Daily Papers

Anomaly detection is a challenging task and usually formulated as an one-class learning problem for the unexpectedness of anomalies. This paper proposes a simple yet powerful approach to this issue, which is implemented in the student-teacher framework for its advantages but substantially extends it in terms of both accuracy and efficiency. Given a strong model pre-trained on image classification as the teacher, we distill the knowledge into a single student network with the identical architecture to learn the distribution of anomaly-free images and this one-step transfer preserves the crucial clues as much as possible. Moreover, we integrate the multi-scale feature matching strategy into the framework, and this hierarchical feature matching enables the student network to receive a mixture of multi-level knowledge from the feature pyramid under better supervision, thus allowing to detect anomalies of various sizes. The difference between feature pyramids generated by the two networks serves as a scoring function indicating the probability of anomaly occurring. Due to such operations, our approach achieves accurate and fast pixel-level anomaly detection. Very competitive results are delivered on the MVTec anomaly detection dataset, superior to the state of the art ones.

Visual anomaly detection, an important problem in computer vision, is usually formulated as a one-class classification and segmentation task. The student-teacher (S-T) framework has proved to be effective in solving this challenge. However, previous works based on S-T only empirically applied constraints on normal data and fused multi-level information. In this study, we propose an improved model called DeSTSeg, which integrates a pre-trained teacher network, a denoising student encoder-decoder, and a segmentation network into one framework. First, to strengthen the constraints on anomalous data, we introduce a denoising procedure that allows the student network to learn more robust representations. From synthetically corrupted normal images, we train the student network to match the teacher network feature of the same images without corruption. Second, to fuse the multi-level S-T features adaptively, we train a segmentation network with rich supervision from synthetic anomaly masks, achieving a substantial performance improvement. Experiments on the industrial inspection benchmark dataset demonstrate that our method achieves state-of-the-art performance, 98.6% on image-level AUC, 75.8% on pixel-level average precision, and 76.4% on instance-level average precision.

Deep learning models facilitate the discovery of molecules with tailored properties among billions of candidate compounds. However, the computational burden to develop and deploy state-of-the-art models continuously increases, limiting their scalability. Most large-scale models are unimodal in nature and overlook the potential to leverage complementary molecular data modalities. To address these shortcomings, this paper introduces the Graph-Language Alignment for Chemical Inference and Exploration using Representations (GLACIER) model, a student-teacher framework that integrates molecular graphs, SMILES strings, and physicochemical descriptors to learn rich molecular embeddings. Our framework consists of three stages: (1) we pretrain three student encoders on 100,000 drug-like molecules: a message-passing neural network for molecular graphs, a transformer-based encoder for SMILES strings, and a multilayer perceptron for physicochemical descriptors, (2) we fuse these student modalities using a novel Finsler geometry-aware module, and (3) distill complementary knowledge from large teacher models, including MiniMol and MolFormer, into a single lightweight model via contrastive learning. We demonstrate that GLACIER is a robust framework that delivers high predictive performance and computational efficiency in complex molecular property prediction tasks. Our code is publicly available at https://github.com/eemokey/glacier.

Anomaly detection or outlier is one of the challenging subjects in unsupervised learning . This paper is introduced a student-teacher framework for anomaly detection that its teacher network is enhanced for achieving high-performance metrics . For this purpose , we first pre-train the ResNet-18 network on the ImageNet and then fine-tune it on the MVTech-AD dataset . Experiment results on the image-level and pixel-level demonstrate that this idea has achieved better metrics than the previous methods . Our model , Enhanced Teacher for Student-Teacher Feature Pyramid (ET-STPM), achieved 0.971 mean accuracy on the image-level and 0.977 mean accuracy on the pixel-level for anomaly detection.

Many publicly available language models have been safety tuned to reduce the likelihood of toxic or liability-inducing text. To redteam or jailbreak these models for compliance with toxic requests, users and security analysts have developed adversarial prompting techniques. One attack method is to apply discrete optimization techniques to the prompt. However, the resulting attack strings are often gibberish text, easily filtered by defenders due to high measured perplexity, and may fail for unseen tasks and/or well-tuned models. In this work, we improve existing algorithms (primarily GCG and BEAST) to develop powerful and fluent attacks on safety-tuned models like Llama-2 and Phi-3. Our technique centers around a new distillation-based approach that encourages the victim model to emulate a toxified finetune, either in terms of output probabilities or internal activations. To encourage human-fluent attacks, we add a multi-model perplexity penalty and a repetition penalty to the objective. We also enhance optimizer strength by allowing token insertions, token swaps, and token deletions and by using longer attack sequences. The resulting process is able to reliably jailbreak the most difficult target models with prompts that appear similar to human-written prompts. On Advbench we achieve attack success rates >93% for Llama-2-7B, Llama-3-8B, and Vicuna-7B, while maintaining model-measured perplexity <33; we achieve 95% attack success for Phi-3, though with higher perplexity. We also find a universally-optimized single fluent prompt that induces >88% compliance on previously unseen tasks across Llama-2-7B, Phi-3-mini and Vicuna-7B and transfers to other black-box models.

On-policy distillation (OPD) trains a student on its own responses with token-level feedback from a stronger teacher, yet the teacher can fail on questions the student already answers correctly, and how often each model succeeds varies across tasks. OPD ignores these outcomes and, on average, pushes down even the student's correct responses; gating feedback by student correctness fixes the direction but uses the teacher in the same way whether or not it succeeded. We introduce DuoOPD, in which the student's outcome sets the direction of feedback and the joint teacher-student outcome decides how the teacher supports it: when only the teacher succeeds, its verified answer becomes context for scoring the student's failed response, and when only the student succeeds, a weight shared within the task reinforces the whole response. A single rule covers all four outcome combinations without task-specific settings. Across Qwen3 and Llama, DuoOPD outperforms all five baselines in mean macro accuracy, improving over OPD by 2.58 and 5.98 percentage points, and it also leads on two further task mixtures spanning scientific calculation, instruction following, and code generation. Ablations show that outcome-based direction alone stays near the gated baseline, while the joint-outcome designs supply most of the gain.

Whole-heart segmentation from CT and MRI scans is crucial for cardiovascular disease analysis, yet existing methods struggle with modality-specific biases and the need for extensive labeled datasets. To address these challenges, we propose a foundation model for whole-heart segmentation using a self-supervised learning (SSL) framework based on a student-teacher architecture. Our model is pretrained on a large, unlabeled dataset of CT and MRI scans, leveraging the xLSTM backbone to capture long-range spatial dependencies and complex anatomical structures in 3D medical images. By incorporating multi-modal pretraining, our approach ensures strong generalization across both CT and MRI modalities, mitigating modality-specific variations and improving segmentation accuracy in diverse clinical settings. The use of large-scale unlabeled data significantly reduces the dependency on manual annotations, enabling robust performance even with limited labeled data. We further introduce an xLSTM-UNet-based architecture for downstream whole-heart segmentation tasks, demonstrating its effectiveness on few-label CT and MRI datasets. Our results validate the robustness and adaptability of the proposed model, highlighting its potential for advancing automated whole-heart segmentation in medical imaging.

Semi-supervised learning, i.e., training networks with both labeled and unlabeled data, has made significant progress recently. However, existing works have primarily focused on image classification tasks and neglected object detection which requires more annotation effort. In this work, we revisit the Semi-Supervised Object Detection (SS-OD) and identify the pseudo-labeling bias issue in SS-OD. To address this, we introduce Unbiased Teacher, a simple yet effective approach that jointly trains a student and a gradually progressing teacher in a mutually-beneficial manner. Together with a class-balance loss to downweight overly confident pseudo-labels, Unbiased Teacher consistently improved state-of-the-art methods by significant margins on COCO-standard, COCO-additional, and VOC datasets. Specifically, Unbiased Teacher achieves 6.8 absolute mAP improvements against state-of-the-art method when using 1% of labeled data on MS-COCO, achieves around 10 mAP improvements against the supervised baseline when using only 0.5, 1, 2% of labeled data on MS-COCO.

Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they nonetheless often do not learn the same function. It is, however, often highly desirable that the student's and teacher's functions share similar properties such as basing the prediction on the same input features, as this ensures that students learn the 'right features' from the teachers. In this work, we explore whether this can be achieved by not only optimizing the classic KD loss but also the similarity of the explanations generated by the teacher and the student. Despite the idea being simple and intuitive, we find that our proposed 'explanation-enhanced' KD (e^2KD) (1) consistently provides large gains in terms of accuracy and student-teacher agreement, (2) ensures that the student learns from the teacher to be right for the right reasons and to give similar explanations, and (3) is robust with respect to the model architectures, the amount of training data, and even works with 'approximate', pre-computed explanations.

On-policy self-distillation has become a strong recipe for LLM reasoning, where a privileged teacher supervises the student's own rollouts while conditioning on the reference solution. A design choice shared by nearly all such methods, however, has gone unquestioned: the teacher always sees the full reference reasoning. We argue that this default itself is part of the problem and identify a teacher-side exposure mismatch: when the teacher conditions on reasoning far beyond the student's current competence, the resulting token targets become too strong to absorb. A controlled fixed-exposure sweep makes this concrete on two fronts: 1) full exposure is not reliably the best choice, and 2) student-teacher mismatch grows monotonically as the teacher sees more privileged reasoning. This motivates treating teacher exposure not as a fixed hyperparameter but as a learnable training-time control variable. We therefore propose Adaptive Teacher Exposure for Self-Distillation (ATESD). ATESD models the reveal ratio with a lightweight Beta-policy controller conditioned on compact training-state statistics, and uses one sampled exposure for a short hold window of student updates. To make this exposure controller learnable, we optimize it with a discounted learning-progress reward that scores each held decision by its effect on the student's future improvement rather than its immediate loss change, addressing the delayed credit assignment induced by on-policy distillation. Experiments on AIME 24, AIME 25, and HMMT 25 across Qwen3-{1.7B, 4B, 8B} show that ATESD consistently outperforms competitive self-distillation and RL baselines, improving over OPSD by +0.95, +2.05, and +2.33 Average@12 points respectively, and establishing adaptive teacher exposure as an effective new axis for reasoning self-distillation.

We focus on the Source Free Object Detection (SFOD) problem, when source data is unavailable during adaptation, and the model must adapt to the unlabeled target domain. In medical imaging, several approaches have leveraged a semi-supervised student-teacher architecture to bridge domain discrepancy. Context imbalance in labeled training data and significant domain shifts between domains can lead to biased teacher models that produce inaccurate pseudolabels, degrading the student model's performance and causing a mode collapse. Class imbalance, particularly when one class significantly outnumbers another, leads to contextual bias. To tackle the problem of context bias and the significant performance drop of the student model in the SFOD setting, we introduce Grounded Teacher (GT) as a standard framework. In this study, we model contextual relationships using a dedicated relational context module and leverage it to mitigate inherent biases in the model. This approach enables us to apply augmentations to closely related classes, across and within domains, enhancing the performance of underrepresented classes while keeping the effect on dominant classes minimal. We further improve the quality of predictions by implementing an expert foundational branch to supervise the student model. We validate the effectiveness of our approach in mitigating context bias under the SFOD setting through experiments on three medical datasets supported by comprehensive ablation studies. All relevant resources, including preprocessed data, trained model weights, and code, are publicly available at this https://github.com/Tajamul21/Grounded_Teacher.

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

Recent Anomaly Detection methods achieve perfect detection and segmentation scores on well-established datasets, such as MVTec. However, many of these methods face challenges when foundational assumptions - such as consistent object scale, viewpoint, background, illumination, and centered placement - are violated. Those variations that occur render anomaly detection methods unusable in many real-world scenarios. To address these limitations, we introduce three key contributions: (1) a visual prompting pipeline that isolates objects using foreground-background masking; (2) a mechanism for unfreezing the teacher in student-teacher models to improve domain adaptability; and (3) a data augmentation strategy leveraging diffusion-generated synthetic images to enhance anomaly detection performance. We achieve a 3.5 percentage point improvement over the previous state-of-the-art on the challenging AeBAD dataset by using the Masked Multiscale Reconstruction (MMR) model as our backbone.

