Polyglot Teachers: Evaluating Language Models for Multilingual Synthetic Data Generation

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.

RAG-KT: Cross-platform Explainable Knowledge Tracing with Multi-view Fusion Retrieval Generation

Knowledge Tracing (KT) infers a student's knowledge state from past interactions to predict future performance. Conventional Deep Learning (DL)-based KT models are typically tied to platform-specific identifiers and latent representations, making them hard to transfer and interpret. Large Language Model (LLM)-based methods can be either ungrounded under prompting or overly domain-dependent under fine-tuning. In addition, most existing KT methods are developed and evaluated under a same-distribution assumption. In real deployments, educational data often arise from heterogeneous platforms with substantial distribution shift, which often degrades generalization. To this end, we propose RAG-KT, a retrieval-augmented paradigm that frames cross-platform KT as reliable context constrained inference with LLMs. It builds a unified multi-source structured context with cross-source alignment via Question Group abstractions and retrieves complementary rich and reliable context for each prediction, enabling grounded prediction and interpretable diagnosis. Experiments on three public KT benchmarks demonstrate consistent gains in accuracy and robustness, including strong performance under cross-platform conditions.

DIB-OD: Preserving the Invariant Core for Robust Heterogeneous Graph Adaptation via Decoupled Information Bottleneck and Online Distillation

Graph Neural Network pretraining is pivotal for leveraging unlabeled graph data. However, generalizing across heterogeneous domains remains a major challenge due to severe distribution shifts. Existing methods primarily focus on intra-domain patterns, failing to disentangle task-relevant invariant knowledge from domain-specific redundant noise, leading to negative transfer and catastrophic forgetting. To this end, we propose DIB-OD, a novel framework designed to preserve the invariant core for robust heterogeneous graph adaptation through a Decoupled Information Bottleneck and Online Distillation framework. Our core innovation is the explicit decomposition of representations into orthogonal invariant and redundant subspaces. By utilizing an Information Bottleneck teacher-student distillation mechanism and the Hilbert-Schmidt Independence Criterion, we isolate a stable invariant core that transcends domain boundaries. Furthermore, a self-adaptive semantic regularizer is introduced to protect this core from corruption during target-domain adaptation by dynamically gating label influence based on predictive confidence. Extensive experiments across chemical, biological, and social network domains demonstrate that DIB-OD significantly outperforms state-of-the-art methods, particularly in challenging inter-type domain transfers, showcasing superior generalization and anti-forgetting performance.

TIPSv2: Advancing Vision-Language Pretraining with Enhanced Patch-Text Alignment

Recent progress in vision-language pretraining has enabled significant improvements to many downstream computer vision applications, such as classification, retrieval, segmentation and depth prediction. However, a fundamental capability that these models still struggle with is aligning dense patch representations with text embeddings of corresponding concepts. In this work, we investigate this critical issue and propose novel techniques to enhance this capability in foundational vision-language models. First, we reveal that a patch-level distillation procedure significantly boosts dense patch-text alignment -- surprisingly, the patch-text alignment of the distilled student model strongly surpasses that of the teacher model. This observation inspires us to consider modifications to pretraining recipes, leading us to propose iBOT++, an upgrade to the commonly-used iBOT masked image objective, where unmasked tokens also contribute directly to the loss. This dramatically enhances patch-text alignment of pretrained models. Additionally, to improve vision-language pretraining efficiency and effectiveness, we modify the exponential moving average setup in the learning recipe, and introduce a caption sampling strategy to benefit from synthetic captions at different granularities. Combining these components, we develop TIPSv2, a new family of image-text encoder models suitable for a wide range of downstream applications. Through comprehensive experiments on 9 tasks and 20 datasets, we demonstrate strong performance, generally on par with or better than recent vision encoder models. Code and models are released via our project page at https://gdm-tipsv2.github.io/ .

