillation is not fully aligned with the information available to the student. We therefore introduce d-OPD, a future-aware on-policy distillation method that corrects the AR teacher distribution to better align with the student-visible state by incorporating visible future information within each block, providing supervision that better matches the information used by the student. Across Qwen3 models from 0.6B to 8B, d-OPD improves the six-benchmark average by up to 4.0 points over OPDLM and reduces training time by 1.35-1.58times. The code is available at https://github.com/mit-han-lab/d-OPD.

Knowledge distillation has become a primary mechanism for transferring reasoning and domain expertise from frontier Large Language Models (LLMs) to smaller, deployable students. However, the dominant paradigm remains off-policy: students train on static teacher-generated data and never encounter their own errors during learning. This train--test mismatch, an instance of exposure bias, causes prediction errors to compound autoregressively at inference time. On-Policy Distillation (OPD) addresses this by letting the student generate its own trajectories and receive teacher feedback on these self-generated outputs, grounding distillation in the theory of interactive imitation learning. Despite rapid growth spanning divergence minimization, reward-guided learning, and self-play, the OPD literature remains fragmented with no unified treatment. This survey provides the first comprehensive overview of OPD for LLMs. We introduce a unified f-divergence framework over on-policy samples and organize the landscape along three orthogonal dimensions: feedback signal (logit-based, outcome-based, or self-play), teacher access (white-box, black-box, or teacher-free), and loss granularity (token-level, sequence-level, or hybrid). We systematically analyze representative methods, examine industrial deployments, and identify open problems including distillation scaling laws, uncertainty-aware feedback, and agent-level distillation.

Large Language Model agents excel at solving complex tasks through iterative reasoning and tool use, but typically depend on ultra-large, costly backbones. Existing distillation approaches train smaller students to imitate full teacher trajectories, yet reasoning and knowledge gaps between the teacher and student often lead to compounding errors. We propose SCoRe, a student-centered framework in which the student generates trajectories and the teacher intervenes only at the first critical error, producing training data matched to the student's ability and exposing specific weaknesses. The student is first fine-tuned on corrected trajectories. Subsequently, short-horizon reinforcement learning starts from the verified prefix before the first critical error, with target rewards assigned at that step. This design encourages autonomous problem-solving beyond imitation and improves training stability. Particularly, on 12 challenging benchmarks, a 7B-parameter student distilled with SCoRe matches the agentic performance of a 72B-parameter teacher.

Enabling agents to learn from experience and internalize it into their policy has become a central problem in self-evolving AI. On-policy self-distillation (OPSD) offers an effective pathway by using a privileged self-teacher to provide dense supervision on the student's own trajectories; however, existing methods still rely heavily on designer-specified privileged artifacts (e.g., answers, feedback, skills, or trajectories), limiting the end-to-end learnability and scalability required for continual self-improvement. In this work, we introduce Latent On-Policy Self-Distillation (LOPD), which, rather than proposing another hand-crafted OPSD variant with a newly prescribed form of privileged context, makes the teacher's privileged context itself learnable end-to-end from experience. Technically, LOPD retrieves relevant experiences and composes them into continuous latent tokens that condition a self-teacher, while the student generates trajectories from the task and interaction history and receives dense token-level supervision at every visited prefix. We further introduce a privileged-margin objective to stabilize and regulate the learning of latent context. Empirically, LOPD demonstrates (I) strong performance, outperforming RLVR and representative OPSD methods including OPSD, SDPO, and Skill-SD across both agentic tool use and code generation; and (II) high learning efficiency, surpassing GRPO and Skill-SD with less than 30% of their rollout budget. Ablation studies further provide direct evidence that making privileged context learnable is necessary for realizing these gains. Together, these results position LOPD as a step toward a more scalable and self-directed paradigm for agent evolution.

Reasoning vision-language models (VLMs) process images and videos as long sequences of visual tokens, making inference expensive. Training-free token pruning reduces this cost, but aggressive compression can sharply degrade performance, often attributed to irreversible loss of task-relevant visual information. We show that this explanation is incomplete. In a fixed-context Pass@K analysis, repeated sampling from the same pruned visual representation recovers many examples missed by greedy decoding, indicating that useful visual evidence can remain accessible but be used unreliably. We call this the representation-utilization gap. Motivated by this observation, we introduce SCOPD, a sparse-context on-policy self-distillation framework in which a student generates reasoning trajectories from pruned visual tokens while a privileged full-context teacher supervises the same on-policy prefixes. SCOPD requires no ground-truth responses, architectural changes, or additional inference-time computation. We further introduce SCOPD+, which uses a small visual-budget intervention to identify visually sensitive response positions and selectively distill them. At 10% visual-token retention, the Vanilla model retains 86.37% of its unpruned performance across 13 benchmarks. SCOPD raises this to 90.49%, while SCOPD+ further improves it to 92.43%. Across token budgets, benchmarks, and pruning operators, our results show that efficient reasoning depends not only on which visual information survives pruning, but also on how reliably the model learns to use it.

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) 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.

On-Policy Self-Distillation (OPSD) uses privileged information available only to the teacher to provide dense token-level supervision on trajectories generated by the student. However, existing methods often rely on verified solution traces, explanations generated by external models, or manually localized visual evidence, which limits their scalable application to multimodal large language models. To address this issue, we exploit the information gap between high- and low-resolution views of the same image and propose RP-OPSD (Resolution-Privileged On-Policy Self-Distillation for Multimodal Large Language Models). During training, the student policy generates on-policy trajectories from images at one-quarter of the original resolution, while the teacher policy provides supervision using the original-resolution images. By minimizing the divergence between their output distributions along the student trajectories, the student learns the predictive behavior of the teacher under high-resolution inputs, thereby strengthening its low-resolution capability and transferring the learned improvement to original-resolution inference. RP-OPSD requires neither additional human annotations nor external models to generate solution traces but only image--question pairs. Experiments on Qwen3.5-9B show that RP-OPSD achieves a 5.45\% relative improvement in average performance at the original resolution and a 1.78times training speedup over OPSD. These results demonstrate that resolution differences can serve as a simple and scalable source of privileged information, providing an effective and efficient approach to on-policy self-distillation for multimodal large language models.

Frontier LLMs can navigate complex websites, but their cost and reliance on third-party APIs make local deployment impractical. We introduce Agent-as-Annotators, a framework that structures synthetic trajectory generation for web agents by analogy to human annotation roles, replacing the Task Designer, Annotator, and Supervisor with modular LLM components. Using Gemini 3 Pro as teacher, we generate 3,000 trajectories across six web environments and fine-tune a 9B-parameter student with pure supervised learning on the 2,322 that pass quality filtering. The resulting model achieves 41.5% on WebArena, surpassing closed-source models such as Claude 3.5 Sonnet (36.0%) and GPT-4o (31.5%) under the same evaluation protocol, and nearly doubling the previous best open-weight result (Go-Browse, 21.7%). Capabilities transfer to unseen environments, with an 18.2 percentage point gain on WorkArena L1 (an enterprise platform never seen during training) and consistent improvements across three additional benchmarks. Ablations confirm that each pipeline component contributes meaningfully, with Judge filtering, evaluation hints, and reasoning traces each accounting for measurable gains. These results demonstrate that structured trajectory synthesis from a single frontier teacher is sufficient to produce competitive, locally deployable web agents. Project page: https://agent-as-annotators.github.io

We study the transformation of autoregressive models (ARLMs) into diffusion language models (DLMs). Rather than pretraining from scratch, prior work replaces the causal attention in ARLMs with bidirectional attention and then trains the resulting model using a DLM objective. However, these approaches incur two distribution shifts. First, transitioning from a next-token prediction objective to a DLM objective can discard knowledge acquired by the ARLM during training. Second, standard DLMs suffer from a train-inference mismatch, as the training loss is defined on randomly masked sequences rather than the trajectories encountered at inference produced by confidence-based decoding. To address both challenges, we introduce an On-Policy Diffusion Language Model (OPDLM) in which On-Policy Distillation (OPD) is employed for ARLM-to-DLM transformation. Specifically, OPDLM is trained via self-OPD, where the student, an ARLM with bidirectional attention, generates its own trajectories, and the teacher, the original frozen ARLM, distills its knowledge by providing target logits on these trajectories. By training directly in an on-policy manner, OPDLM eliminates the train-inference mismatch in DLMs, while distillation from the original model enhances knowledge retention from the ARLM. Empirical results demonstrate that OPDLM requires 15x to 7,000x fewer training tokens with strong performance across a wide variety of tasks. OPDLM avoids the prohibitive cost of DLM pretraining and positions DLM transformation as a form of ARLM post-training.