While recent neural sequence-to-sequence models have greatly improved the quality of speech synthesis, there has not been a system capable of fast training, fast inference and high-quality audio synthesis at the same time. We propose a student-teacher network capable of high-quality faster-than-real-time spectrogram synthesis, with low requirements on computational resources and fast training time. We show that self-attention layers are not necessary for generation of high quality audio. We utilize simple convolutional blocks with residual connections in both student and teacher networks and use only a single attention layer in the teacher model. Coupled with a MelGAN vocoder, our model's voice quality was rated significantly higher than Tacotron 2. Our model can be efficiently trained on a single GPU and can run in real time even on a CPU. We provide both our source code and audio samples in our GitHub repository.

Though pre-training vision-language models have demonstrated significant benefits in boosting video-text retrieval performance from large-scale web videos, fine-tuning still plays a critical role with manually annotated clips with start and end times, which requires considerable human effort. To address this issue, we explore an alternative cheaper source of annotations, single timestamps, for video-text retrieval. We initialise clips from timestamps in a heuristic way to warm up a retrieval model. Then a video clip editing method is proposed to refine the initial rough boundaries to improve retrieval performance. A student-teacher network is introduced for video clip editing. The teacher model is employed to edit the clips in the training set whereas the student model trains on the edited clips. The teacher weights are updated from the student's after the student's performance increases. Our method is model agnostic and applicable to any retrieval models. We conduct experiments based on three state-of-the-art retrieval models, COOT, VideoCLIP and CLIP4Clip. Experiments conducted on three video retrieval datasets, YouCook2, DiDeMo and ActivityNet-Captions show that our edited clips consistently improve retrieval performance over initial clips across all the three retrieval models.

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

On-policy distillation (OPD) leverages dense teacher rewards to enhance reasoning models. However, scaling OPD to long-horizon tasks exposes a critical flaw: as the student's generated prefix inevitably diverges from the teacher's thought process, the teacher's dense reward loses local exploitability. Continuing to generate and evaluate tokens on these ``drifted'' trajectories not only degrades reward quality but also incurs massive computational waste. To address this, we introduce Prune-OPD, a framework that dynamically aligns training budgets with supervision quality. By continuously monitoring the local compatibility between student and teacher predictions (e.g., via top-k overlap), Prune-OPD detects prefix-drift events in real time. Upon detecting severe drift, it monotonically down-weights subsequent unreliable rewards and triggers dynamic rollout truncation. This allows the training process to halt futile generation and reallocate compute strictly to reliable teacher supervision. Across diverse teacher-student combinations, Prune-OPD consistently aligns computation with supervision reliability. When prefix drift makes dense teacher rewards unreliable, it reduces training time by 37.6\%--68.0\% while preserving, and often improving, performance on challenging benchmarks (AMC, AIME, HMMT). When student-teacher compatibility remains high, it automatically preserves long-context supervision by expanding the training window. These results suggest that Prune-OPD improves OPD not by blindly shortening rollouts, but by reallocating computation toward locally exploitable teacher rewards.

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

We introduce a design strategy for neural network macro-architecture based on self-similarity. Repeated application of a simple expansion rule generates deep networks whose structural layouts are precisely truncated fractals. These networks contain interacting subpaths of different lengths, but do not include any pass-through or residual connections; every internal signal is transformed by a filter and nonlinearity before being seen by subsequent layers. In experiments, fractal networks match the excellent performance of standard residual networks on both CIFAR and ImageNet classification tasks, thereby demonstrating that residual representations may not be fundamental to the success of extremely deep convolutional neural networks. Rather, the key may be the ability to transition, during training, from effectively shallow to deep. We note similarities with student-teacher behavior and develop drop-path, a natural extension of dropout, to regularize co-adaptation of subpaths in fractal architectures. Such regularization allows extraction of high-performance fixed-depth subnetworks. Additionally, fractal networks exhibit an anytime property: shallow subnetworks provide a quick answer, while deeper subnetworks, with higher latency, provide a more accurate answer.

Although humans engaged in face-to-face conversation simultaneously communicate both verbally and non-verbally, methods for joint and unified synthesis of speech audio and co-speech 3D gesture motion from text are a new and emerging field. These technologies hold great promise for more human-like, efficient, expressive, and robust synthetic communication, but are currently held back by the lack of suitably large datasets, as existing methods are trained on parallel data from all constituent modalities. Inspired by student-teacher methods, we propose a straightforward solution to the data shortage, by simply synthesising additional training material. Specifically, we use unimodal synthesis models trained on large datasets to create multimodal (but synthetic) parallel training data, and then pre-train a joint synthesis model on that material. In addition, we propose a new synthesis architecture that adds better and more controllable prosody modelling to the state-of-the-art method in the field. Our results confirm that pre-training on large amounts of synthetic data improves the quality of both the speech and the motion synthesised by the multimodal model, with the proposed architecture yielding further benefits when pre-trained on the synthetic data. See https://shivammehta25.github.io/MAGI/ for example output.

Detecting anomalies in images is an important task, especially in real-time computer vision applications. In this work, we focus on computational efficiency and propose a lightweight feature extractor that processes an image in less than a millisecond on a modern GPU. We then use a student-teacher approach to detect anomalous features. We train a student network to predict the extracted features of normal, i.e., anomaly-free training images. The detection of anomalies at test time is enabled by the student failing to predict their features. We propose a training loss that hinders the student from imitating the teacher feature extractor beyond the normal images. It allows us to drastically reduce the computational cost of the student-teacher model, while improving the detection of anomalous features. We furthermore address the detection of challenging logical anomalies that involve invalid combinations of normal local features, for example, a wrong ordering of objects. We detect these anomalies by efficiently incorporating an autoencoder that analyzes images globally. We evaluate our method, called EfficientAD, on 32 datasets from three industrial anomaly detection dataset collections. EfficientAD sets new standards for both the detection and the localization of anomalies. At a latency of two milliseconds and a throughput of six hundred images per second, it enables a fast handling of anomalies. Together with its low error rate, this makes it an economical solution for real-world applications and a fruitful basis for future research.

Traditional Automatic Video Dubbing (AVD) pipeline consists of three key modules, namely, Automatic Speech Recognition (ASR), Neural Machine Translation (NMT), and Text-to-Speech (TTS). Within AVD pipelines, isometric-NMT algorithms are employed to regulate the length of the synthesized output text. This is done to guarantee synchronization with respect to the alignment of video and audio subsequent to the dubbing process. Previous approaches have focused on aligning the number of characters and words in the source and target language texts of Machine Translation models. However, our approach aims to align the number of phonemes instead, as they are closely associated with speech duration. In this paper, we present the development of an isometric NMT system using Reinforcement Learning (RL), with a focus on optimizing the alignment of phoneme counts in the source and target language sentence pairs. To evaluate our models, we propose the Phoneme Count Compliance (PCC) score, which is a measure of length compliance. Our approach demonstrates a substantial improvement of approximately 36% in the PCC score compared to the state-of-the-art models when applied to English-Hindi language pairs. Moreover, we propose a student-teacher architecture within the framework of our RL approach to maintain a trade-off between the phoneme count and translation quality.

Recent approaches to real-time long video generation typically employ streaming tuning strategies, attempting to train a long-context student using a short-context (memoryless) teacher. In these frameworks, the student performs long rollouts but receives supervision from a teacher limited to short 5-second windows. This structural discrepancy creates a critical student-teacher mismatch: the teacher's inability to access long-term history prevents it from guiding the student on global temporal dependencies, effectively capping the student's context length. To resolve this, we propose Context Forcing, a novel framework that trains a long-context student via a long-context teacher. By ensuring the teacher is aware of the full generation history, we eliminate the supervision mismatch, enabling the robust training of models capable of long-term consistency. To make this computationally feasible for extreme durations (e.g., 2 minutes), we introduce a context management system that transforms the linearly growing context into a Slow-Fast Memory architecture, significantly reducing visual redundancy. Extensive results demonstrate that our method enables effective context lengths exceeding 20 seconds -- 2 to 10 times longer than state-of-the-art methods like LongLive and Infinite-RoPE. By leveraging this extended context, Context Forcing preserves superior consistency across long durations, surpassing state-of-the-art baselines on various long video evaluation metrics.

We learn rich natural sound representations by capitalizing on large amounts of unlabeled sound data collected in the wild. We leverage the natural synchronization between vision and sound to learn an acoustic representation using two-million unlabeled videos. Unlabeled video has the advantage that it can be economically acquired at massive scales, yet contains useful signals about natural sound. We propose a student-teacher training procedure which transfers discriminative visual knowledge from well established visual recognition models into the sound modality using unlabeled video as a bridge. Our sound representation yields significant performance improvements over the state-of-the-art results on standard benchmarks for acoustic scene/object classification. Visualizations suggest some high-level semantics automatically emerge in the sound network, even though it is trained without ground truth labels.

Two geometric spaces are in the same topological class if they are related by certain geometric deformations. We propose machine learning methods that automate learning of topological invariance and apply it in the context of knot theory, where two knots are equivalent if they are related by ambient space isotopy. Specifically, given only the knot and no information about its topological invariants, we employ contrastive and generative machine learning techniques to map different representatives of the same knot class to the same point in an embedding vector space. An auto-regressive decoder Transformer network can then generate new representatives from the same knot class. We also describe a student-teacher setup that we use to interpret which known knot invariants are learned by the neural networks to compute the embeddings, and observe a strong correlation with the Goeritz matrix in all setups that we tested. We also develop an approach to resolving the Jones Unknot Conjecture by exploring the vicinity of the embedding space of the Jones polynomial near the locus where the unknots cluster, which we use to generate braid words with simple Jones polynomials.

Unsupervised learning poses one of the most difficult challenges in computer vision today. The task has an immense practical value with many applications in artificial intelligence and emerging technologies, as large quantities of unlabeled videos can be collected at relatively low cost. In this paper, we address the unsupervised learning problem in the context of detecting the main foreground objects in single images. We train a student deep network to predict the output of a teacher pathway that performs unsupervised object discovery in videos or large image collections. Our approach is different from published methods on unsupervised object discovery. We move the unsupervised learning phase during training time, then at test time we apply the standard feed-forward processing along the student pathway. This strategy has the benefit of allowing increased generalization possibilities during training, while remaining fast at testing. Our unsupervised learning algorithm can run over several generations of student-teacher training. Thus, a group of student networks trained in the first generation collectively create the teacher at the next generation. In experiments our method achieves top results on three current datasets for object discovery in video, unsupervised image segmentation and saliency detection. At test time the proposed system is fast, being one to two orders of magnitude faster than published unsupervised methods.

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

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

Sequence-to-sequence tasks often benefit from long contexts, but the quadratic complexity of self-attention in standard Transformers renders this non-trivial. During generation, temporary representations -stored in the so-called KV cache-account for a large portion of GPU memory usage and scale linearly with context length. We introduce KV-Distill, a Transformer compression framework that distills long context KV caches into significantly shorter representations in a question-independent fashion. KV-Distill can be trained as a parameter-efficient adaptor for pretrained models, and enables the compression of arbitrary spans of a context while preserving pre-trained model capabilities. We treat a compressed-uncompressed cache as a student-teacher pairing and apply a KL-type divergence to match the generated outputs. KV-Distill outperforms other compression techniques in worst-case extractive tasks and approaches uncompressed performance in long context question answering and summarization, and it can be fine-tuned on domain-specific contexts to reduce lengths by up to 99% while preserving downstream performance. We demonstrate the generalizability of KV-Distill across various model sizes and architectures.