MAVEN-T: Multi-Agent enVironment-aware Enhanced Neural Trajectory predictor with Reinforcement Learning

Trajectory prediction remains a critical yet challenging component in autonomous driving systems, requiring sophisticated reasoning capabilities while meeting strict real-time deployment constraints. While knowledge distillation has demonstrated effectiveness in model compression, existing approaches often fail to preserve complex decision-making capabilities, particularly in dynamic multi-agent scenarios. This paper introduces MAVEN-T, a teacher-student framework that achieves state-of-the-art trajectory prediction through complementary architectural co-design and progressive distillation. The teacher employs hybrid attention mechanisms for maximum representational capacity, while the student uses efficient architectures optimized for deployment. Knowledge transfer is performed via multi-granular distillation with adaptive curriculum learning that dynamically adjusts complexity based on performance. Importantly, the framework incorporates reinforcement learning to overcome the imitation ceiling of traditional distillation, enabling the student to verify, refine, and optimize teacher knowledge through dynamic environmental interaction, potentially achieving more robust decision-making than the teacher itself. Extensive experiments on NGSIM and highD datasets demonstrate 6.2x parameter compression and 3.7x inference speedup while maintaining state-of-the-art accuracy, establishing a new paradigm for deploying sophisticated reasoning models under resource constraints.

Self-Distilled Reinforcement Learning for Co-Evolving Agentic Recommender Systems

Large language model-empowered agentic recommender systems (ARS) reformulate recommendation as a multi-turn interaction between a recommender agent and a user agent, enabling iterative preference elicitation and refinement beyond conventional one-shot prediction. However, existing ARS are mainly optimized in a Reflexion-style paradigm, where past interaction trajectories are stored as textual memory and retrieved as prompt context for later reasoning. Although this design allows agents to recall prior feedback and observations, the accumulated experience remains external to model parameters, leaving agents reliant on generic reasoning rather than progressively acquiring recommendation-specific decision-making ability through learning. Reinforcement learning (RL) therefore provides a natural way to internalize such interaction experience into parameters. Yet existing RL methods for ARS still suffer from two key limitations. First, they fail to capture the interactive nature of ARS, in which the recommender agent and the user agent continuously influence each other and can naturally generate endogenous supervision through interaction feedback. Second, they reduce a rich multi-turn interaction process to final outcomes, overlooking the dense supervision embedded throughout the trajectory. To this end, we propose CoARS, a self-distilled reinforcement learning framework for co-evolving agentic recommender systems. CoARS introduces two complementary learning schemes: interaction reward, which derives coupled task-level supervision for the recommender agent and the user agent from the same interaction trajectory, and self-distilled credit assignment, which converts historical trajectories into token-level credit signals under teacher-student conditioning. Experiments on multiple datasets show that CoARS outperforms representative ARS baselines in recommendation performance and user alignment.

Neural-Symbolic Knowledge Tracing: Injecting Educational Knowledge into Deep Learning for Responsible Learner Modelling

The growing use of artificial intelligence (AI) in education, particularly large language models (LLMs), has increased interest in intelligent tutoring systems. However, LLMs often show limited adaptivity and struggle to model learners' evolving knowledge over time, highlighting the need for dedicated learner modelling approaches. Although deep knowledge tracing methods achieve strong predictive performance, their opacity and susceptibility to bias can limit alignment with pedagogical principles. To address this, we propose Responsible-DKT, a neural-symbolic deep knowledge tracing approach that integrates symbolic educational knowledge (e.g., mastery and non-mastery rules) into sequential neural models for responsible learner modelling. Experiments on a real-world dataset of students' math interactions show that Responsible-DKT outperforms both a neural-symbolic baseline and a fully data-driven PyTorch DKT model across training settings. The model achieves over 0.80 AUC with only 10% of training data and up to 0.90 AUC, improving performance by up to 13%. It also demonstrates improved temporal reliability, producing lower early- and mid-sequence prediction errors and the lowest prediction inconsistency rates across sequence lengths, indicating that prediction updates remain directionally aligned with observed student responses over time. Furthermore, the neural-symbolic approach offers intrinsic interpretability via a grounded computation graph that exposes the logic behind each prediction, enabling both local and global explanations. It also allows empirical evaluation of pedagogical assumptions, revealing that repeated incorrect responses (non-mastery) strongly influence prediction updates. These results indicate that neural-symbolic approaches enhance both performance and interpretability, mitigate data limitations, and support more responsible, human-centered AI in education.