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.

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.

In this paper, we address the problem of human trajectory forecasting, which aims to predict the inherently multi-modal future movements of humans based on their past trajectories and other contextual cues. We propose a novel motion prediction conditional flow matching model, termed MoFlow, to predict K-shot future trajectories for all agents in a given scene. We design a novel flow matching loss function that not only ensures at least one of the K sets of future trajectories is accurate but also encourages all K sets of future trajectories to be diverse and plausible. Furthermore, by leveraging the implicit maximum likelihood estimation (IMLE), we propose a novel distillation method for flow models that only requires samples from the teacher model. Extensive experiments on the real-world datasets, including SportVU NBA games, ETH-UCY, and SDD, demonstrate that both our teacher flow model and the IMLE-distilled student model achieve state-of-the-art performance. These models can generate diverse trajectories that are physically and socially plausible. Moreover, our one-step student model is 100 times faster than the teacher flow model during sampling. The code, model, and data are available at our project page: https://moflow-imle.github.io

User profiling and region analysis are two tasks of significant commercial value. However, in practical applications, modeling different features typically involves four main steps: data preparation, data processing, model establishment, evaluation, and optimization. This process is time-consuming and labor-intensive. Repeating this workflow for each feature results in abundant development time for tasks and a reduced overall volume of task development. Indeed, human mobility data contains a wealth of information. Several successful cases suggest that conducting in-depth analysis of population movement data could potentially yield meaningful profiles about users and areas. Nonetheless, most related works have not thoroughly utilized the semantic information within human mobility data and trained on a fixed number of the regions. To tap into the rich information within population movement, based on the perspective that Regions Are Who walk them, we propose a large spatiotemporal model based on trajectories (RAW). It possesses the following characteristics: 1) Tailored for trajectory data, introducing a GPT-like structure with a parameter count of up to 1B; 2) Introducing a spatiotemporal fine-tuning module, interpreting trajectories as collection of users to derive arbitrary region embedding. This framework allows rapid task development based on the large spatiotemporal model. We conducted extensive experiments to validate the effectiveness of our proposed large spatiotemporal model. It's evident that our proposed method, relying solely on human mobility data without additional features, exhibits a certain level of relevance in user profiling and region analysis. Moreover, our model showcases promising predictive capabilities in trajectory generation tasks based on the current state, offering the potential for further innovative work utilizing this large spatiotemporal model.

We present a novel data-driven simulation environment for modeling traffic in metropolitan street intersections. Using real-world tracking data collected over an extended period of time, we train trajectory forecasting models to learn agent interactions and environmental constraints that are difficult to capture conventionally. Trajectories of new agents are first coarsely generated by sampling from the spatial and temporal generative distributions, then refined using state-of-the-art trajectory forecasting models. The simulation can run either autonomously, or under explicit human control conditioned on the generative distributions. We present the experiments for a variety of model configurations. Under an iterative prediction scheme, the way-point-supervised TrajNet++ model obtained 0.36 Final Displacement Error (FDE) in 20 FPS on an NVIDIA A100 GPU.

Long chain-of-thought (CoT) trajectories provide rich supervision signals for distilling reasoning from teacher to student LLMs. However, both prior work and our experiments show that trajectories from stronger teachers do not necessarily yield better students, highlighting the importance of data-student suitability in distillation. Existing methods assess suitability primarily through student likelihood, favoring trajectories that closely align with the model's current behavior but overlooking more informative ones. Addressing this, we propose Rank-Surprisal Ratio (RSR), a simple metric that captures both alignment and informativeness to assess the suitability of a reasoning trajectory. RSR is motivated by the observation that effective trajectories typically combine low absolute probability with relatively high-ranked tokens under the student model, balancing learning signal strength and behavioral alignment. Concretely, RSR is defined as the ratio of a trajectory's average token-wise rank to its average negative log-likelihood, and is straightforward to compute and interpret. Across five student models and reasoning trajectories from 11 diverse teachers, RSR strongly correlates with post-training performance (average Spearman 0.86), outperforming existing metrics. We further demonstrate its practical utility in both trajectory selection and teacher selection.

Large Language Models (LLMs) have shown strong performance on programming tasks, but can they generate student-like code like real students - imperfect, iterative, and stylistically diverse? We present ParaStudent, a systematic study of LLM-based "student-like" code generation in an introductory programming course setting. Using a dataset of timestamped student submissions across multiple semesters, we design low- and high-resolution experiments to model student progress and evaluate code outputs along semantic, functional, and stylistic dimensions. Our results show that fine-tuning significantly improves alignment with real student trajectories and captures error patterns, incremental improvements, and stylistic variations more faithfully. This study shows that modeling realistic student code requires capturing learning dynamics through context-aware generation, temporal modeling, and multi-dimensional evaluation. Code for experiments and evaluation is available at https://github.com/mmiroyan/ParaStudent.

Generative video editing has enabled several intuitive editing operations for short video clips that would previously have been difficult to achieve, especially for non-expert editors. Existing methods focus on prescribing an object's 3D or 2D motion trajectory in a video, or on altering the appearance of an object or a scene, while preserving both the video's plausibility and identity. Yet a method to move an object's 3D motion trajectory in a video, i.e., moving an object while preserving its relative 3D motion, is currently still missing. The main challenge lies in obtaining paired video data for this scenario. Previous methods typically rely on clever data generation approaches to construct plausible paired data from unpaired videos, but this approach fails if one of the videos in a pair can not easily be constructed from the other. Instead, we introduce TrajectoryAtlas, a new data generation pipeline for large-scale synthetic paired video data and a video generator TrajectoryMover fine-tuned with this data. We show that this successfully enables generative movement of object trajectories. Project page: https://chhatrekiran.github.io/trajectorymover

With the advent of AI agents, automatic scientific discovery has become a tenable goal. Many recent works scaffold agentic systems that can perform machine learning research, but don't offer a principled way to train such agents -- and current LLMs often generate plausible-looking but ineffective ideas. To make progress on training agents that can learn from doing, we provide a novel synthetic environment generation pipeline targeting machine learning agents. Our pipeline automatically synthesizes machine learning challenges compatible with the SWE-agent framework, covering topic sampling, dataset proposal, and code generation. The resulting synthetic tasks are 1) grounded in real machine learning datasets, because the proposed datasets are verified against the Huggingface API and are 2) verified for higher quality with a self-debugging loop. To validate the effectiveness of our synthetic tasks, we tackle MLGym, a benchmark for machine learning tasks. From the synthetic tasks, we sample trajectories from a teacher model (GPT-5), then use the trajectories to train a student model (Qwen3-4B and Qwen3-8B). The student models trained with our synthetic tasks achieve improved performance on MLGym, raising the AUP metric by 9% for Qwen3-4B and 12% for Qwen3-8B.