Electrocardiogram (ECG) is a widely used tool for assessing cardiac function due to its low cost and accessibility. Emergent research shows that ECGs can help make predictions on key outcomes traditionally derived from more complex modalities such as echocardiograms (ECHO), enabling the use of ECGs as a more accessible method to predict broader measurements of cardiac function. ECHO, in particular, are of great importance because they require considerable hospital resources while playing a key role in clinical cardiac assessment. To aid this use case, we introduce EchoingECG, a probabilistic student-teacher model that leverages uncertainty-aware ECG embeddings and ECHO supervision to improve ECG-based cardiac function prediction. Our approach integrates Probabilistic Cross-Modal Embeddings (PCME++), a probabilistic contrastive framework, with ECHO-CLIP, a vision-language pre-trained model trained on ECHO-text pairs, to distill ECHO knowledge into ECG representations. Through experiments and external validation, we showed that EchoingECG outperforms state-of-the-art foundation ECG models in zero-shot, few-shot, and fine-tune settings for ECHO predictions based on ECG. We also highlighted that variance estimation (enabled through our method) enhanced our understanding of model performance by identifying underlying regions of uncertainty within ECGs. The code is available: https://github.com/mcintoshML/EchoingECG.

Knowledge distillation (KD) methods can transfer knowledge of a parameter-heavy teacher model to a light-weight student model. The status quo for feature KD methods is to utilize loss functions based on logits (i.e., pre-softmax class scores) and intermediate layer features (i.e., latent representations). Unlike previous approaches, we propose a feature KD framework for training the student's backbone using feature-based losses exclusively (i.e., without logit-based losses such as cross entropy). Leveraging recent discoveries about the geometry of latent representations, we introduce a knowledge quality metric for identifying which teacher layers provide the most effective knowledge for distillation. Experiments on three image classification datasets with four diverse student-teacher pairs, spanning convolutional neural networks and vision transformers, demonstrate our KD method achieves state-of-the-art performance, delivering top-1 accuracy boosts of up to 15% over standard approaches. We publically share our code to facilitate future work at https://github.com/Thegolfingocto/KD_wo_CE.

Although modern multilingual Automatic Speech Recognition (ASR) systems support several Nigerian languages, their performance consistently lags behind high-resource languages like English and French. Nigerian languages present unique modelling hurdles, including acute data scarcity, inconsistent orthography, tonal diacritics, diverse accents, frequent code-switching, and localized named entities. To address these challenges, we developed a multilingual ASR framework utilizing a two-stage distillation process. First, we employ student-teacher knowledge distillation from existing monolingual models, conditioned on robust language-specific N-gram language models. Second, we perform iterative self improvement using pseudo-labelled data to further refine accuracy. Our method significantly bridges the performance gap, achieving on average a relative Word Error Rate (WER) reduction of 29 % over monolingual baselines. Our models also outperform state-of-the-art multilingual models across major benchmarks, including Common Voice and Fleurs. We introduce Sometin Beta Pass Notin (SBPN), a foundational multilingual ASR model covering Yorùbá, Hausa, Igbo, Nigerian Pidgin, and Nigerian English. SBPN is released in two sizes: SBPN-Base (120 M parameters) and SBPN-Large (600 M parameters). By releasing these as open foundation models, we aim to provide ASR resources for further research into the rich phonetic and cultural landscape of the region.

Building competitive automatic speech recognition (ASR) models usually requires large-scale au- dio supervision, which makes reproduction and specialization expensive. We study Ark-ASR, a 0.6B- parameter audio-conditioned language model trained with 100k hours of speech, and examine whether a strong Qwen-ASR teacher can transfer additional recognition capability through on-policy distillation. Across Mandarin and English ASR benchmarks, the proposed training recipe consistently improves over supervised fine-tuning alone and outperforms the same-scale Qwen3-ASR-0.6B baseline on four of five evaluation sets. This is achieved with only 100k hours of speech, compared with the 20M hours of super- vised audio reported for the Qwen3-Omni AuT encoder. The larger Qwen3-ASR-1.7B remains stronger, but the results show that teacher-guided on-policy training can substantially close the gap for compact ASR models under a much smaller audio budget. A support-overlap diagnostic further suggests that the teacher-data stage improves local student-teacher compatibility, matching recent analyses of when on-policy distillation is effective.

On-policy distillation (OPD) supervises the student only in output space by matching next-token probabilities. This output-only paradigm has two limits: (1) sampling variance from Monte Carlo KL estimates over large vocabularies (e.g., Qwen's ~150k tokens) persists throughout training, and (2) it treats the teacher as a black-box, discarding all intermediate hidden states after the LM head. We propose On-Policy Representation Distillation (OPRD), which lifts distillation into hidden-state space by aligning student and teacher representations across selected layers on the same rollouts, bypassing the LM head entirely. Theoretically, OPRD eliminates sampling variance and provides richer per-layer structural information. Empirically, OPRD closes the student-teacher gap on AIME 2024/2025 and AIMO, while output-space OPD baselines plateau below the teacher. OPRD also trains 1.44x faster and uses 54% less memory than top-k OPD. Code: https://github.com/ShenzhiYang2000/OPRD.

We propose D2PO (Dynamic Direct Preference Optimization), a principled framework for optimizing diffusion sampling policies with respect to timestep schedules and classifier-free guidance (CFG) weights. Our work is motivated by a fundamental limitation of existing student-teacher regression frameworks; low-NFE student samplers are trained to mimic high-NFEteachers, often sacrificing high-frequency texture fidelity while preserving coarse global structures, thereby misaligning the sampler with perceptual quality. D2PO addresses this challenge by reformulating sampler optimization as a preference-based alignment problem, leveraging the Direct Preference Optimization (DPO) framework. To make DPO applicable to diffusion samplers, we model the sampling policy as an energy-based model (EBM), transforming preference comparisons into tractable energy differences. We further introduce a novel energy formulation derived directly from the pretrained score network, enabling preference evaluation in perturbed spaces that jointly capture structural consistency and fine-grained details. Moreover, we introduce dynamic preferences, where the preferred samples used for alignment progressively improve as the sampling policies are learned. This self-improving mechanism replaces rigid static teacher supervision with an iterative, preference-guided refinement process, providing progressively stronger alignment signals. Extensive experiments demonstrate that D2PO aligns diffusion samplers with perceptual quality more faithfully, unlocking the full potential of high-quality teachers and consistently outperforming conventional regression-based schedulers under low-NFE constraints.

On-policy learning has been argued to reduce catastrophic forgetting, produce sparser parameter updates, and improve generalisation. However, existing comparisons between supervised fine-tuning and reinforcement learning vary many factors simultaneously, making the contribution of rollout policy difficult to isolate. We study the effect of rollout policy in a controlled strong-to-weak distillation setting, by independently varying rollout policy, token-level KL direction, and learning rate across the Llama3 and Qwen2.5 model families and reasoning tasks spanning scientific, medical, and arithmetic domains. Our analysis reveals a nuanced picture of distillation dynamics in which rollout policy does not necessarily play a central role. Instead, token-level KL direction more clearly shapes task performance and output coverage, while learning rate governs forgetting and update sparsity. Analysis of KL gradients and experiments along a continuous student-teacher rollout-policy spectrum explain this pattern: forward KL is remarkably robust to rollout policy, with its performance stable and strong despite changes to the rollout policy, whereas reverse KL is substantially more sensitive and favours student-generated rollouts. On-policy data nevertheless improves generalisation to harder variants of the Countdown arithmetic task under both KL directions, although this advantage does not reliably persist after subsequent RLVR. Our broader conclusions remain robust to removing gradient clipping, using sampled KL estimators, and training on tasks requiring longer reasoning chains. Overall, our results challenge the view that on-policy rollouts are inherently preferable and show that their value depends critically on the objective, evaluation setting, and optimisation hyperparameters.

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.

Test-time adaptation (TTA) is the problem of updating a pre-trained source model at inference time given test input(s) from a different target domain. Most existing TTA approaches assume the setting in which the target domain is stationary, i.e., all the test inputs come from a single target domain. However, in many practical settings, the test input distribution might exhibit a lifelong/continual shift over time. Moreover, existing TTA approaches also lack the ability to provide reliable uncertainty estimates, which is crucial when distribution shifts occur between the source and target domain. To address these issues, we present PETAL (Probabilistic lifElong Test-time Adaptation with seLf-training prior), which solves lifelong TTA using a probabilistic approach, and naturally results in (1) a student-teacher framework, where the teacher model is an exponential moving average of the student model, and (2) regularizing the model updates at inference time using the source model as a regularizer. To prevent model drift in the lifelong/continual TTA setting, we also propose a data-driven parameter restoration technique which contributes to reducing the error accumulation and maintaining the knowledge of recent domains by restoring only the irrelevant parameters. In terms of predictive error rate as well as uncertainty based metrics such as Brier score and negative log-likelihood, our method achieves better results than the current state-of-the-art for online lifelong test-time adaptation across various benchmarks, such as CIFAR-10C, CIFAR-100C, ImageNetC, and ImageNet3DCC datasets. The source code for our approach is accessible at https://github.com/dhanajitb/petal.

Analyzing memes on the internet has emerged as a crucial endeavor due to the impact this multi-modal form of content wields in shaping online discourse. Memes have become a powerful tool for expressing emotions and sentiments, possibly even spreading hate and misinformation, through humor and sarcasm. In this paper, we present the overview of the Memotion 3 shared task, as part of the DeFactify 2 workshop at AAAI-23. The task released an annotated dataset of Hindi-English code-mixed memes based on their Sentiment (Task A), Emotion (Task B), and Emotion intensity (Task C). Each of these is defined as an individual task and the participants are ranked separately for each task. Over 50 teams registered for the shared task and 5 made final submissions to the test set of the Memotion 3 dataset. CLIP, BERT modifications, ViT etc. were the most popular models among the participants along with approaches such as Student-Teacher model, Fusion, and Ensembling. The best final F1 score for Task A is 34.41, Task B is 79.77 and Task C is 59.82.

Dense visual prediction tasks, such as detection and segmentation, are crucial for time-critical applications (e.g., autonomous driving and video surveillance). While deep models achieve strong performance, their efficiency remains a challenge. Knowledge distillation (KD) is an effective model compression technique, but existing feature-based KD methods rely on static, teacher-driven feature selection, failing to adapt to the student's evolving learning state or leverage dynamic student-teacher interactions. To address these limitations, we propose Adaptive student-teacher Cooperative Attention Masking for Knowledge Distillation (ACAM-KD), which introduces two key components: (1) Student-Teacher Cross-Attention Feature Fusion (STCA-FF), which adaptively integrates features from both models for a more interactive distillation process, and (2) Adaptive Spatial-Channel Masking (ASCM), which dynamically generates importance masks to enhance both spatial and channel-wise feature selection. Unlike conventional KD methods, ACAM-KD adapts to the student's evolving needs throughout the entire distillation process. Extensive experiments on multiple benchmarks validate its effectiveness. For instance, on COCO2017, ACAM-KD improves object detection performance by up to 1.4 mAP over the state-of-the-art when distilling a ResNet-50 student from a ResNet-101 teacher. For semantic segmentation on Cityscapes, it boosts mIoU by 3.09 over the baseline with DeepLabV3-MobileNetV2 as the student model.

We focus on the source-free domain adaptive object detection (SF-DAOD) problem when source data is unavailable during adaptation and the model must adapt to an unlabeled target domain. The majority of approaches for the problem employ a self-supervised approach using a student-teacher (ST) framework where pseudo-labels are generated via a source-pretrained model for further fine-tuning. We observe that the performance of a student model often degrades drastically, due to the collapse of the teacher model, primarily caused by high noise in pseudo-labels, resulting from domain bias, discrepancies, and a significant domain shift across domains. To obtain reliable pseudo-labels, we propose a Target-based Iterative Query-Token Adversarial Network (TITAN), which separates the target images into two subsets: those similar to the source (easy) and those dissimilar (hard). We propose a strategy to estimate variance to partition the target domain. This approach leverages the insight that higher detection variances correspond to higher recall and greater similarity to the source domain. Also, we incorporate query-token-based adversarial modules into a student-teacher baseline framework to reduce the domain gaps between two feature representations. Experiments conducted on four natural imaging datasets and two challenging medical datasets have substantiated the superior performance of TITAN compared to existing state-of-the-art (SOTA) methodologies. We report an mAP improvement of +22.7, +22.2, +21.1, and +3.7 percent over the current SOTA on C2F, C2B, S2C, and K2C benchmarks, respectively.