Temporal Dropout Risk in Learning Analytics: A Harmonized Survival Benchmark Across Dynamic and Early-Window Representations

Student dropout is a persistent concern in Learning Analytics, yet comparative studies frequently evaluate predictive models under heterogeneous protocols, prioritizing discrimination over temporal interpretability and calibration. This study introduces a survival-oriented benchmark for temporal dropout risk modelling using the Open University Learning Analytics Dataset (OULAD). Two harmonized arms are compared: a dynamic weekly arm, with models in person-period representation, and a comparable continuous-time arm, with an expanded roster of families -- tree-based survival, parametric, and neural models. The evaluation protocol integrates four analytical layers: predictive performance, ablation, explainability, and calibration. Results are reported within each arm separately, as a single cross-arm ranking is not methodologically warranted. Within the comparable arm, Random Survival Forest leads in discrimination and horizon-specific Brier scores; within the dynamic arm, Poisson Piecewise-Exponential leads narrowly on integrated Brier score within a tight five-family cluster. No-refit bootstrap sampling variability qualifies these positions as directional signals rather than absolute superiority. Ablation and explainability analyses converged, across all families, on a shared finding: the dominant predictive signal was not primarily demographic or structural, but temporal and behavioral. Calibration corroborated this pattern in the better-discriminating models, with the exception of XGBoost AFT, which exhibited systematic bias. These results support the value of a harmonized, multi-dimensional benchmark in Learning Analytics and situate dropout risk as a temporal-behavioral process rather than a function of static background attributes.

Gaze to Insight: A Scalable AI Approach for Detecting Gaze Behaviours in Face-to-Face Collaborative Learning

Previous studies have illustrated the potential of analysing gaze behaviours in collaborative learning to provide educationally meaningful information for students to reflect on their learning. Over the past decades, machine learning approaches have been developed to automatically detect gaze behaviours from video data. Yet, since these approaches often require large amounts of labelled data for training, human annotation remains necessary. Additionally, researchers have questioned the cross-configuration robustness of machine learning models developed, as training datasets often fail to encompass the full range of situations encountered in educational contexts. To address these challenges, this study proposes a scalable artificial intelligence approach that leverages pretrained and foundation models to automatically detect gaze behaviours in face-to-face collaborative learning contexts without requiring human-annotated data. The approach utilises pretrained YOLO11 for person tracking, YOLOE-26 with text-prompt capability for education-related object detection, and the Gaze-LLE model for gaze target prediction. The results indicate that the proposed approach achieves an F1-score of 0.829 in detecting students' gaze behaviours from video data, with strong performance for laptop-directed gaze and peer-directed gaze, yet weaker performance for other gaze targets. Furthermore, when compared to other supervised machine learning approaches, the proposed method demonstrates superior and more stable performance in complex contexts, highlighting its better cross-configuration robustness. The implications of this approach for supporting students' collaborative learning in real-world environments are also discussed.

WorldMAP: Bootstrapping Vision-Language Navigation Trajectory Prediction with Generative World Models

Vision-language models (VLMs) and generative world models are opening new opportunities for embodied navigation. VLMs are increasingly used as direct planners or trajectory predictors, while world models support look-ahead reasoning by imagining future views. Yet predicting a reliable trajectory from a single egocentric observation remains challenging. Current VLMs often generate unstable trajectories, and world models, though able to synthesize plausible futures, do not directly provide the grounded signals needed for navigation learning. This raises a central question: how can generated futures be turned into supervision for grounded trajectory prediction? We present WorldMAP, a teacher--student framework that converts world-model-generated futures into persistent semantic-spatial structure and planning-derived supervision. Its world-model-driven teacher builds semantic-spatial memory from generated videos, grounds task-relevant targets and obstacles, and produces trajectory pseudo-labels through explicit planning. A lightweight student with a multi-hypothesis trajectory head is then trained to predict navigation trajectories directly from vision-language inputs. On Target-Bench, WorldMAP achieves the best ADE and FDE among compared methods, reducing ADE by 18.0% and FDE by 42.1% relative to the best competing baseline, while lifting a small open-source VLM to DTW performance competitive with proprietary models. More broadly, the results suggest that, in embodied navigation, the value of world models may lie less in supplying action-ready imagined evidence than in synthesizing structured supervision for navigation learning.