User simulation is important for developing and evaluating human-centered AI, yet current student simulation in educational applications has significant limitations. Existing approaches focus on single learning experiences and do not account for students' gradual knowledge construction and evolving skill sets. Moreover, large language models are optimized to produce direct and accurate responses, making it challenging to represent the incomplete understanding and developmental constraints that characterize real learners. In this paper, we introduce a novel framework for memory-based student simulation that incorporates developmental trajectories through a hierarchical memory mechanism with structured knowledge representation. The framework also integrates metacognitive processes and personality traits to enrich the individual learner profiling, through dynamical consolidation of both cognitive development and personal learning characteristics. In practice, we implement a curriculum-aligned simulator grounded on the Next Generation Science Standards. Experimental results show that our approach can effectively reflect the gradual nature of knowledge development and the characteristic difficulties students face, providing a more accurate representation of learning processes.

Modeling human mobility is vital for extensive applications such as transportation planning and epidemic modeling. With the rise of the Artificial Intelligence Generated Content (AIGC) paradigm, recent works explore synthetic trajectory generation using autoregressive and diffusion models. While these methods show promise for generating single-day trajectories, they remain limited by inefficiencies in long-term generation (e.g., weekly trajectories) and a lack of explicit spatiotemporal multi-scale modeling. This study proposes Multi-Scale Spatio-Temporal AutoRegression (M-STAR), a new framework that generates long-term trajectories through a coarse-to-fine spatiotemporal prediction process. M-STAR combines a Multi-scale Spatiotemporal Tokenizer that encodes hierarchical mobility patterns with a Transformer-based decoder for next-scale autoregressive prediction. Experiments on two real-world datasets show that M-STAR outperforms existing methods in fidelity and significantly improves generation speed. The data and codes are available at https://github.com/YuxiaoLuo0013/M-STAR.

Adapting pre-trained continuous-time generative models to sequentially incoming data without forgetting earlier tasks is a central challenge in lifelong learning. A leading strategy, generative replay, uses a generative model trained on historical tasks to augment its own continual update with synthetic samples from experience. However, it requires full trajectory simulations at every training step, which accumulate discretization errors and can degrade the replayed historical distribution. Here, we propose trajectory replay, which bypasses sample generation by training an updated velocity field to match both a frozen historical velocity along its trajectories and the incoming task's velocity field, weighted by a stability-plasticity coefficient. Through the lens of continuous-time transport, we show the resulting optimum averages the two task velocities by their respective densities and generates the mixture of their probability paths. Combined with mean velocity distillation, trajectory replay accesses historical trajectories using only a few network evaluations per continual update. Empirically, it outperforms generative replay and distillation baselines on class-incremental image generation. In two biological case studies, trajectory replay extends generative perturbation models to new contexts and experimental batches across two data modalities while preserving treatment-effect prediction.

The field of trajectory forecasting has grown significantly in recent years, partially owing to the release of numerous large-scale, real-world human trajectory datasets for autonomous vehicles (AVs) and pedestrian motion tracking. While such datasets have been a boon for the community, they each use custom and unique data formats and APIs, making it cumbersome for researchers to train and evaluate methods across multiple datasets. To remedy this, we present trajdata: a unified interface to multiple human trajectory datasets. At its core, trajdata provides a simple, uniform, and efficient representation and API for trajectory and map data. As a demonstration of its capabilities, in this work we conduct a comprehensive empirical evaluation of existing trajectory datasets, providing users with a rich understanding of the data underpinning much of current pedestrian and AV motion forecasting research, and proposing suggestions for future datasets from these insights. trajdata is permissively licensed (Apache 2.0) and can be accessed online at https://github.com/NVlabs/trajdata

A common and effective means for improving language model capabilities involves finetuning a ``student'' language model's parameters on generations from a more proficient ``teacher'' model. Termed ``synthetic data'', these generations are often produced before any student finetuning, but some work has considered generating new synthetic samples as training progresses. This paper studies and advocates for the latter case, where data are generated in an iterative, closed-loop fashion that is guided by the current state of the student model. For a fixed budget of generated samples, or a budget in terms of compute spent querying a teacher, we show that this curation of finetuning data affords improved student performance over static generation. Further, while there have been several LLM-specific methods proposed that operate in this regime, we find that simple, inexpensive selection criteria from the active learning literature tend to be most performant. We validate these claims across four mathematical and logical reasoning datasets using four different small language models.

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

Trajectory generation has garnered significant attention from researchers in the field of spatio-temporal analysis, as it can generate substantial synthesized human mobility trajectories that enhance user privacy and alleviate data scarcity. However, existing trajectory generation methods often focus on improving trajectory generation quality from a singular perspective, lacking a comprehensive semantic understanding across various scales. Consequently, we are inspired to develop a HOlistic SEmantic Representation (HOSER) framework for navigational trajectory generation. Given an origin-and-destination (OD) pair and the starting time point of a latent trajectory, we first propose a Road Network Encoder to expand the receptive field of road- and zone-level semantics. Second, we design a Multi-Granularity Trajectory Encoder to integrate the spatio-temporal semantics of the generated trajectory at both the point and trajectory levels. Finally, we employ a Destination-Oriented Navigator to seamlessly integrate destination-oriented guidance. Extensive experiments on three real-world datasets demonstrate that HOSER outperforms state-of-the-art baselines by a significant margin. Moreover, the model's performance in few-shot learning and zero-shot learning scenarios further verifies the effectiveness of our holistic semantic representation.

Training API-calling large language model (LLM) agents demands massive amounts of high-quality trajectories. However, collecting such data at scale typically requires fully implemented environments with executable APIs and realistic, pre-populated backend databases, creating a major bottleneck for scalability. To overcome this, we propose an environment-free synthetic data generation approach that leverages LLMs as on-the-fly digital world models. Given only API specifications, our method generates trajectories mimicking interactions between an agent and a stateful environment. Specifically, an LLM first generates diverse tasks solvable with the provided APIs. A teacher agent then iteratively solves each task while an LLM simulator generates coherent synthetic API responses conditioned on the task context and simulation history. Finally, an LLM judge filters the trajectories to ensure the quality of the resulting dataset. We evaluate our approach on the challenging AppWorld and OfficeBench benchmarks, which include both information-retrieval and state-changing tasks. Fine-tuning models on our synthetic data yields significant performance gains, demonstrating that effective supervision for API-calling agents can be generated without any executable environment. Our results establish LLM-based API simulation as a practical, scalable solution for training agents across diverse API ecosystems.

Urban mobility is naturally expressed both as trajectories in space and as natural-language descriptions of travel intent, constraints, and preferences. However, prior work rarely evaluates these two modalities together on the same real-world trajectories: trajectory modeling often stays geometry-centric, while language-centric mobility benchmarks frequently target route planning and tool use rather than fine-grained, verifiable alignment between text and the underlying route. We introduce TrajPrism, a multi-task benchmark for language-trajectory alignment that unifies (i) instruction-conditioned trajectory generation, (ii) language-driven semantic trajectory retrieval, and (iii) trajectory captioning, together with an evaluation protocol that measures trajectory fidelity, retrieval quality, and language groundedness. We construct TrajPrism by pairing real urban trajectories with judge-filtered language annotations generated under a four-dimensional travel-intent taxonomy. The benchmark contains 300K selected trajectories across Porto, San Francisco, and Beijing, yielding 2.1M task instances from three instruction variants, three retrieval queries, and one caption per trajectory. We further develop proof-of-concept models for each task: TrajAnchor for instruction-conditioned trajectory generation, TrajFuse for semantic trajectory retrieval, and TrajRap for trajectory captioning. These models instantiate the proposed tasks and show that geometry-only trajectory baselines leave a large gap on our protocol, especially where language is part of the input-output interface. We release TrajPrism with code and a reproducible annotation pipeline that is designed to be portable across cities, given compatible trajectory inputs and map resources.