Direct Preference Optimization (DPO) has emerged as a simple alternative to reinforcement learning from human feedback (RLHF) for aligning language models, but its reliance on hard pairwise labels makes it brittle under noise; our experiments show performance degrading by up to 93 percent in noisy settings. We introduce Anchored Direct Preference Optimization (ADPO), a unified framework that addresses this fragility through reference anchoring. By minimizing KL(q || softmax((l - l_ref) / tau_anc)), where l_ref are reference policy log probabilities, ADPO provides three key advantages: (1) it unifies major learning paradigms, including supervised fine-tuning, knowledge distillation, maximum-entropy reinforcement learning, and DPO, as special cases through different choices of target distribution q, anchor policy pi_ref, and temperature tau_anc; (2) it induces an implicit trust region governed by the softmax Fisher metric with curvature scaling as 1 / tau_anc^2, providing geometric regularization absent in standard methods; and (3) it enables flexible anchor strategies tailored to different learning contexts. Empirically, ADPO consistently outperforms standard DPO by 12 to 93 percent across twelve noisy scenarios, with listwise variants achieving top performance in eleven of twelve cases. In offline distillation, ADPO reduces student-teacher KL by 4 to 49 times while achieving superior returns (for example, 279.3 vs -309.0 for knowledge distillation on HalfCheetah). We further uncover a task-dependent tradeoff: dynamic anchors excel at online exploration in noisy environments (plus 5 to 11 percent), while fixed anchors enable stable offline distillation. Our work establishes anchoring as a general principle for robust policy optimization, with clear practical guidance for anchor selection across diverse learning scenarios.

On-policy distillation is a promising approach for transferring knowledge between language models, where a student learns from dense token-level signals along its own trajectories. This framework typically uses reverse KL divergence, encouraging the student to match the teacher's high-confidence predictions. However, we show that the mode-seeking property of reverse KL reduces generation diversity and yields unstable learning signals when the teacher distribution has high entropy. To address this, we introduce Entropy-Aware On-Policy Distillation. Our key idea is augmenting the standard reverse KL objective with forward KL when teacher entropy is high, capturing the full range of plausible outputs while retaining precise imitation elsewhere. It balances mode-seeking precision with mode-covering robustness without sacrificing on-policy training efficiency. Experiments show that our method maintains generation diversity (sustained token-level entropy) and improves student-teacher alignment (lower forward KL on high-entropy tokens). Across six math reasoning benchmarks, this yields Pass@8 accuracy gains of +1.37 for Qwen3-0.6B-Base, +2.39 for Qwen3-1.7B-Base, and +5.05 for Qwen3-4B-Base compared to baseline on-policy distillation methods. These results demonstrate that accounting for teacher uncertainty is essential for maintaining diversity and achieving effective knowledge transfer.

Self-supervised learning (SSL) has advanced medical image analysis be enabling learning form large unlabelled data. However, in brain magnetic resonance imaging (MRI), most 3D models remain specialized for either segmentation of classification, limiting their ability to generalize across datasets, imaging protocols,, and downstream tasks. This lack of transferability constrains the clinical utility of 3D MRI models, despite the availability of unlabeled volumetric data. We present Volta-3D, a self-supervised 3D Vision Transformer framework designed to learn transferable volumetric representations. Volta-3D jointly aligns global class-style tokens and local patch tokens within a student-teacher paradigm and enforces fine-grained structural reconstruction. This combined global-local alignment addresses the limited semantic diversity and subtle anatomical characteristics of brain MRI, which challenges existing SSL approaches. We evaluate Volta-3D on multiple out-of-distribution downstream tasks, including hippocampal segmentation and classification of sex and Alzheimer's disease versus healthy controls. Across all tasks, representations learned by Volta-3D outperform randomly initialized baselines, demonstrating improved transferability and robustness under domain shift. Hence jointly enforcing global semantic consistency and local structural learning during pretraining enables broader concept learning from unlabeled brain MRI data. Overall VolTA-3D supports effective multi-task downstream performance with task-specific pertaining, a step towards generalizable and clinically viable 3D models.

Self-supervised learning (SSL) at scale produces powerful visual representations. However, most scalable SSL methods rely on ad hoc combinations of multiple objectives and stabilization mechanisms. Taking a step back, we ask if we can design a high-performing, yet principled SSL algorithm. Starting from the multi-view assumption, stipulating that task-relevant content is captured by the information common to different views, we construct an information-theoretic objective decomposing into interpretable terms. This derivation yields JEM, a student-teacher method that learns by aligning corresponding patch representations across views, explicitly regularized by information and structure preservation losses. JEM trains stably from 300M to 7B parameters, and, to our knowledge, is the first latent-space patch-level method demonstrated at 7B scale. Across all scales, JEM reaches strong performance on both global and dense probing tasks, on segmentation benchmarks consistently surpassing the DINOv2 algorithm, an influential foundation for today's strongest visual SSL methods. Notably, at 7B parameters, it exceeds the performance of DINOv3 on panoptic segmentation, despite being trained on 12times less data without refinement stages. These results demonstrate that we can indeed design an SSL algorithm that learns strong representations, is principled and stable.

To improve logical anomaly detection, some previous works have integrated segmentation techniques with conventional anomaly detection methods. Although these methods are effective, they frequently lead to unsatisfactory segmentation results and require manual annotations. To address these drawbacks, we develop an unsupervised component segmentation technique that leverages foundation models to autonomously generate training labels for a lightweight segmentation network without human labeling. Integrating this new segmentation technique with our proposed Patch Histogram module and the Local-Global Student-Teacher (LGST) module, we achieve a detection AUROC of 95.3% in the MVTec LOCO AD dataset, which surpasses previous SOTA methods. Furthermore, our proposed method provides lower latency and higher throughput than most existing approaches.

Recent multilingual named entity recognition (NER) work has shown that large language models (LLMs) can provide effective synthetic supervision, yet such datasets have mostly appeared as by-products of broader experiments rather than as systematic, reusable resources. We introduce FiNERweb, a dataset-creation pipeline that scales the teacher-student paradigm to 91 languages and 25 scripts. Building on FineWeb-Edu, our approach trains regression models to identify NER-relevant passages and annotates them with multilingual LLMs, resulting in about 225k passages with 235k distinct entity labels. Our experiments show that the regression model achieves more than 84 F1, and that models trained on FiNERweb obtain comparable or improved performance in zero shot transfer settings on English, Thai, and Swahili, despite being trained on 19x less data than strong baselines. In addition, we assess annotation quality using LLM-as-a-judge and observe consistently high scores for both faithfulness (3.99 out of 5) and completeness (4.05 out of 5), indicating reliable and informative annotations. Further, we release the dataset with both English labels and translated label sets in the respective target languages because we observe that the performance of current state-of-the-art models drops by 0.02 to 0.09 F1 when evaluated using target language labels instead of English ones. We release FiNERweb together with all accompanying artifacts to the research community in order to facilitate more effective student-teacher training for multilingual named entity recognition.

Ultrasound (US) imaging poses unique challenges for representation learning due to its inherently noisy acquisition process. The low signal-to-noise ratio and stochastic speckle patterns hinder standard self-supervised learning methods relying on a pixel-level reconstruction objective. Joint-Embedding Predictive Architectures (JEPAs) address this drawback by predicting masked latent representations rather than raw pixels. However, standard approaches depend on hyperparameter-brittle and computationally expensive online teachers updated via exponential moving average. We propose US-JEPA, a self-supervised framework that adopts the Static-teacher Asymmetric Latent Training (SALT) objective. By using a frozen, domain-specific teacher to provide stable latent targets, US-JEPA decouples student-teacher optimization and pushes the student to expand upon the semantic priors of the teacher. In addition, we provide the first rigorous comparison of all publicly available state-of-the-art ultrasound foundation models on UltraBench, a public dataset benchmark spanning multiple organs and pathological conditions. Under linear probing for diverse classification tasks, US-JEPA achieves performance competitive with or superior to domain-specific and universal vision foundation model baselines. Our results demonstrate that masked latent prediction provides a stable and efficient path toward robust ultrasound representations.

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.

Imitation learning enables robots to acquire manipulation skills from demonstrations, yet deploying a policy across tasks with heterogeneous dynamics remains challenging, as models tend to average over distinct behavioral modes present in the demonstrations. Mixture-of-Experts (MoE) architectures address this by activating specialized subnetworks, but requires meaningful skill decompositions for expert routing. We introduce Latent-Aligned Routing for Mixture of Experts (LAR-MoE), a two-stage framework that decouples unsupervised skill discovery from policy learning. In pre-training, we learn a joint latent representation between observations and future actions through student-teacher co-training. In a post-training stage, the expert routing is regularized to follow the structure of the learned latent space, preventing expert collapse while maintaining parameter efficiency. We evaluate LAR-MoE in simulation and on hardware. On the LIBERO benchmark, our method achieves a 95.2% average success rate with 150M parameters. On a surgical bowel grasping and retraction task, LAR-MoE matches a supervised MoE baseline without requiring any phase annotations, and transfers zero-shot to ex vivo porcine tissue. Our findings suggest that latent-aligned routing provides a principled alternative to supervised skill decomposition, enabling structured expert specialization from unlabeled demonstrations.

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

In this paper, we tackle an emerging computer vision task, open-vocabulary universal image segmentation, that aims to perform semantic/instance/panoptic segmentation (background semantic labeling + foreground instance segmentation) for arbitrary categories of text-based descriptions in inference time. We first build a baseline method by directly adopting pre-trained CLIP models without finetuning or distillation. We then develop MaskCLIP, a Transformer-based approach with a MaskCLIP Visual Encoder, which is an encoder-only module that seamlessly integrates mask tokens with a pre-trained ViT CLIP model for semantic/instance segmentation and class prediction. MaskCLIP learns to efficiently and effectively utilize pre-trained partial/dense CLIP features within the MaskCLIP Visual Encoder that avoids the time-consuming student-teacher training process. MaskCLIP outperforms previous methods for semantic/instance/panoptic segmentation on ADE20K and PASCAL datasets. We show qualitative illustrations for MaskCLIP with online custom categories. Project website: https://maskclip.github.io.

For a very long time, unsupervised learning for anomaly detection has been at the heart of image processing research and a stepping stone for high performance industrial automation process. With the emergence of CNN, several methods have been proposed such as Autoencoders, GAN, deep feature extraction, etc. In this paper, we propose a new method based on the promising concept of knowledge distillation which consists of training a network (the student) on normal samples while considering the output of a larger pretrained network (the teacher). The main contributions of this paper are twofold: First, a reduced student architecture with optimal layer selection is proposed, then a new Student-Teacher architecture with network bias reduction combining two teachers is proposed in order to jointly enhance the performance of anomaly detection and its localization accuracy. The proposed texture anomaly detector has an outstanding capability to detect defects in any texture and a fast inference time compared to the SOTA methods.

Gradient-based algorithms are a cornerstone of artificial neural network training, yet it remains unclear whether biological neural networks use similar gradient-based strategies during learning. Experiments often discover a diversity of synaptic plasticity rules, but whether these amount to an approximation to gradient descent is unclear. Here we investigate a previously overlooked possibility: that learning dynamics may include fundamentally non-gradient "curl"-like components while still being able to effectively optimize a loss function. Curl terms naturally emerge in networks with inhibitory-excitatory connectivity or Hebbian/anti-Hebbian plasticity, resulting in learning dynamics that cannot be framed as gradient descent on any objective. To investigate the impact of these curl terms, we analyze feedforward networks within an analytically tractable student-teacher framework, systematically introducing non-gradient dynamics through neurons exhibiting rule-flipped plasticity. Small curl terms preserve the stability of the original solution manifold, resulting in learning dynamics similar to gradient descent. Beyond a critical value, strong curl terms destabilize the solution manifold. Depending on the network architecture, this loss of stability can lead to chaotic learning dynamics that destroy performance. In other cases, the curl terms can counterintuitively speed learning compared to gradient descent by allowing the weight dynamics to escape saddles by temporarily ascending the loss. Our results identify specific architectures capable of supporting robust learning via diverse learning rules, providing an important counterpoint to normative theories of gradient-based learning in neural networks.

World-action models (WAMs) couple predictive visual modeling with action generation, typically relying on iterative denoising with a fixed denoising steps. However, manipulation tasks contain actions chunks with varying sensitivity to generation errors: critical actions require precision, while less sensitive actions allow faster generation with fewer denoising steps. Here we introduce AnyStep World Action Model, a general framework for tunable-budget prediction and scene-dependent computation allocation. Our budget-aligned teacher-trajectory distillation trains interval-conditioned flow maps using explicit frozen-teacher transitions and shared low-rank adapters, supporting action generation from one-step prediction to multi-step refinement. Building on this capability, a lightweight risk-benefit scheduler predicts teacher-curvature-based difficulty and budget-specific student-teacher fidelity from a single one-step preview, selecting the smallest budget predicted to satisfy risk-adaptive fidelity requirements. We evaluate our framework on three widely used WAMs Motus, FastWAM, and LingBotVA using RoboTwin 2.0. Our method reduces average denoising steps by 60.2%, 49.8%, and 85.28%, respectively, while maintaining baseline task success rates. In particular, our AnyStep training substantially improves model performance under a one-step denoising budget, increasing task success rates by 7.07%, 12.08%, and 8.94% on Motus, FastWAM, and LingBotVA, respectively. Experiments on six real-world manipulation tasks further validate its effectiveness.

Object detection (OD), a crucial vision task, remains challenged by the lack of large training datasets with precise object localization labels. In this work, we propose ALWOD, a new framework that addresses this problem by fusing active learning (AL) with weakly and semi-supervised object detection paradigms. Because the performance of AL critically depends on the model initialization, we propose a new auxiliary image generator strategy that utilizes an extremely small labeled set, coupled with a large weakly tagged set of images, as a warm-start for AL. We then propose a new AL acquisition function, another critical factor in AL success, that leverages the student-teacher OD pair disagreement and uncertainty to effectively propose the most informative images to annotate. Finally, to complete the AL loop, we introduce a new labeling task delegated to human annotators, based on selection and correction of model-proposed detections, which is both rapid and effective in labeling the informative images. We demonstrate, across several challenging benchmarks, that ALWOD significantly narrows the gap between the ODs trained on few partially labeled but strategically selected image instances and those that rely on the fully-labeled data. Our code is publicly available on https://github.com/seqam-lab/ALWOD.

To endow models with greater understanding of physics and motion, it is useful to enable them to perceive how solid surfaces move and deform in real scenes. This can be formalized as Tracking-Any-Point (TAP), which requires the algorithm to be able to track any point corresponding to a solid surface in a video, potentially densely in space and time. Large-scale ground-truth training data for TAP is only available in simulation, which currently has limited variety of objects and motion. In this work, we demonstrate how large-scale, unlabeled, uncurated real-world data can improve a TAP model with minimal architectural changes, using a self-supervised student-teacher setup. We demonstrate state-of-the-art performance on the TAP-Vid benchmark surpassing previous results by a wide margin: for example, TAP-Vid-DAVIS performance improves from 61.3% to 66.4%, and TAP-Vid-Kinetics from 57.2% to 61.5%.

We propose that the grokking phenomenon, where the train loss of a neural network decreases much earlier than its test loss, can arise due to a neural network transitioning from lazy training dynamics to a rich, feature learning regime. To illustrate this mechanism, we study the simple setting of vanilla gradient descent on a polynomial regression problem with a two layer neural network which exhibits grokking without regularization in a way that cannot be explained by existing theories. We identify sufficient statistics for the test loss of such a network, and tracking these over training reveals that grokking arises in this setting when the network first attempts to fit a kernel regression solution with its initial features, followed by late-time feature learning where a generalizing solution is identified after train loss is already low. We provide an asymptotic theoretical description of the grokking dynamics in this model using dynamical mean field theory (DMFT) for high dimensional data. We find that the key determinants of grokking are the rate of feature learning -- which can be controlled precisely by parameters that scale the network output -- and the alignment of the initial features with the target function y(x). We argue this delayed generalization arises when (1) the top eigenvectors of the initial neural tangent kernel and the task labels y(x) are misaligned, but (2) the dataset size is large enough so that it is possible for the network to generalize eventually, but not so large that train loss perfectly tracks test loss at all epochs, and (3) the network begins training in the lazy regime so does not learn features immediately. We conclude with evidence that this transition from lazy (linear model) to rich training (feature learning) can control grokking in more general settings, like on MNIST, one-layer Transformers, and student-teacher networks.

Recently, the self-supervised learning framework data2vec has shown inspiring performance for various modalities using a masked student-teacher approach. However, it remains open whether such a framework generalizes to the unique challenges of 3D point clouds. To answer this question, we extend data2vec to the point cloud domain and report encouraging results on several downstream tasks. In an in-depth analysis, we discover that the leakage of positional information reveals the overall object shape to the student even under heavy masking and thus hampers data2vec to learn strong representations for point clouds. We address this 3D-specific shortcoming by proposing point2vec, which unleashes the full potential of data2vec-like pre-training on point clouds. Our experiments show that point2vec outperforms other self-supervised methods on shape classification and few-shot learning on ModelNet40 and ScanObjectNN, while achieving competitive results on part segmentation on ShapeNetParts. These results suggest that the learned representations are strong and transferable, highlighting point2vec as a promising direction for self-supervised learning of point cloud representations.

Large Foundation Models like Dust3r can produce high quality outputs such as pointmaps, camera intrinsics, and depth estimation, given stereo-image pairs as input. However, the application of these outputs on tasks like Visual Localization requires a large amount of inference time and compute resources. To address these limitations, in this paper, we propose the use of a knowledge distillation pipeline, where we aim to build a student-teacher model with Dust3r as the teacher and explore multiple architectures of student models that are trained using the 3D reconstructed points output by Dust3r. Our goal is to build student models that can learn scene-specific representations and output 3D points with replicable performance such as Dust3r. The data set we used to train our models is 12Scenes. We test two main architectures of models: a CNN-based architecture and a Vision Transformer based architecture. For each architecture, we also compare the use of pre-trained models against models built from scratch. We qualitatively compare the reconstructed 3D points output by the student model against Dust3r's and discuss the various features learned by the student model. We also perform ablation studies on the models through hyperparameter tuning. Overall, we observe that the Vision Transformer presents the best performance visually and quantitatively.

This paper describes the approach we have taken in the challenge. We still adopted the two-stage scheme same as the last champion, that is, detection first and segmentation followed. We trained more powerful detector and segmentor separately. Besides, we also perform pseudo-label training on the test set, based on student-teacher framework and end-to-end transformer based object detection. The method ranks first on the 2nd Unidentified Video Objects (UVO) challenge, achieving AR@100 of 46.8, 64.7 and 32.2 in the limited data frame track, unlimited data frame track and video track respectively.

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

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.

Self-attention serves as the core foundation of large-scale transformer pretraining, but its quadratic token interaction cost makes inference expensive. Replacing attention with simpler sequential modules is appealing, yet naive substitution is often lossy, especially at larger scales. This paper revisits attention replacement through the lens of sparsity. Based on the observation of diverse sparsity patterns across transformer layers, we posit that pretrained transformers decompose the complex token dependency across tokens into various sequence-to-sequence mappings of diverse complexities, where some layer functionalities can be approximated and replaced with much simpler sequential modules without loss. We evaluate this premise using a plug-and-play layer-wise distillation framework to approximate and replace attention functionalities in pretrained vision transformer models. Controlled group-wise replacements under a fixed training budget reveal a clear pattern: substituting layers with sparser attention incurs substantially smaller accuracy drops than replacing denser ones. We further impose explicit attention sparsity on the pretrained ViT via AViT-style token retention and perform sparsity-guided distillation for sequential replacing models, where we see increasing teacher sparsity consistently reduces the student-teacher gap. The proposed method achieves efficient attention replacement for reduced parameter size and latency through the guidance of attention sparsity.

Self-supervised pretraining is central to 3D medical image analysis, where unlabeled CT volumes are abundant but expert annotations are scarce. Yet existing volumetric encoders often fail to preserve the coarse spatial and geometric structure that downstream reasoning depends on, limiting their performance on organ disentanglement, abnormality detection, and spatial understanding when paired with language models. We introduce Rad-JEPA 3D, a joint-embedding predictive framework that learns volumetric CT representations by predicting the latent features of a complete scan from a masked view. At its core is a hybrid H-Mamba encoder that fuses a Mamba state-space branch, which models inter-slice continuity through sequential scanning, with a grouped-query attention branch, which captures cross-plane spatial context, combined through a lightweight per-token router. To improve the quality of intermediate representations, we further propose Hidden States Orthogonal Regularization (HSOR), which aligns student-teacher hidden states and reduces feature redundancy throughout the encoder. This layer-wise regularization produces more consistent and discriminative volumetric representations, leading to improved performance on organ recognition and spatial reasoning tasks. Pretrained on approximately 120,000 CT scans, Rad-JEPA 3D attains state-of-the-art results despite its compact size: with only 4.0B total parameters, it achieves competitive results with state-of-the-art on closed-ended VQA and the best average spatial-reasoning score on the Spatial-Med benchmark. Ablation studies confirm that the hybrid block and HSOR contribute complementary gains, and that the induced spatial structure can substitute for raw language-model scale on volumetric reasoning tasks.

Knowledge Tracing (KT) aims to model student's knowledge state and predict future performance to enable personalized learning in Intelligent Tutoring Systems. However, traditional KT methods face fundamental limitations in explainability, as they rely solely on the response correctness, neglecting the rich information embedded in students' problem-solving processes. To address this gap, we propose Knowledge Tracing Leveraging Problem-Solving Process (KT-PSP), which incorporates students' problem-solving processes to capture the multidimensional aspects of mathematical proficiency. We also introduce KT-PSP-25, a new dataset specifically designed for the KT-PSP. Building on this, we present StatusKT, a KT framework that employs a teacher-student-teacher three-stage LLM pipeline to extract students' MP as intermediate signals. In this pipeline, the teacher LLM first extracts problem-specific proficiency indicators, then a student LLM generates responses based on the student's solution process, and a teacher LLM evaluates these responses to determine mastery of each indicator. The experimental results on KT-PSP-25 demonstrate that StatusKT improves the prediction performance of existing KT methods. Moreover, StatusKT provides interpretable explanations for its predictions by explicitly modeling students' mathematical proficiency.

Self-supervised learning (SSL) has driven substantial progress in audio representation learning, though existing methods have increasingly relied on elaborate pre-training recipes to reach competitive performance. A markedly different pre-training philosophy underpins the most influential progress in language modeling and, more recently, in visual representation learning: rather than train encoders as static feature extractors, models are trained to predict the next element, a discrete token or a continuous embedding, from the preceding context. Autoregressive prediction thereby provides a unified pre-training interface that transfers across modalities, compelling the model to learn the underlying data distribution. We ask whether such a simple causal paradigm can yield strong audio learners, given that audio's temporal structure makes autoregressive prediction of patch embeddings a natural fit. We introduce NAPE (Next-Audio-Patch-Embedding prediction), a self-supervised framework in which a causal Transformer predicts each next patch embedding of a log-mel spectrogram from the previous ones, using causal masking and stop-gradient as its sole training signal. The design is intentionally minimalist, avoiding reconstruction decoders, acoustic tokenizers, student-teacher setups, and auxiliary regularization losses. Across six audio and speech benchmarks, NAPE achieves state-of-the-art fine-tuning performance on several tasks, scales consistently across encoder sizes, and yields strong linear-probing results. NAPE also produces structured attention patterns without explicit supervision.