Scientific ideation unfolds over multiple stages, including literature search, paper reading, tool use, claim checking, cross-paper synthesis, brainstorming, rejection of weak directions, and iterative writing. Yet most existing resources capture isolated components or final artifacts rather than the process connecting them. We introduce IdeaTrail, a dataset of 1,170 multi-turn trajectories for scientific ideation and proposal generation. Each trajectory follows a research process from evidence gathering to either idea selection or proposal construction, jointly recording tool use, acquired evidence, intermediate artifacts, and reasoning. IdeaTrail is synthesized from human-selected research papers and proposal artifacts through a Generator--Advisor loop. The Generator produces the visible sequence of actions, observations, and artifact edits, while the Advisor uses the full generation context to check grounding, causal order, naturalness, and leakage from hidden targets. This reverse-to-forward design keeps trajectories aligned with real scientific artifacts while retaining the uncertainty, evidence use, and staged convergence characteristic of research practice. IdeaTrail provides both reusable process supervision and a general recipe for constructing scientific-research-agent data.

Generating high-fidelity synthetic GPS trajectories is increasingly important for applications in transportation, urban planning, and what-if scenario simulation, especially as privacy concerns limit access to real-world mobility data. Existing trajectory generation models face a trade-off between efficiency and faithfulness to road network topology: continuous-space methods enable fast generation but ignore the road network, while topology-aware approaches rely on search-based autoregressive decoding that limits generation speed. We propose TrajDLM, a topology-aware trajectory generation framework based on block diffusion language models that bridges this gap. TrajDLM models trajectories as sequences of discrete road segments, combining a block diffusion backbone for efficient denoising, topology-aware embeddings from a road network encoder, and topology-constrained sampling to ensure coherent and realistic trajectories. Across three city-scale datasets, TrajDLM achieves strong performance on fine-grained local similarity metrics while being up to 2.8times faster than prior work, and demonstrates strong zero-shot transfer across domains, including unseen transportation modes. These results highlight the effectiveness of block-wise discrete diffusion as a scalable approach to accurate and efficient trajectory generation. Our code is available at https://github.com/cruiseresearchgroup/TrajDLM/

Generating trajectory data is among promising solutions to addressing privacy concerns, collection costs, and proprietary restrictions usually associated with human mobility analyses. However, existing trajectory generation methods are still in their infancy due to the inherent diversity and unpredictability of human activities, grappling with issues such as fidelity, flexibility, and generalizability. To overcome these obstacles, we propose ControlTraj, a Controllable Trajectory generation framework with the topology-constrained diffusion model. Distinct from prior approaches, ControlTraj utilizes a diffusion model to generate high-fidelity trajectories while integrating the structural constraints of road network topology to guide the geographical outcomes. Specifically, we develop a novel road segment autoencoder to extract fine-grained road segment embedding. The encoded features, along with trip attributes, are subsequently merged into the proposed geographic denoising UNet architecture, named GeoUNet, to synthesize geographic trajectories from white noise. Through experimentation across three real-world data settings, ControlTraj demonstrates its ability to produce human-directed, high-fidelity trajectory generation with adaptability to unexplored geographical contexts.

Generative sequence models are often trained to plan motion in physical domains, from robotics to mechanical simulations. When constructing a dataset to train such a model, engineers may curate demonstrations to specify how trajectories should be distributed over a physical quantity like travel distance or mechanical energy. For example, a roboticist building a maze navigation agent might choose demonstrations whose travel distances cover a fixed range uniformly, hoping to constrain the agent's expected power usage. We find that standard deep learning can violate this intent: each generated trajectory can seem plausible on its own, but the aggregate distribution over the physical quantity is wrong. We call this failure physical misgeneralization, and develop an account of its mechanism. Using controlled synthetic tasks, we show that physical misgeneralization arises when local errors typical of the model class propagate through the physical measurement to shift the recovered distribution. We estimate these errors with a data deviation kernel, and we use it to predict which physical quantities gain or lose mass in both our synthetic and more applied maze navigation and double-pendulum motion tasks. Finally, our mechanistic interpretation helps identify which mitigation strategies are structurally promising, and we use it to propose a kernel-informed intervention.

Generative AI systems (GenAI) are increasingly used by students as learning companions, yet little is known about how they regulate these tools in open-ended learning settings, where the goal is to improve understanding for later independent performance. This study examined Grade-9 students' use of a general-purpose GenAI during mathematical-modeling practice through the lens of epistemic proactivity (EP)---the extent to which learners retain responsibility for regulating and advancing their own knowledge-building. We operationalized EP through two complementary behavioral dimensions: self-regulated learning (SRL) functions and help-seeking (HS) content. We asked whether static summaries of these behaviors or their within-session development were more informative about subsequent unaided performance. A total of 112 students interacted with a web-based LLM tutor, producing 880 substantive student turns; 95 completed both the unaided pre- and post-tests. Interactions were strongly request-dominated, with comparatively little explicit planning, monitoring, or evaluation, and students' stated HS intentions were only weakly reflected in their enacted behavior. Static summaries of AI use did not account for additional post-test variance beyond pre-test performance. In contrast, among the 89 students with HS computable trajectories, within-session HS development was informative: students whose requests became relatively more understanding-oriented---toward conceptual and procedural assistance rather than answer-seeking or verification---showed higher subsequent unaided performance. These findings suggest that AI-supported learning cannot be understood from aggregate interaction characteristics alone; the change in the depth with which students formulate their requests as an interaction develops may provide additional insight into their subsequent performance without AI.

Large language models (LLMs) have made impressive strides in mathematical reasoning, often fine-tuned using rejection sampling that retains only correct reasoning trajectories. While effective, this paradigm treats supervision as a binary filter that systematically excludes teacher-generated errors, leaving a gap in how reasoning failures are modeled during training. In this paper, we propose TrajFusion, a fine-tuning strategy that reframes rejection sampling as a structured supervision construction process. Specifically, TrajFusion forms fused trajectories that explicitly model trial-and-error reasoning by interleaving selected incorrect trajectories with reflection prompts and correct trajectories. The length of each fused sample is adaptively controlled based on the frequency and diversity of teacher errors, providing richer supervision for challenging problems while safely reducing to vanilla rejection sampling fine-tuning (RFT) when error signals are uninformative. TrajFusion requires no changes to the architecture or training objective. Extensive experiments across multiple math benchmarks demonstrate that TrajFusion consistently outperforms RFT, particularly on challenging and long-form reasoning problems.

Diffusion model has demonstrated remarkable capability in video generation, which further sparks interest in introducing trajectory control into the generation process. While existing works mainly focus on training-based methods (e.g., conditional adapter), we argue that diffusion model itself allows decent control over the generated content without requiring any training. In this study, we introduce a tuning-free framework to achieve trajectory-controllable video generation, by imposing guidance on both noise construction and attention computation. Specifically, 1) we first show several instructive phenomenons and analyze how initial noises influence the motion trajectory of generated content. 2) Subsequently, we propose FreeTraj, a tuning-free approach that enables trajectory control by modifying noise sampling and attention mechanisms. 3) Furthermore, we extend FreeTraj to facilitate longer and larger video generation with controllable trajectories. Equipped with these designs, users have the flexibility to provide trajectories manually or opt for trajectories automatically generated by the LLM trajectory planner. Extensive experiments validate the efficacy of our approach in enhancing the trajectory controllability of video diffusion models.

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

Diffusion and flow-based generative models produce strong images, yet their controllability remains largely endpoint-centric: users specify conditions and receive final outputs, while the intermediate generative dynamics remain hidden. Recent methods have begun to exploit generation order and process decomposition to improve sample quality, but still treat intermediate states as internal computation rather than objects for interaction. We propose Trajectory Forcing (TF), a trajectory-centric framework that makes the generation path explicit, semantic, and editable. TF organizes synthesis as a sequence of semantically structured stages, progressing from global layout to object-, part-, and detail-level representations. Each stage produces a decodable latent state that can be inspected, evaluated, and locally edited before the next stage begins. To instantiate this path, we derive coarse-to-fine teacher hierarchies by clustering pretrained visual representations such as DINOv2, and train a hierarchy-conditioned one-step flow-matching model at each level. We further introduce trajectory-aware metrics that measure structural consistency and local controllability beyond endpoint quality metrics such as FID. Experiments show that TF achieves competitive sample quality while exposing coherent intermediate states and supporting localized edits across semantic levels. By shifting the focus from final images to the generative path itself, TF opens a route toward controllable, trajectory-aware image synthesis.