On-policy distillation (OPD) has demonstrated two important capabilities in language models: compressing large teachers into smaller students and merging expert models into a single model. Existing diffusion OPD, however, mostly focus on the latter, with teachers and students sharing the same backbone and scale. We investigate large-to-small diffusion opd from large teachers to a small student and find that the standard recipe fails. To find the underlying cause, we propose Fixed-State KL, an effective and fair way to measure the distribution gap between student and teacher during OPD training for diffusion models. We are the first to clarify why large-to-small OPD is challenging for diffusion models: a smaller student struggles to perfectly match the distribution of a larger teacher, while classifier-free guidance can accumulate and amplify the distributional discrepancies between the student's conditional and unconditional branches and those of the teacher. To solve this problem, we propose GFD-OPD, a simple yet effective method that reduces the student-teacher gap while avoiding the error amplification of the CFG composition. Across numerous experiments, GFD outperforms previous baselines in both training efficiency and final performance, achieving state-of-the-art results on all benchmarks.

Modern LLM post-training composes supervised fine-tuning (SFT), reinforcement learning with verifiable rewards (RLVR), and on-policy distillation (OPD) into multi-stage pipelines, yet these stages are typically designed and evaluated in isolation. We show that this composition is consequential: a stage that improves the current model can make the next stage less effective. Through controlled experiments with Qwen3 models on math and science reasoning, we first characterize OPD across nine student-teacher pairs spanning 2x to 53x parameter ratios and show that OPD effectiveness depends on student-teacher compatibility rather than teacher scale alone. The surrounding stages of OPD reshape this compatibility in three ways: (1) A brief SFT warm-up improves subsequent OPD, while an RLVR-strengthened student regresses under distillation from the same teacher. (2) Adapting the teacher with RLVR raises downstream OPD accuracy in proportion to the capability it adds. Following these two interventions, we find that combining teacher adaptation and student warm-up alone raise average OPD accuracy from 29.2\% to 43.8\% (50\% relative improvement) after the same number of distillation steps, with additional preparatory training. (3) At comparable accuracy, OPD leaves a stronger initialization for downstream RLVR than SFT, with a gap that widens as RL compute scales. Our results suggest that each post-training stage should be chosen not only for the capability it adds, but for the learning interface it creates for the next stage.

Video creation spans text-to-video (T2V), image-to-video (I2V), and condition-based generation, yet video diffusion models remain costly because they repeatedly evaluate large backbones during sampling. Distribution matching distillation (DMD) reduces this cost, but its reverse Kullback--Leibler (KL) objective can provide unstable or incomplete guidance when the student and teacher distributions have limited overlap. VDOT addressed this issue by adding optimal transport distillation (OTD), whose explicit coupling supplies geometric directions for condition-based generation. Balanced OTD, however, performs full-mass matching between the spatial tokens of each corresponding student--teacher frame pair. This assumption weakens for T2V and I2V, where one condition admits many valid outputs and spatial content need not align across different realizations. We present VDOT++, a unified distillation framework that applies the same training recipe separately to generators for the three task families. It makes OTD robust to output diversity through an asymmetric unbalanced formulation that allows unreliable student tokens to carry less mass while maintaining coverage of the teacher tokens. An ell_1 ground cost further replaces mean-based aggregation with a more mode-preserving weighted median that limits the influence of distant transport targets. The two changes respectively determine whom to match and how the selected targets should be aggregated. We additionally combine distribution matching and adversarial refinement through sequential backward passes, and exploit the decoupled score networks for cross-scale distillation, where larger score networks improve a compact generator. Experiments on UVCBench, VBench, VBench-I2V, and the VACE benchmark show that the resulting four-step generators are competitive with many-step teachers and strong few-step baselines across all three task families.

Purpose: Automating tasks such as lung tumor localization and segmentation in radiological images can free valuable time for radiologists and other clinical personnel. Convolutional neural networks may be suited for such tasks, but require substantial amounts of labeled data to train. Obtaining labeled data is a challenge, especially in the medical domain. Methods: This paper investigates the use of a teacher-student design to utilize datasets with different types of supervision to train an automatic model performing pulmonary tumor segmentation on computed tomography images. The framework consists of two models: the student that performs end-to-end automatic tumor segmentation and the teacher that supplies the student additional pseudo-annotated data during training. Results: Using only a small proportion of semantically labeled data and a large number of bounding box annotated data, we achieved competitive performance using a teacher-student design. Models trained on larger amounts of semantic annotations did not perform better than those trained on teacher-annotated data. Conclusions: Our results demonstrate the potential of utilizing teacher-student designs to reduce the annotation load, as less supervised annotation schemes may be performed, without any real degradation in segmentation accuracy.

With the ever-increasing number of news stories available online, classifying them by topic, regardless of the language they are written in, has become crucial for enhancing readers' access to relevant content. To address this challenge, we propose a teacher-student framework based on large language models (LLMs) for developing multilingual news classification models of reasonable size with no need for manual data annotation. The framework employs a Generative Pretrained Transformer (GPT) model as the teacher model to develop an IPTC Media Topic training dataset through automatic annotation of news articles in Slovenian, Croatian, Greek, and Catalan. The teacher model exhibits a high zero-shot performance on all four languages. Its agreement with human annotators is comparable to that between the human annotators themselves. To mitigate the computational limitations associated with the requirement of processing millions of texts daily, smaller BERT-like student models are fine-tuned on the GPT-annotated dataset. These student models achieve high performance comparable to the teacher model. Furthermore, we explore the impact of the training data size on the performance of the student models and investigate their monolingual, multilingual and zero-shot cross-lingual capabilities. The findings indicate that student models can achieve high performance with a relatively small number of training instances, and demonstrate strong zero-shot cross-lingual abilities. Finally, we publish the best-performing news topic classifier, enabling multilingual classification with the top-level categories of the IPTC Media Topic schema.

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

We investigate how teacher-student capacity relationships modulate knowledge distillation (KD) effectiveness in ResNet-based image classification on CIFAR-10. Across three teacher-student pairs -- R50->R18, R34->R18, and R50->R34 -- we compare Logit-KD and Feature-KD under controlled, reproducible conditions (3 seeds, mean+/-std reported throughout). We report three main findings. First, student capacity is a key moderating factor in distillation gain: R34 students benefit substantially more from KD than R18 students even when teacher-student accuracy gaps are comparable, with the strongest gain of +0.30pp observed for R50->R34 Feature-KD versus +0.18pp for R34->R18 Feature-KD and +0.00pp for R34->R18 Logit-KD. Second, implementation correctness critically affects Feature-KD: a gradient clipping bug that excluded projection layers suppressed Feature-KD performance and produced misleading comparisons with Logit-KD. After correction, Feature-KD matches or outperforms Logit-KD in two of three pairs, reaching 95.55% on R50->R34 against a baseline of 95.25%. Third, input-resolution-aware architecture is a prerequisite for effective distillation: correcting the ResNet stem for 32x32 inputs raises teacher accuracy by over 5pp -- an order of magnitude larger than any KD gain. All code and results are available at github.com/umutonuryasar/kd-capacity-gap.

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

The Teacher-Student Chatroom Corpus (TSCC) is a collection of written conversations captured during one-to-one lessons between teachers and learners of English. The lessons took place in an online chatroom and therefore involve more interactive, immediate and informal language than might be found in asynchronous exchanges such as email correspondence. The fact that the lessons were one-to-one means that the teacher was able to focus exclusively on the linguistic abilities and errors of the student, and to offer personalised exercises, scaffolding and correction. The TSCC contains more than one hundred lessons between two teachers and eight students, amounting to 13.5K conversational turns and 133K words: it is freely available for research use. We describe the corpus design, data collection procedure and annotations added to the text. We perform some preliminary descriptive analyses of the data and consider possible uses of the TSCC.

Self-supervised learning (SSL) has emerged as a popular approach for learning audio representations. One goal of audio self-supervised pre-training is to transfer knowledge to downstream audio tasks, generally including clip-level and frame-level tasks. While frame-level tasks are important for fine-grained acoustic scene/event understanding, prior studies primarily evaluate on clip-level downstream tasks. In order to tackle both clip-level and frame-level tasks, this paper proposes Audio Teacher-Student Transformer (ATST), with a clip-level version (named ATST-Clip) and a frame-level version (named ATST-Frame), responsible for learning clip-level and frame-level representations, respectively. Both methods use a Transformer encoder and a teacher-student training scheme. We have carefully designed the view creation strategy for ATST-Clip and ATST-Frame. Specifically, ATST-Clip uses segment-wise data augmentations, and ATST-Frame integrates frame-wise data augmentations and masking. Experimental results show that our ATST-Frame model obtains state-of-the-art (SOTA) performances on most of the clip-level and frame-level downstream tasks. Especially, it outperforms other models by a large margin on the frame-level sound event detection task. In addition, the performance can be further improved by combining the two models through knowledge distillation. Our code is available online.

A widely adopted strategy for model enhancement is to use synthetic data generated by a stronger model for supervised fine-tuning (SFT). However, for emerging reasoning models like Qwen3-8B, this approach often fails to improve reasoning capabilities and can even lead to a substantial drop in performance. In this work, we identify substantial stylistic divergence between teacher generated data and the distribution of student as a major factor impacting SFT. To bridge this gap, we propose a Teacher-Student Cooperation Data Synthesis framework (TESSY), which interleaves teacher and student models to alternately generate style and non-style tokens. Consequently, TESSY produces synthetic sequences that inherit the advanced reasoning capabilities of the teacher while maintaining stylistic consistency with the distribution of the student. In experiments on code generation using GPT-OSS-120B as the teacher, fine-tuning Qwen3-8B on teacher-generated data leads to performance drops of 3.25% on LiveCodeBench-Pro and 10.02% on OJBench, whereas TESSY achieves improvements of 11.25% and 6.68%.

Generating realistic 3D hand motion from natural language is vital for VR, robotics, and human-computer interaction. Existing methods either focus on full-body motion, overlooking detailed hand gestures, or require explicit 3D object meshes, limiting generality. We propose TSHaMo, a model-agnostic teacher-student diffusion framework for text-driven hand motion generation. The student model learns to synthesize motions from text alone, while the teacher leverages auxiliary signals (e.g., MANO parameters) to provide structured guidance during training. A co-training strategy enables the student to benefit from the teacher's intermediate predictions while remaining text-only at inference. Evaluated using two diffusion backbones on GRAB and H2O, TSHaMo consistently improves motion quality and diversity. Ablations confirm its robustness and flexibility in using diverse auxiliary inputs without requiring 3D objects at test time.

For real-world speech recognition applications, noise robustness is still a challenge. In this work, we adopt the teacher-student (T/S) learning technique using a parallel clean and noisy corpus for improving automatic speech recognition (ASR) performance under multimedia noise. On top of that, we apply a logits selection method which only preserves the k highest values to prevent wrong emphasis of knowledge from the teacher and to reduce bandwidth needed for transferring data. We incorporate up to 8000 hours of untranscribed data for training and present our results on sequence trained models apart from cross entropy trained ones. The best sequence trained student model yields relative word error rate (WER) reductions of approximately 10.1%, 28.7% and 19.6% on our clean, simulated noisy and real test sets respectively comparing to a sequence trained teacher.

High accuracy speech recognition requires a large amount of transcribed data for supervised training. In the absence of such data, domain adaptation of a well-trained acoustic model can be performed, but even here, high accuracy usually requires significant labeled data from the target domain. In this work, we propose an approach to domain adaptation that does not require transcriptions but instead uses a corpus of unlabeled parallel data, consisting of pairs of samples from the source domain of the well-trained model and the desired target domain. To perform adaptation, we employ teacher/student (T/S) learning, in which the posterior probabilities generated by the source-domain model can be used in lieu of labels to train the target-domain model. We evaluate the proposed approach in two scenarios, adapting a clean acoustic model to noisy speech and adapting an adults speech acoustic model to children speech. Significant improvements in accuracy are obtained, with reductions in word error rate of up to 44% over the original source model without the need for transcribed data in the target domain. Moreover, we show that increasing the amount of unlabeled data results in additional model robustness, which is particularly beneficial when using simulated training data in the target-domain.