We introduce a learning-guided motion planning framework that generates seed trajectories using a diffusion model for trajectory optimization. Given a workspace, our method approximates the configuration space (C-space) obstacles through an environment representation consisting of a sparse set of task-related key configurations, which is then used as a conditioning input to the diffusion model. The diffusion model integrates regularization terms that encourage smooth, collision-free trajectories during training, and trajectory optimization refines the generated seed trajectories to correct any colliding segments. Our experimental results demonstrate that high-quality trajectory priors, learned through our C-space-grounded diffusion model, enable the efficient generation of collision-free trajectories in narrow-passage environments, outperforming previous learning- and planning-based baselines. Videos and additional materials can be found on the project page: https://kiwi-sherbet.github.io/PRESTO.

Computer use agents (CUAs) need to plan task workflows grounded in diverse, ever-changing applications and environments, but learning is hindered by the scarcity of large-scale, high-quality training data in the target application. Existing datasets are domain-specific, static, and costly to annotate, while current synthetic data generation methods often yield simplistic or misaligned task demonstrations. To address these limitations, we introduce Watch & Learn (W&L), a framework that converts human demonstration videos readily available on the Internet into executable UI trajectories at scale. Instead of directly generating trajectories or relying on ad hoc reasoning heuristics, we cast the problem as an inverse dynamics objective: predicting the user's action from consecutive screen states. This formulation reduces manual engineering, is easier to learn, and generalizes more robustly across applications. Concretely, we develop an inverse dynamics labeling pipeline with task-aware video retrieval, generate over 53k high-quality trajectories from raw web videos, and demonstrate that these trajectories improve CUAs both as in-context demonstrations and as supervised training data. On the challenging OSWorld benchmark, UI trajectories extracted with W&L consistently enhance both general-purpose and state-of-the-art frameworks in-context, and deliver stronger gains for open-source models under supervised training. These results highlight web-scale human demonstration videos as a practical and scalable foundation for advancing CUAs towards real-world deployment.

Spatiotemporal trajectories are sequences of timestamped locations, which enable a variety of analyses that in turn enable important real-world applications. It is common to map trajectories to vectors, called embeddings, before subsequent analyses. Thus, the qualities of embeddings are very important. Methods for pre-training embeddings, which leverage unlabeled trajectories for training universal embeddings, have shown promising applicability across different tasks, thus attracting considerable interest. However, research progress on this topic faces two key challenges: a lack of a comprehensive overview of existing methods, resulting in several related methods not being well-recognized, and the absence of a unified pipeline, complicating the development of new methods and the analysis of methods. We present UniTE, a survey and a unified pipeline for this domain. In doing so, we present a comprehensive list of existing methods for pre-training trajectory embeddings, which includes methods that either explicitly or implicitly employ pre-training techniques. Further, we present a unified and modular pipeline with publicly available underlying code, simplifying the process of constructing and evaluating methods for pre-training trajectory embeddings. Additionally, we contribute a selection of experimental results using the proposed pipeline on real-world datasets. Implementation of the pipeline is publicly available at https://github.com/Logan-Lin/UniTE.

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.

As Generative AI becomes a key component in physics education, a significant ethical challenge has emerged: the tendency of students to anthropomorphize Large Language Models (LLMs), treating them as authoritative "oracles" that retrieve fixed facts from an internal database. However, LLMs operate fundamentally as probabilistic engines. This paper describes the design and implementation of a didactic activity, a reduced version of the "20 Questions" game, aimed at making this stochastic nature directly observable. Unlike a human player who fixes a target object at the start of the game, students discover that the model generates answers based solely on local coherence with the interaction history. By utilizing functionalities such as re-sampling and history rewinding, students act as experimenters, observing how identical interaction histories can yield diverging narrative paths. We discuss how mapping these behaviors to familiar physics concepts provides the epistemic scaffolding necessary to promote informed skepticism, framing the verification of AI outputs not merely as a compliance rule, but as a technical necessity derived from the system's probabilistic nature.

Deep reinforcement learning (DRL) algorithms require substantial samples and computational resources to achieve higher performance, which restricts their practical application and poses challenges for further development. Given the constraint of limited resources, it is essential to leverage existing computational work (e.g., learned policies, samples) to enhance sample efficiency and reduce the computational resource consumption of DRL algorithms. Previous works to leverage existing computational work require intrusive modifications to existing algorithms and models, designed specifically for specific algorithms, lacking flexibility and universality. In this paper, we present the Snapshot Reinforcement Learning (SnapshotRL) framework, which enhances sample efficiency by simply altering environments, without making any modifications to algorithms and models. By allowing student agents to choose states in teacher trajectories as the initial state to sample, SnapshotRL can effectively utilize teacher trajectories to assist student agents in training, allowing student agents to explore a larger state space at the early training phase. We propose a simple and effective SnapshotRL baseline algorithm, S3RL, which integrates well with existing DRL algorithms. Our experiments demonstrate that integrating S3RL with TD3, SAC, and PPO algorithms on the MuJoCo benchmark significantly improves sample efficiency and average return, without extra samples and additional computational resources.

Prior research on learning from humans often requires real human demonstrations. But advances in video generation models offer a new paradigm: we can now prompt these generators to make synthetic videos of the task. On the plus side, these synthetic videos take place in the robot's current environment, and do not require actual human teaching. However, while the generated videos appear to show plausible motions, they lack both physical consistency and robot grounding, and thus the robot cannot directly roll out the trajectory shown by the video. In this paper we seek to formalize the process of going from synthetic video generation to real-world robot trajectories for zero-shot manipulation tasks. We recognize that this problem is an instance of constrained optimization. The object trajectories extracted from the synthetic video provide an initial guess at the correct motion, and the robot must refine these trajectories (for instance, within a digital twin) while enforcing physical feasibility and semantic consistency. Our optimization-based formalism provides insights into the video generation properties necessary for success. Specifically, we show that the video generation must probabilistically seed the search within a semantic basin of attraction where the trajectory can be locally modified without losing its task alignment. Our analysis further reveals that state-of-the-art approaches can be viewed as instances of our unified formalism with key simplifications. In our experiments we remove these simplifications to more closely match the underlying optimization, leading to more robust zero-shot trajectories from synthetic videos and improving average task success by 34.1% compared to the best-performing baseline. See videos at our project website: https://collab.me.vt.edu/CASTER

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

We present a novel model for Tracking Any Point (TAP) that effectively tracks any queried point on any physical surface throughout a video sequence. Our approach employs two stages: (1) a matching stage, which independently locates a suitable candidate point match for the query point on every other frame, and (2) a refinement stage, which updates both the trajectory and query features based on local correlations. The resulting model surpasses all baseline methods by a significant margin on the TAP-Vid benchmark, as demonstrated by an approximate 20% absolute average Jaccard (AJ) improvement on DAVIS. Our model facilitates fast inference on long and high-resolution video sequences. On a modern GPU, our implementation has the capacity to track points faster than real-time, and can be flexibly extended to higher-resolution videos. Given the high-quality trajectories extracted from a large dataset, we demonstrate a proof-of-concept diffusion model which generates trajectories from static images, enabling plausible animations. Visualizations, source code, and pretrained models can be found on our project webpage.