On-policy distillation (OPD) improves reasoning models by learning the token-level discrepancy between a stronger teacher and an on-policy student. However, this discrepancy does not purely reflect the capability gap between the teacher and the student: it also contains deviations arising from the teacher itself, which are consequently mixed into the observed teacher--student discrepancy and indiscriminately learned by standard OPD during training. This issue is further exacerbated by privileged OPD, where privileged information induces larger teacher-side likelihood shifts, thereby encouraging the student to learn more of the teacher's own deviation. We introduce Calibrated On-Policy Distillation (Cal-OPD), which estimates the teacher's self-deviation region through positive and negative privileged interventions and calibrates the original teacher--student discrepancy by retaining only the component that lies beyond this region. Experiments on mathematical reasoning benchmarks show that, while retaining only about 52--65\% of the original teacher--student discrepancy as the optimization signal, Cal-OPD consistently outperforms standard OPD and its variants across model scales.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

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

Self-distillation has emerged as a powerful framework for post-training LLMs, where a teacher conditioned on extra information guides a student without it, both from the same model. While this guidance is useful when the student has failed, on successful rollouts, the same mechanism instead overwrites the student's choices and suppresses it's own reasoning. Therefore, we propose reading the original self-distillation signal in reverse: when the student succeeds along a path the teacher would not have predicted, these tokens reflect its self-driven reasoning. Building on this, we propose RLRT (RLVR with Reversed Teacher), which augments GRPO by reinforcing these tokens on correct rollouts. We interpret this as a new form of exploration in RLVR: not uniform diversity, but valuable exploration grounded in the student's own success. Across base, instruction-tuned, and thinking-tuned Qwen3 checkpoints, RLRT substantially outperforms self-distillation and exploration-based baselines, establishing information asymmetry as a new, principled design axis for RLVR.

We study unsupervised domain adaptation (UDA) for semantic segmentation. Currently, a popular UDA framework lies in self-training which endows the model with two-fold abilities: (i) learning reliable semantics from the labeled images in the source domain, and (ii) adapting to the target domain via generating pseudo labels on the unlabeled images. We find that, by decreasing/increasing the proportion of training samples from the target domain, the 'learning ability' is strengthened/weakened while the 'adapting ability' goes in the opposite direction, implying a conflict between these two abilities, especially for a single model. To alleviate the issue, we propose a novel dual teacher-student (DTS) framework and equip it with a bidirectional learning strategy. By increasing the proportion of target-domain data, the second teacher-student model learns to 'Focus on Your Target' while the first model is not affected. DTS is easily plugged into existing self-training approaches. In a standard UDA scenario (training on synthetic, labeled data and real, unlabeled data), DTS shows consistent gains over the baselines and sets new state-of-the-art results of 76.5\% and 75.1\% mIoUs on GTAvrightarrowCityscapes and SYNTHIArightarrowCityscapes, respectively.

Knowledge distillation methods have recently shown to be a promising direction to speedup the synthesis of large-scale diffusion models by requiring only a few inference steps. While several powerful distillation methods were recently proposed, the overall quality of student samples is typically lower compared to the teacher ones, which hinders their practical usage. In this work, we investigate the relative quality of samples produced by the teacher text-to-image diffusion model and its distilled student version. As our main empirical finding, we discover that a noticeable portion of student samples exhibit superior fidelity compared to the teacher ones, despite the ``approximate'' nature of the student. Based on this finding, we propose an adaptive collaboration between student and teacher diffusion models for effective text-to-image synthesis. Specifically, the distilled model produces the initial sample, and then an oracle decides whether it needs further improvements with a slow teacher model. Extensive experiments demonstrate that the designed pipeline surpasses state-of-the-art text-to-image alternatives for various inference budgets in terms of human preference. Furthermore, the proposed approach can be naturally used in popular applications such as text-guided image editing and controllable generation.

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

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

Knowledge distillation (KD) frameworks place teacher and student on the same GPUs, so per-GPU memory limits the teachers that fit. DisaggKD separates them across nodes: teacher replicas stream hidden states to the student, a KD loss over row windows and vocabulary shards equals the full-vocabulary loss in exact arithmetic without forming the full-vocabulary logits, and a prefetch ring paces producer and trainer. Closed-form memory and traffic models locate the memory limits of each layout. On the Qwen3.5-35B-A3B to 9B pair, the disaggregated layout matches the LM loss of the colocated run with the same loss and is faster than that run; our fused loss also lets a colocated run train on as few nodes at faster speed, while the split is memory efficient when the student spans several nodes. On the larger pairs, colocated runs with a fused loss still run OOM where the split trains, because teacher weights and student states fill the budget.

Voice activity detection is an essential pre-processing component for speech-related tasks such as automatic speech recognition (ASR). Traditional supervised VAD systems obtain frame-level labels from an ASR pipeline by using, e.g., a Hidden Markov model. These ASR models are commonly trained on clean and fully transcribed data, limiting VAD systems to be trained on clean or synthetically noised datasets. Therefore, a major challenge for supervised VAD systems is their generalization towards noisy, real-world data. This work proposes a data-driven teacher-student approach for VAD, which utilizes vast and unconstrained audio data for training. Unlike previous approaches, only weak labels during teacher training are required, enabling the utilization of any real-world, potentially noisy dataset. Our approach firstly trains a teacher model on a source dataset (Audioset) using clip-level supervision. After training, the teacher provides frame-level guidance to a student model on an unlabeled, target dataset. A multitude of student models trained on mid- to large-sized datasets are investigated (Audioset, Voxceleb, NIST SRE). Our approach is then respectively evaluated on clean, artificially noised, and real-world data. We observe significant performance gains in artificially noised and real-world scenarios. Lastly, we compare our approach against other unsupervised and supervised VAD methods, demonstrating our method's superiority.

While various models and computational tools have been proposed for structure and property analysis of molecules, generating molecules that conform to all desired structures and properties remains a challenge. Here, we introduce a multi-constraint molecular generation large language model, TSMMG, which, akin to a student, incorporates knowledge from various small models and tools, namely, the 'teachers'. To train TSMMG, we construct a large set of text-molecule pairs by extracting molecular knowledge from these 'teachers', enabling it to generate novel molecules that conform to the descriptions through various text prompts. We experimentally show that TSMMG remarkably performs in generating molecules meeting complex, natural language-described property requirements across two-, three-, and four-constraint tasks, with an average molecular validity of over 99% and success ratio of 82.58%, 68.03%, and 67.48%, respectively. The model also exhibits adaptability through zero-shot testing, creating molecules that satisfy combinations of properties that have not been encountered. It can comprehend text inputs with various language styles, extending beyond the confines of outlined prompts, as confirmed through empirical validation. Additionally, the knowledge distillation feature of TSMMG contributes to the continuous enhancement of small models, while the innovative approach to dataset construction effectively addresses the issues of data scarcity and quality, which positions TSMMG as a promising tool in the domains of drug discovery and materials science.

Recently, Large Language Models (LLMs) have demonstrated significant potential for data annotation, markedly reducing the labor costs associated with downstream applications. However, existing methods mostly adopt an aggressive strategy by prompting LLM to determine a single gold label for each unlabeled sample. Due to the inherent uncertainty within LLMs, they often produce incorrect labels for difficult samples, severely compromising the data quality for downstream applications. Motivated by ambiguity aversion in human behaviors, we propose a novel candidate annotation paradigm wherein large language models are encouraged to output all possible labels when incurring uncertainty. To ensure unique labels are provided for downstream tasks, we develop a teacher-student framework CanDist that distills candidate annotations with a Small Language Model (SLM). We further provide a rigorous justification demonstrating that distilling candidate annotations from the teacher LLM offers superior theoretical guarantees compared to directly using single annotations. Extensive experiments across six text classification tasks validate the effectiveness of our proposed method. The source code is available at https://github.com/MingxuanXia/CanDist.

In this paper, we propose a new Self-Supervised Learning (SSL) algorithm called data2vec-aqc, for speech representation learning from unlabeled speech data. Our goal is to improve SSL for speech in domains where both unlabeled and labeled data are limited. Building on the recently introduced data2vec, we introduce additional modules to the data2vec framework that leverage the benefit of data augmentations, quantized representations, and clustering. The interaction between these modules helps solve the cross-contrastive loss as an additional self-supervised objective. data2vec-aqc achieves up to 14.1% and 20.9% relative WER improvement over the existing state-of-the-art data2vec system over the test-clean and test-other sets, respectively of LibriSpeech, without the use of any language model (LM). Our proposed model also achieves up to 17.8\% relative WER gains over the baseline data2vec when fine-tuned on a subset of the Switchboard dataset. Code: https://github.com/Speech-Lab-IITM/data2vec-aqc.

This paper investigates the integration of the Learning Using Privileged Information (LUPI) paradigm in object detection to exploit fine-grained, descriptive information available during training but not at inference. We introduce a general, model-agnostic methodology for injecting privileged information-such as bounding box masks, saliency maps, and depth cues-into deep learning-based object detectors through a teacher-student architecture. Experiments are conducted across five state-of-the-art object detection models and multiple public benchmarks, including UAV-based litter detection datasets and Pascal VOC 2012, to assess the impact on accuracy, generalization, and computational efficiency. Our results demonstrate that LUPI-trained students consistently outperform their baseline counterparts, achieving significant boosts in detection accuracy with no increase in inference complexity or model size. Performance improvements are especially marked for medium and large objects, while ablation studies reveal that intermediate weighting of teacher guidance optimally balances learning from privileged and standard inputs. The findings affirm that the LUPI framework provides an effective and practical strategy for advancing object detection systems in both resource-constrained and real-world settings.

Instruction tuning is critical to large language models (LLMs) for achieving better instruction following and task adaptation capabilities but its success heavily relies on the training data quality. Many recent methods focus on improving the data quality but often overlook the compatibility of the data with the student model being finetuned. This paper introduces Selective Reflection-Tuning, a novel paradigm that synergizes a teacher LLM's reflection and introspection for improving existing data quality with the data selection capability of the student LLM, to automatically refine existing instruction-tuning data. This teacher-student collaboration produces high-quality and student-compatible instruction-response pairs, resulting in sample-efficient instruction tuning and LLMs of superior performance. Selective Reflection-Tuning is a data augmentation and synthesis that generally improves LLM finetuning and self-improvement without collecting brand-new data. We apply our method to Alpaca and WizardLM data and achieve much stronger and top-tier 7B and 13B LLMs.

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

Large Language Models (LLMs) have recently showcased remarkable reasoning abilities. However, larger models often surpass their smaller counterparts in reasoning tasks, posing the challenge of effectively transferring these capabilities from larger models. Existing approaches heavily rely on extensive fine-tuning data or continuous interactions with a superior teacher LLM during inference. We introduce a principle-based teacher-student framework called ``Teaching via Principle Discovery'' (TPD) to address these limitations. Inspired by human learning mechanisms, TPD mimics the interaction between a teacher and a student using a principle-based approach. The teacher LLM generates problem-solving instructions and corrective principles based on the student LLM's errors. These principles guide the refinement of instructions and the selection of instructive examples from a validation set. This enables the student model to learn from both the teacher's guidance and its own mistakes. Once the student model begins making inferences, TPD requires no further intervention from the teacher LLM or humans. Through extensive experiments across eight reasoning tasks, we demonstrate the effectiveness of TPD. Compared to standard chain-of-thought prompting, TPD significantly improves the student model's performance, achieving 6.2% improvement on average.

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.

On-policy distillation (OPD) has become increasingly popular for transferring teacher capabilities to student models. In this work, we ask a critical research question: Is on-policy sampling always beneficial for distilling arbitrary teacher-student pairs? We show that a simple alternative, Semi-OPD, which distills from offline rollouts generated by the initial student, can often outperform OPD in both accuracy and training efficiency. Across 17 teacher-student pairs ranging from 1.5B to 235B parameters, Semi-OPD outperforms OPD in 14 cases, with up to +13.6% accuracy and 11.4x training speedup. We further find that the choice between OPD and Semi-OPD depends on the alignment between the initial teacher and student, quantified by an output-token overlap ratio: OPD is beneficial only when the two are highly aligned with high overlap ratios. Our deeper investigation suggests that effective distillation requires on-policyness w.r.t. both the student and the teacher. For misaligned pairs, student rollouts can become increasingly off-policy w.r.t. the teacher as context length grows, weakening the distillation signal. In contrast, Semi-OPD is often more stable, as it distills on shorter contexts while covering full trajectories and exposing the student to more teacher-preferred tokens. Beyond proposing Semi-OPD as an efficient alternative, our work motivates the community to rethink when to use OPD and to study stronger OPD variants with meaningful teacher-student pairs.

Knowledge distillation (KD) is an effective training strategy to improve the lightweight student models under the guidance of cumbersome teachers. However, the large architecture difference across the teacher-student pairs limits the distillation gains. In contrast to previous adaptive distillation methods to reduce the teacher-student gap, we explore a novel training-free framework to search for the best student architectures for a given teacher. Our work first empirically show that the optimal model under vanilla training cannot be the winner in distillation. Secondly, we find that the similarity of feature semantics and sample relations between random-initialized teacher-student networks have good correlations with final distillation performances. Thus, we efficiently measure similarity matrixs conditioned on the semantic activation maps to select the optimal student via an evolutionary algorithm without any training. In this way, our student architecture search for Distillation WithOut Training (DisWOT) significantly improves the performance of the model in the distillation stage with at least 180times training acceleration. Additionally, we extend similarity metrics in DisWOT as new distillers and KD-based zero-proxies. Our experiments on CIFAR, ImageNet and NAS-Bench-201 demonstrate that our technique achieves state-of-the-art results on different search spaces. Our project and code are available at https://lilujunai.github.io/DisWOT-CVPR2023/.

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

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

In this work, we investigate the implicit regularization induced by teacher-student learning dynamics in self-distillation. To isolate its effect, we describe a simple experiment where we consider teachers at random initialization instead of trained teachers. Surprisingly, when distilling a student into such a random teacher, we observe that the resulting model and its representations already possess very interesting characteristics; (1) we observe a strong improvement of the distilled student over its teacher in terms of probing accuracy. (2) The learned representations are data-dependent and transferable between different tasks but deteriorate strongly if trained on random inputs. (3) The student checkpoint contains sparse subnetworks, so-called lottery tickets, and lies on the border of linear basins in the supervised loss landscape. These observations have interesting consequences for several important areas in machine learning: (1) Self-distillation can work solely based on the implicit regularization present in the gradient dynamics without relying on any dark knowledge, (2) self-supervised learning can learn features even in the absence of data augmentation and (3) training dynamics during the early phase of supervised training do not necessarily require label information. Finally, we shed light on an intriguing local property of the loss landscape: the process of feature learning is strongly amplified if the student is initialized closely to the teacher. These results raise interesting questions about the nature of the landscape that have remained unexplored so far. Code is available at https://github.com/safelix/dinopl.

Knowledge distillation trains a smaller student model to match the output distribution of a larger teacher to maximize the end-task performance under computational constraints. However, existing literature on language model distillation primarily focuses on compressing encoder-only models that are then specialized by task-specific supervised finetuning. We need to rethink this setup for more recent large language models with tens to hundreds of billions of parameters. Task-specific finetuning is impractical at this scale, and model performance is often measured using zero/few-shot prompting. Thus, in this work, we advocate for task-agnostic zero-shot evaluated distillation for large language models without access to end-task finetuning data. We propose a teacher-free task-agnostic distillation method, which uses a truncated version of the larger model for initialization, and continues pretraining this model using a language modeling objective. Our teacher-free method shines in a distillation regime where it is infeasible to fit both the student and teacher into the GPU memory. Despite its simplicity, our method can effectively reduce the model size by 50\%, matching or outperforming the vanilla distillation method on perplexity and accuracy on 13 zero-shot end-tasks while being 1.5x computationally efficient.

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

Self-distillation methods for large language models with an exponential moving average (EMA) teacher already retain a history of student updates. Muon nevertheless stores a separate momentum buffer, increasing persistent training memory. We propose Muon with Reused Teacher (Muon-RT), which reuses the teacher-student displacement to eliminate momentum buffers for hidden weight matrices. We show that this displacement encodes an exponentially weighted history of applied updates and smooths temporally uncorrelated noise under a local model. Muon-RT removes its radial component, normalizes it spectrally, and mixes it with the current gradient after Newton-Schulz (NS) orthogonalization. Under explicit regularity and alignment assumptions, we establish linear contraction of an expected objective-gap bound toward a residual error level. With Self-Distillation Fine-Tuning (SDFT) on Qwen2.5-7B-Instruct, Muon-RT improves average accuracy over AdamW by 2.6 points with 42% less persistent memory, and over momentum Muon by 5.4 points with 27% less persistent memory. With Self-Distillation Policy Optimization (SDPO) on Olmo-3-7B-Instruct, it improves average accuracy over AdamW by 2.0 points.

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

Knowledge distillation generally assumes a strong-to-weak relationship where stronger teachers yield better students. In this work, we examine this assumption about distillation in large language model pretraining. By varying architecture sizes and training token budgets, we create strong-to-weak, same-level, and weak-to-strong teacher-student relationships, and study distillation's effectiveness under each. We find that the teacher need not be strong: with proper mixing of the language modeling and knowledge distillation losses, even small and undertrained teachers improve larger students. At the same time, a stronger teacher is not always better: pushing the teacher further, through more parameters or more training tokens, can saturate or even reverse the distillation gains. We further observe that distillation improves generalization (out-of-distribution and downstream performance) more readily than in-domain fitting. Together, these results challenge the common belief that distillation pretraining always requires a strong teacher.

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

Modern LLM-based ASR systems have established multilingual capability as a standard feature, leveraging large-scale multilingual corpora and LLMs' cross-lingual knowledge to achieve competitive performance across multilingual benchmarks. However, jointly modeling languages with heterogeneous acoustic, phonological, and lexical characteristics inevitably introduces optimization conflicts, undermining language-wise specialization. To address this challenge, we propose Language-Specialized Multi-Teacher On-Policy Distillation (LS-MOPD), which decouples language-specific knowledge acquisition from multilingual capability integration: language-specialized teachers are independently optimized via reinforcement learning (RL), with their expertise then integrated into a generalist multilingual student through language routing and token-level multi-teacher distillation, thereby reducing direct cross-lingual optimization conflicts. We further explore static and dynamic acoustic-prefix configurations to examine how teacher-student prefix consistency influences the efficacy of on-policy distillation. Experiments on benchmarks covering Mandarin, Mandarin subdialects, Cantonese, and English demonstrate that LS-MOPD substantially outperforms RL baselines and surpasses the empirical performance envelope defined by the best-performing RL teachers on nearly all benchmarks, revealing its potential to generalize beyond all teachers in multilingual ASR.

Multi-teacher on-policy distillation (MOPD) distills several domain-expert teachers into a single student by minimizing per-domain reverse-KL divergence on the student's own rollouts. Existing approaches typically fix the per-domain data mixture before training, overlooking the fact that different domains converge at substantially different rates: some plateau early while others continue to improve throughout the training budget. A fixed mixture therefore wastes compute on fast-converging domains and undertrains slower-converging ones. To address this, we propose D^3-MOPD (Dynamic Domain ScheDuling for MOPD), a zero-overhead scheduler that repurposes the per-domain reverse-KL signal already produced during training to adapt the domain mixture online. Running asynchronously outside the training process, an off-process watcher periodically tracks each domain's KL trajectory, estimates remaining headroom and current improvement rate, and accordingly adjusts the domain sampling ratios without altering the core training loop. Our D^3-MOPD scales naturally to arbitrary numbers of domains, and the expected benefit grows as more domains introduce more diverse convergence patterns for the scheduler to exploit. On a Qwen3.6-35B-A3B student distilled from four domain-expert teachers, D^3-MOPD closes 97% of the average student-to-teacher performance gap, compared with 63% for vanilla MOPD, reaches the same peak performance with an approximately 3times reduction in rollout steps, and surpasses the specialist teachers on three of seven benchmarks.

Agentic on-policy distillation (OPD) trains a student agent on its own trajectories while a teacher scores every token. A natural explanation of where it goes wrong is compounding error: the student's mistakes carry its trajectories beyond the region where the teacher is reliable, so recent methods keep training inside that region, through episode-length curricula, teacher-guided turns, prefix replay, or teacher intervention where the two disagree. We show this explanation is incomplete. From the states where the student departs most from the teacher, the teacher's own takeovers still finish the task, yet the student trained on its token scores keeps running out of turns. We attribute this to the myopia of next-token scoring. The teacher rates each token without seeing where the episode ends, so its scores let through the safe, delaying moves that outcome-based RL would punish with zero reward, a penalty agentic OPD lacks. We call this difference between what the teacher does and what it scores the rollout-scorer gap. We propose Rollout-to-Scorer Distillation (R2S), which repairs the scorer before distillation by mining high-disagreement states from the untrained student, running teacher takeovers from them, keeping the states where enough takeovers pass a reward-free check such as consensus or an LLM judge, and fine-tuning the teacher to give its takeover-informed scores on every assistant token from the divergence turn onward, without the takeover in context. The repaired teacher is frozen as the sole scorer for standard OPD, requiring no task reward during repair or training. Across three environments, two teachers and four students, R2S outperforms three state-of-the-art agentic-OPD methods in all twelve teacher-student-environment cells, by 12.8 success points on average over the best of them in each cell. Project page: https://tree-shu-zhao.github.io/r2s/.

Audio-Visual Source Localization (AVSL) aims to locate sounding objects within video frames given the paired audio clips. Existing methods predominantly rely on self-supervised contrastive learning of audio-visual correspondence. Without any bounding-box annotations, they struggle to achieve precise localization, especially for small objects, and suffer from blurry boundaries and false positives. Moreover, the naive semi-supervised method is poor in fully leveraging the information of abundant unlabeled data. In this paper, we propose a novel semi-supervised learning framework for AVSL, namely Dual Mean-Teacher (DMT), comprising two teacher-student structures to circumvent the confirmation bias issue. Specifically, two teachers, pre-trained on limited labeled data, are employed to filter out noisy samples via the consensus between their predictions, and then generate high-quality pseudo-labels by intersecting their confidence maps. The sufficient utilization of both labeled and unlabeled data and the proposed unbiased framework enable DMT to outperform current state-of-the-art methods by a large margin, with CIoU of 90.4% and 48.8% on Flickr-SoundNet and VGG-Sound Source, obtaining 8.9%, 9.6% and 4.6%, 6.4% improvements over self- and semi-supervised methods respectively, given only 3% positional-annotations. We also extend our framework to some existing AVSL methods and consistently boost their performance.

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

On-policy distillation (OPD) accelerates post-training by providing dense token-level supervision from a frozen teacher on the student's own rollouts. Vanilla OPD applies this supervision uniformly across prompts, without checking whether the teacher is reliable for each prompt. Because reverse KL is mode-seeking, a confidently wrong teacher can induce a strong yet misleading update. Distributional proxies, such as entropy or teacher-student likelihood agreement, measure uncertainty or agreement but do not directly verify outcome correctness. We introduce Teacher-Gated On-Policy Distillation (TGOPD), built on the principle that teacher reliability should be verified at the prompt level before dense supervision is admitted. TGOPD estimates reliability from a small set of verifier-scored teacher probes and routes each prompt exclusively to dense OPD when the reliability check passes or to verifier-grounded GRPO otherwise. Across 4B and 35B students in mathematics, code, and instruction following, TGOPD outperforms Vanilla OPD in all six single-domain settings and achieves higher seven-benchmark averages at both scales under multi-domain training. By using otherwise-idle teacher capacity for reliability estimation, TGOPD also reduces teacher-side compute waste in asynchronous OPD, increasing teacher-node GPU utilization from 9.8% to 78.9% in the measured 4B single-domain run.

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

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.

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