The research idea in a published paper is rarely the project's initial idea. Between the two lies a closed-loop process in which researchers run experiments, derive insights, identify challenges, explore the literature, and revise the idea, with each step motivated by evidence and reasoning they can articulate. We call the path one idea takes through this process, with the evidence and reasoning behind each step, its authentic research trajectory. Although it underlies every scientific contribution, it is rarely recorded. Existing LLM-based research agents generate an idea once, refine it against reviews, literature, or their own experimental results, or search over candidate ideas and experiments. In all of them the text of the idea evolves, while the evidence and reasoning that connected one version to the next are discarded. We propose the Research Progress Graph (RPG), a representation of authentic and complete research trajectories. An RPG records the evolution of an idea as typed research states connected by cognitive transitions, each annotated with a temporal index and the reasoning behind it, which makes this evolution an explicit object of study. We ground the representation in authentic trajectories whose steps their authors justify in annotations and papers. Comparing the representations of thirty-five research agents with the RPG, we find that each is an incomplete RPG; none keeps the state that changed, the evidence that changed it, and the reasoning connecting them as one evolving record. Modeling ideation with the RPG changes how research agents should be designed, evaluated, and trained. Agents predict the next research state instead of a complete idea, ideas are evaluated as trajectories instead of final texts, and authentic trajectories serve as training data. These directions shift research agents from generating static ideas to modeling how ideas evolve.

The symbolic discovery of Ordinary Differential Equations (ODEs) from trajectory data plays a pivotal role in AI-driven scientific discovery. Existing symbolic methods predominantly rely on fixed, pre-collected training datasets, which often result in suboptimal performance, as demonstrated in our case study in Figure 1. Drawing inspiration from active learning, we investigate strategies to query informative trajectory data that can enhance the evaluation of predicted ODEs. However, the butterfly effect in dynamical systems reveals that small variations in initial conditions can lead to drastically different trajectories, necessitating the storage of vast quantities of trajectory data using conventional active learning. To address this, we introduce Active Symbolic Discovery of Ordinary Differential Equations via Phase Portrait Sketching (APPS). Instead of directly selecting individual initial conditions, our APPS first identifies an informative region within the phase space and then samples a batch of initial conditions from this region. Compared to traditional active learning methods, APPS mitigates the gap of maintaining a large amount of data. Extensive experiments demonstrate that APPS consistently discovers more accurate ODE expressions than baseline methods using passively collected datasets.

We introduce a new family of physics-inspired generative models termed PFGM++ that unifies diffusion models and Poisson Flow Generative Models (PFGM). These models realize generative trajectories for N dimensional data by embedding paths in N{+}D dimensional space while still controlling the progression with a simple scalar norm of the D additional variables. The new models reduce to PFGM when D{=}1 and to diffusion models when D{to}infty. The flexibility of choosing D allows us to trade off robustness against rigidity as increasing D results in more concentrated coupling between the data and the additional variable norms. We dispense with the biased large batch field targets used in PFGM and instead provide an unbiased perturbation-based objective similar to diffusion models. To explore different choices of D, we provide a direct alignment method for transferring well-tuned hyperparameters from diffusion models (D{to} infty) to any finite D values. Our experiments show that models with finite D can be superior to previous state-of-the-art diffusion models on CIFAR-10/FFHQ 64{times}64 datasets, with FID scores of 1.91/2.43 when D{=}2048/128. In class-conditional setting, D{=}2048 yields current state-of-the-art FID of 1.74 on CIFAR-10. In addition, we demonstrate that models with smaller D exhibit improved robustness against modeling errors. Code is available at https://github.com/Newbeeer/pfgmpp

Human mobility plays a crucial role in transportation, urban planning, and public health. Advances in deep learning and the availability of diverse mobility data have transformed mobility modeling. However, existing deep learning models often focus on spatio-temporal patterns and struggle to capture the semantic interdependencies among activities, while also being limited by specific data sources. These challenges reduce their realism and adaptability. Traditional activity-based models (ABMs) face issues as well, relying on rigid assumptions and requiring extensive data, making them costly and difficult to adapt to new regions, especially those with limited conventional travel data. To address these limitations, we develop a novel generative deep learning approach for human mobility modeling and synthesis that incorporates both activity patterns and location trajectories using open-source data. The model can be fine-tuned with local data, allowing it to adapt to and accurately represent mobility patterns across diverse regions. The model is evaluated on a nationwide dataset of the United States, where it demonstrates superior performance in generating activity-location chains that closely follow ground truth distributions. Further tests using state- or city-specific datasets from California, Washington, and Mexico City confirm its transferability. This innovative approach offers substantial potential to advance mobility modeling research, particularly in generating synthetic human mobility data. This can provide urban planners and policymakers with enhanced tools for simulating mobility in diverse regions and better informing decisions related to transportation, urban development, and public health.

We present a novel approach for generating motion primitives for kinodynamic motion planning using diffusion models. The motions generated by our approach are adapted to each problem instance by utilizing problem-specific parameters, allowing for finding solutions faster and of better quality. The diffusion models used in our approach are trained on randomly cut solution trajectories. These trajectories are created by solving randomly generated problem instances with a kinodynamic motion planner. Experimental results show significant improvements up to 30 percent in both computation time and solution quality across varying robot dynamics such as second-order unicycle or car with trailer.

Imitation learning (IL) algorithms have shown promising results for robots to learn skills from expert demonstrations. However, they need multi-task demonstrations to be provided at once for acquiring diverse skills, which is difficult in real world. In this work we study how to realize continual imitation learning ability that empowers robots to continually learn new tasks one by one, thus reducing the burden of multi-task IL and accelerating the process of new task learning at the same time. We propose a novel trajectory generation model that employs both a generative adversarial network and a dynamics-aware prediction model to generate pseudo trajectories from all learned tasks in the new task learning process. Our experiments on both simulation and real-world manipulation tasks demonstrate the effectiveness of our method.

Repeated attempts at interactive tasks uncover facts, useful operations, and failures that can inform subsequent execution. We introduce ReGE, a framework for turning this recorded experience into guidance for a fresh attempt. Its main implementation, ReGE-Syn, uses a single coach call to jointly synthesize bounded execution records and available artifacts into self-contained guidance, connecting task-specific findings with proposed actions and relevant pitfalls. A student starts from the task's initial environment state and adapts this guidance to current observations. Source generation, synthesis, and student execution use the same base model, without parameter updates or a stronger teacher. Across four benchmarks, ReGE improves accuracy by an average of 9.9 percentage points for GPT and 8.8 percentage points for Claude compared with unguided execution. On matched BrowseComp-Plus subsets, ReGE-Syn reduces guidance-construction tokens by 98.2\% on GPT and 95.5\% on Claude relative to adapted AggAgent, with observed success. Combined construction and execution tokens decrease by 15.7\% and 35.4\%, respectively, counting input plus output and excluding source generation. BrowseComp-Plus ablations further associate access to process information with fewer student steps and show that joint synthesis produces substantially shorter guidance than Direct history or Independent summaries, with observed success. These results demonstrate how agents can use their own recorded experience to improve subsequent task completion, and suggest a low-cost way to consolidate the execution records of parallel agent systems such as agent swarms.

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

Training deep research agents requires long-horizon trajectories that interleave search, evidence aggregation, and multi-step reasoning. However, existing data collection pipelines typically rely on proprietary web APIs, making large-scale trajectory synthesis costly, unstable, and difficult to reproduce. We present OpenResearcher, a reproducible pipeline that decouples one-time corpus bootstrapping from multi-turn trajectory synthesis and executes the search-and-browse loop entirely offline using three explicit browser primitives: search, open, and find, over a 15M-document corpus. Using GPT-OSS-120B as the teacher model, we synthesize over 97K trajectories, including a substantial long-horizon tail with 100+ tool calls. Supervised fine-tuning a 30B-A3B backbone on these trajectories achieves 54.8\% accuracy on BrowseComp-Plus, a +34.0 point improvement over the base model, while remaining competitive on BrowseComp, GAIA, and xbench-DeepSearch. Because the environment is offline and fully instrumented, it also enables controlled analysis, where our study reveals practical insights into deep research pipeline design, including data filtering strategies, agent configuration choices, and how retrieval success relates to final answer accuracy. We release the pipeline, synthesized trajectories, model checkpoints, and the offline search environment at https://github.com/TIGER-AI-Lab/OpenResearcher.

Knowledge tracing---where a machine models the knowledge of a student as they interact with coursework---is a well established problem in computer supported education. Though effectively modeling student knowledge would have high educational impact, the task has many inherent challenges. In this paper we explore the utility of using Recurrent Neural Networks (RNNs) to model student learning. The RNN family of models have important advantages over previous methods in that they do not require the explicit encoding of human domain knowledge, and can capture more complex representations of student knowledge. Using neural networks results in substantial improvements in prediction performance on a range of knowledge tracing datasets. Moreover the learned model can be used for intelligent curriculum design and allows straightforward interpretation and discovery of structure in student tasks. These results suggest a promising new line of research for knowledge tracing and an exemplary application task for RNNs.

Modeling and reproducing crowd behaviors are important in various domains including psychology, robotics, transport engineering and virtual environments. Conventional methods have focused on synthesizing momentary scenes, which have difficulty in replicating the continuous nature of real-world crowds. In this paper, we introduce a novel method for automatically generating continuous, realistic crowd trajectories with heterogeneous behaviors and interactions among individuals. We first design a crowd emitter model. To do this, we obtain spatial layouts from single input images, including a segmentation map, appearance map, population density map and population probability, prior to crowd generation. The emitter then continually places individuals on the timeline by assigning independent behavior characteristics such as agents' type, pace, and start/end positions using diffusion models. Next, our crowd simulator produces their long-term locomotions. To simulate diverse actions, it can augment their behaviors based on a Markov chain. As a result, our overall framework populates the scenes with heterogeneous crowd behaviors by alternating between the proposed emitter and simulator. Note that all the components in the proposed framework are user-controllable. Lastly, we propose a benchmark protocol to evaluate the realism and quality of the generated crowds in terms of the scene-level population dynamics and the individual-level trajectory accuracy. We demonstrate that our approach effectively models diverse crowd behavior patterns and generalizes well across different geographical environments. Code is publicly available at https://github.com/InhwanBae/CrowdES .

In the age of AI-powered educational (AIED) innovation, evaluating the developmental consequences of novel designs before they are exposed to students has become both essential and challenging. Since such interventions may carry irreversible effects, it is critical to anticipate not only potential benefits but also possible harms. This study proposes a student development agent framework based on large language models (LLMs), designed to simulate how students with diverse characteristics may evolve under different educational settings without administering them to real students. By validating the approach through a case study on a multi-agent learning environment (MAIC), we demonstrate that the agent's predictions align with real student outcomes in non-cognitive developments. The results suggest that LLM-based simulations hold promise for evaluating AIED innovations efficiently and ethically. Future directions include enhancing profile structures, incorporating fine-tuned or small task-specific models, validating effects of empirical findings, interpreting simulated data and optimizing evaluation methods.

Video generation models have shown strong potential as world models for autonomous driving simulation. However, existing approaches are primarily trained on real-world driving datasets, which mostly contain natural and safe driving scenarios. As a result, current models often fail when conditioned on challenging or counterfactual trajectories-such as imperfect trajectories generated by simulators or planning systems-producing videos with severe physical inconsistencies and artifacts. To address this limitation, we propose PhyGenesis, a world model designed to generate driving videos with high visual fidelity and strong physical consistency. Our framework consists of two key components: (1) a physical condition generator that transforms potentially invalid trajectory inputs into physically plausible conditions, and (2) a physics-enhanced video generator that produces high-fidelity multi-view driving videos under these conditions. To effectively train these components, we construct a large-scale, physics-rich heterogeneous dataset. Specifically, in addition to real-world driving videos, we generate diverse challenging driving scenarios using the CARLA simulator, from which we derive supervision signals that guide the model to learn physically grounded dynamics under extreme conditions. This challenging-trajectory learning strategy enables trajectory correction and promotes physically consistent video generation. Extensive experiments demonstrate that PhyGenesis consistently outperforms state-of-the-art methods, especially on challenging trajectories. Our project page is available at: https://wm-research.github.io/PhyGenesis/.

Existing industrial-scale navigation applications contend with massive road networks, typically employing two main categories of approaches for route planning. The first relies on precomputed road costs for optimal routing and heuristic algorithms for generating alternatives, while the second, generative methods, has recently gained significant attention. However, the former struggles with personalization and route diversity, while the latter fails to meet the efficiency requirements of large-scale real-time scenarios. To address these limitations, we propose GenMRP, a generative framework for multi-route planning. To ensure generation efficiency, GenMRP first introduces a skeleton-to-capillary approach that dynamically constructs a relevant sub-network significantly smaller than the full road network. Within this sub-network, routes are generated iteratively. The first iteration identifies the optimal route, while the subsequent ones generate alternatives that balance quality and diversity using the newly proposed correctional boosting approach. Each iteration incorporates road features, user historical sequences, and previously generated routes into a Link Cost Model to update road costs, followed by route generation using the Dijkstra algorithm. Extensive experiments show that GenMRP achieves state-of-the-art performance with high efficiency in both offline and online environments. To facilitate further research, we have publicly released the training and evaluation dataset. GenMRP has been fully deployed in a real-world navigation app, demonstrating its effectiveness and benefits.

Advances in video generation have significantly improved the realism and quality of created scenes. This has fueled interest in developing intuitive tools that let users leverage video generation as world simulators. Text-to-video (T2V) generation is one such approach, enabling video creation from text descriptions only. Yet, due to the inherent ambiguity in texts and the limited temporal information offered by text prompts, researchers have explored additional control signals like trajectory-guided systems, for more accurate T2V generation. Nonetheless, methods to evaluate whether T2V models can generate realistic interactions between multiple objects are lacking. We introduce InTraGen, a pipeline for improved trajectory-based generation of object interaction scenarios. We propose 4 new datasets and a novel trajectory quality metric to evaluate the performance of the proposed InTraGen. To achieve object interaction, we introduce a multi-modal interaction encoding pipeline with an object ID injection mechanism that enriches object-environment interactions. Our results demonstrate improvements in both visual fidelity and quantitative performance. Code and datasets are available at https://github.com/insait-institute/InTraGen

Recent advancements in the collection and analysis of sequential educational data have brought time series analysis to a pivotal position in educational research, highlighting its essential role in facilitating data-driven decision-making. However, there is a lack of comprehensive summaries that consolidate these advancements. To the best of our knowledge, this paper is the first to provide a comprehensive review of time series analysis techniques specifically within the educational context. We begin by exploring the landscape of educational data analytics, categorizing various data sources and types relevant to education. We then review four prominent time series methods-forecasting, classification, clustering, and anomaly detection-illustrating their specific application points in educational settings. Subsequently, we present a range of educational scenarios and applications, focusing on how these methods are employed to address diverse educational tasks, which highlights the practical integration of multiple time series methods to solve complex educational problems. Finally, we conclude with a discussion on future directions, including personalized learning analytics, multimodal data fusion, and the role of large language models (LLMs) in educational time series. The contributions of this paper include a detailed taxonomy of educational data, a synthesis of time series techniques with specific educational applications, and a forward-looking perspective on emerging trends and future research opportunities in educational analysis. The related papers and resources are available and regularly updated at the project page.

This work investigates the reproducibility of the paper 'Explaining RL decisions with trajectories'. The original paper introduces a novel approach in explainable reinforcement learning based on the attribution decisions of an agent to specific clusters of trajectories encountered during training. We verify the main claims from the paper, which state that (i) training on less trajectories induces a lower initial state value, (ii) trajectories in a cluster present similar high-level patterns, (iii) distant trajectories influence the decision of an agent, and (iv) humans correctly identify the attributed trajectories to the decision of the agent. We recover the environments used by the authors based on the partial original code they provided for one of the environments (Grid-World), and implemented the remaining from scratch (Seaquest, HalfCheetah, Breakout and Q*Bert). While we confirm that (i), (ii), and (iii) partially hold, we extend on the largely qualitative experiments from the authors by introducing a quantitative metric to further support (iii), and new experiments and visual results for (i). Moreover, we investigate the use of different clustering algorithms and encoder architectures to further support (ii). We could not support (iv), given the limited extent of the original experiments. We conclude that, while some of the claims can be supported, further investigations and experiments could be of interest. We recognise the novelty of the work from the authors and hope that our work paves the way for clearer and more transparent approaches.

Coding agents solve repository issues through long sequences of exploration, editing, and validation. These trajectories are increasingly used as post-training data, so how they are collected shapes what the trained model learns. A common approach is to sample multiple trajectories independently for each issue and then select or curate them. However, as more trajectories are sampled independently, later trajectories become increasingly redundant, even though earlier trajectories could guide where subsequent collection effort should be spent. A natural way to use this history is to expose it to the coding agent as advice. But training on such trajectories can make the model rely on advice that is unavailable at test time, creating a train-test mismatch. Instead, we argue that history should guide where collection effort is spent, while the coding agent decides what to generate. We introduce SWE-Trail, a trajectory collector that uses earlier trajectories to guide subsequent collection while keeping that history outside the coding agent's context. During a new rollout, SWE-Trail uses history to identify a state where additional collection effort may be useful. There, the coding agent proposes candidate next actions from its ordinary context, and SWE-Trail briefly executes them from the same checkpoint to decide which route continues. We evaluate collection approaches by training student models on the trajectories they produce. For a 124B student initialized from Ling-3.0-flash-base, SWE-Trail improves mean resolution over independent sampling by 2.33 and 1.60 percentage points on SWE-bench Multilingual and SWE-bench Pro, respectively. Without history, the same pipeline produces more resolved trajectories than independent sampling, but improves by only 0.11 points on Multilingual. These results show the value of using history to guide collection without exposing it to the coding agent.

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

Mobile devices continuously interact with cellular base stations, generating massive volumes of signaling records that provide broad coverage for understanding human mobility. However, such records offer only coarse location cues (e.g., serving-cell identifiers) and therefore limit their direct use in applications that require high-precision GPS trajectories. This paper studies the Sig2GPS problem: reconstructing GPS trajectories from cellular signaling. Inspired by domain experts often lay the signaling trace on the map and sketch the corresponding GPS route, unlike conventional solutions that rely on complex multi-stage engineering pipelines or regress coordinates, Sig2GPS is reframed as an image-to-video generation task that directly operates in the map-visual domain: signaling traces are rendered on a map, and a video generation model is trained to draw a continuous GPS path. To support this paradigm, a paired signaling-to-trajectory video dataset is constructed to fine-tune an open-source video model, and a trajectory-aware reinforcement learning-based optimization method is introduced to improve generation fidelity via rewards. Experiments on large-scale real-world datasets show substantial improvements over strong engineered and learning-based baselines, while additional results on next GPS prediction indicate scalability and cross-city transferability. Overall, these results suggest that map-visual video generation provides a practical interface for trajectory data mining by enabling direct generation and refinement of continuous paths under map constraints.

Motion trajectories offer reliable references for physics-based motion learning but suffer from sparsity, particularly in regions that lack sufficient data coverage. To address this challenge, we introduce a self-supervised, structured representation and generation method that extracts spatial-temporal relationships in periodic or quasi-periodic motions. The motion dynamics in a continuously parameterized latent space enable our method to enhance the interpolation and generalization capabilities of motion learning algorithms. The motion learning controller, informed by the motion parameterization, operates online tracking of a wide range of motions, including targets unseen during training. With a fallback mechanism, the controller dynamically adapts its tracking strategy and automatically resorts to safe action execution when a potentially risky target is proposed. By leveraging the identified spatial-temporal structure, our work opens new possibilities for future advancements in general motion representation and learning algorithms.

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.

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

Molecular Dynamics (MD) is a powerful computational microscope for probing protein functions. However, the need for fine-grained integration and the long timescales of biomolecular events make MD computationally expensive. To address this, several generative models have been proposed to generate surrogate trajectories at lower cost. Yet, these models typically learn a fixed-lag transition density, causing the training signal to be dominated by frequent but uninformative transitions. We introduce a new class of generative models, MSM Emulators, which instead learn to sample transitions across discrete states defined by an underlying Markov State Model (MSM). We instantiate this class with Markov Space Flow Matching (MarS-FM), whose sampling offers more than two orders of magnitude speedup compared to implicit- or explicit-solvent MD simulations. We benchmark Mars-FM ability to reproduce MD statistics through structural observables such as RMSD, radius of gyration, and secondary structure content. Our evaluation spans protein domains (up to 500 residues) with significant chemical and structural diversity, including unfolding events, and enforces strict sequence dissimilarity between training and test sets to assess generalization. Across all metrics, MarS-FM outperforms existing methods, often by a substantial margin.

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.

Human mobility simulation plays a crucial role in various real-world applications. Recently, to address the limitations of traditional data-driven approaches, researchers have explored leveraging the commonsense knowledge and reasoning capabilities of large language models (LLMs) to accelerate human mobility simulation. However, these methods suffer from several critical shortcomings, including inadequate modeling of urban spaces and poor integration with both individual mobility patterns and collective mobility distributions. To address these challenges, we propose CityGPT-Powered Agentic framework for Mobility Simulation (CAMS), an agentic framework that leverages the language based urban foundation model to simulate human mobility in urban space. CAMS comprises three core modules, including MobExtractor to extract template mobility patterns and synthesize new ones based on user profiles, GeoGenerator to generate anchor points considering collective knowledge and generate candidate urban geospatial knowledge using an enhanced version of CityGPT, TrajEnhancer to retrieve spatial knowledge based on mobility patterns and generate trajectories with real trajectory preference alignment via DPO. Experiments on real-world datasets show that CAMS achieves superior performance without relying on externally provided geospatial information. Moreover, by holistically modeling both individual mobility patterns and collective mobility constraints, CAMS generates more realistic and plausible trajectories. In general, CAMS establishes a new paradigm that integrates the agentic framework with urban-knowledgeable LLMs for human mobility simulation.

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

Successful tool-use trajectories are not necessarily useful supervision. Even successful interactions may underrepresent multi-step dependencies or contain actions that are unjustified by the information visible to the agent at decision time. We identify two coupled requirements for effective trajectory supervision: compositional coverage, so that important observation-action dependencies are represented, and decision grounding, so that each supervised action is supported by the learner-visible interaction history. We introduce Trajectory2Gym, which constructs executable interactions around under-supported compositional structures and derives supervision only from grounded decisions in their realized executions. Structural-support selection allocates the resulting experience, while parent-normalized supervised fine-tuning preserves the semantic interaction as the unit of training weight. This reframes trajectory generation as the deliberate construction of learnable interaction experience, rather than the collection of successful trajectories. Across five Qwen3 scales, Trajectory2Gym improves Tau1, Tau2, and BFCL at every tested scale, increasing the equal-weight three-benchmark mean by 16.9-29.8 percentage points. The gains are strongest in stateful and multi-turn interaction, where later decisions depend on earlier observations and feedback. Our results suggest that scaling tool-use agents depends not only on collecting more successful trajectories, but on constructing interactions whose dependencies are represented and whose decisions are learnable from the agent's visible history.