Daily Papers

Reinforcement finetuning (RFT) has shown great potential for enhancing the mathematical reasoning capabilities of large language models (LLMs), but it is often sample- and compute-inefficient, requiring extensive training. In this work, we introduce AdaRFT (Adaptive Curriculum Reinforcement Finetuning), a method that significantly improves both the efficiency and final accuracy of RFT through adaptive curriculum learning. AdaRFT dynamically adjusts the difficulty of training problems based on the model's recent reward signals, ensuring that the model consistently trains on tasks that are challenging but solvable. This adaptive sampling strategy accelerates learning by maintaining an optimal difficulty range, avoiding wasted computation on problems that are too easy or too hard. AdaRFT requires only a lightweight extension to standard RFT algorithms like Proximal Policy Optimization (PPO), without modifying the reward function or model architecture. Experiments on competition-level math datasets-including AMC, AIME, and IMO-style problems-demonstrate that AdaRFT significantly improves both training efficiency and reasoning performance. We evaluate AdaRFT across multiple data distributions and model sizes, showing that it reduces the number of training steps by up to 2x and improves accuracy by a considerable margin, offering a more scalable and effective RFT framework.

Harnessing low-light enhancement and domain adaptation, nighttime UAV tracking has made substantial strides. However, over-reliance on image enhancement, limited high-quality nighttime data, and a lack of integration between daytime and nighttime trackers hinder the development of an end-to-end trainable framework. Additionally, current ViT-based trackers demand heavy computational resources due to their reliance on the self-attention mechanism. In this paper, we propose a novel pure Mamba-based tracking framework (MambaNUT) that employs a state space model with linear complexity as its backbone, incorporating a single-stream architecture that integrates feature learning and template-search coupling within Vision Mamba. We introduce an adaptive curriculum learning (ACL) approach that dynamically adjusts sampling strategies and loss weights, thereby improving the model's ability of generalization. Our ACL is composed of two levels of curriculum schedulers: (1) sampling scheduler that transforms the data distribution from imbalanced to balanced, as well as from easier (daytime) to harder (nighttime) samples; (2) loss scheduler that dynamically assigns weights based on the size of the training set and IoU of individual instances. Exhaustive experiments on multiple nighttime UAV tracking benchmarks demonstrate that the proposed MambaNUT achieves state-of-the-art performance while requiring lower computational costs. The code will be available at https://github.com/wuyou3474/MambaNUT.

Multi-agent football poses an unsolved challenge in AI research. Existing work has focused on tackling simplified scenarios of the game, or else leveraging expert demonstrations. In this paper, we develop a multi-agent system to play the full 11 vs. 11 game mode, without demonstrations. This game mode contains aspects that present major challenges to modern reinforcement learning algorithms; multi-agent coordination, long-term planning, and non-transitivity. To address these challenges, we present TiZero; a self-evolving, multi-agent system that learns from scratch. TiZero introduces several innovations, including adaptive curriculum learning, a novel self-play strategy, and an objective that optimizes the policies of multiple agents jointly. Experimentally, it outperforms previous systems by a large margin on the Google Research Football environment, increasing win rates by over 30%. To demonstrate the generality of TiZero's innovations, they are assessed on several environments beyond football; Overcooked, Multi-agent Particle-Environment, Tic-Tac-Toe and Connect-Four.

Collecting real-world optical flow datasets is a formidable challenge due to the high cost of labeling. A shortage of datasets significantly constrains the real-world performance of optical flow models. Building virtual datasets that resemble real scenarios offers a potential solution for performance enhancement, yet a domain gap separates virtual and real datasets. This paper introduces FlowDA, an unsupervised domain adaptive (UDA) framework for optical flow estimation. FlowDA employs a UDA architecture based on mean-teacher and integrates concepts and techniques in unsupervised optical flow estimation. Furthermore, an Adaptive Curriculum Weighting (ACW) module based on curriculum learning is proposed to enhance the training effectiveness. Experimental outcomes demonstrate that our FlowDA outperforms state-of-the-art unsupervised optical flow estimation method SMURF by 21.6%, real optical flow dataset generation method MPI-Flow by 27.8%, and optical flow estimation adaptive method FlowSupervisor by 30.9%, offering novel insights for enhancing the performance of optical flow estimation in real-world scenarios. The code will be open-sourced after the publication of this paper.

Recently, great progress has been made in video generation technology, attracting the widespread attention of scholars. To apply this technology to downstream applications under resource-constrained conditions, researchers usually fine-tune the pre-trained models based on parameter-efficient tuning methods such as Adapter or Lora. Although these methods can transfer the knowledge from the source domain to the target domain, fewer training parameters lead to poor fitting ability, and the knowledge from the source domain may lead to the inference process deviating from the target domain. In this paper, we argue that under constrained resources, training a smaller video generation model from scratch using only million-level samples can outperform parameter-efficient tuning on larger models in downstream applications: the core lies in the effective utilization of data and curriculum strategy. Take animated sticker generation (ASG) as a case study, we first construct a discrete frame generation network for stickers with low frame rates, ensuring that its parameters meet the requirements of model training under constrained resources. In order to provide data support for models trained from scratch, we come up with a dual-mask based data utilization strategy, which manages to improve the availability and expand the diversity of limited data. To facilitate convergence under dual-mask situation, we propose a difficulty-adaptive curriculum learning method, which decomposes the sample entropy into static and adaptive components so as to obtain samples from easy to difficult. The experiment demonstrates that our resource-efficient dual-mask training framework is quantitatively and qualitatively superior to efficient-parameter tuning methods such as I2V-Adapter and SimDA, verifying the feasibility of our method on downstream tasks under constrained resources. Code will be available.

Despite impressive progress in areas like mathematical reasoning, large language models still face significant challenges in consistently solving complex problems. Drawing inspiration from key human learning strategies, we propose two novel strategies to enhance the capability of large language models to solve these complex problems. First, Adaptive Difficulty Curriculum Learning (ADCL) is a novel curriculum learning strategy that tackles the Difficulty Shift phenomenon (i.e., a model's perception of problem difficulty dynamically changes during training) by periodically re-estimating difficulty within upcoming data batches to maintain alignment with the model's evolving capabilities. Second, Expert-Guided Self-Reformulation (EGSR) is a novel reinforcement learning strategy that bridges the gap between imitation learning and pure exploration by guiding models to reformulate expert solutions within their own conceptual framework, rather than relying on direct imitation, fostering deeper understanding and knowledge assimilation. Extensive experiments on challenging mathematical reasoning benchmarks, using Qwen2.5-7B as the base model, demonstrate that these human-inspired strategies synergistically and significantly enhance performance. Notably, their combined application improves performance over the standard Zero-RL baseline by 10% on the AIME24 benchmark and 16.6% on AIME25.

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

Lyric translation is a challenging task that requires balancing multiple musical constraints. Existing methods often rely on hand-crafted rules and sentence-level modeling, which restrict their ability to internalize musical-linguistic patterns and to generalize effectively at the paragraph level, where cross-line coherence and global rhyme are crucial. In this work, we propose LyriCAR, a novel framework for controllable lyric translation that operates in a fully unsupervised manner. LyriCAR introduces a difficulty-aware curriculum designer and an adaptive curriculum strategy, ensuring efficient allocation of training resources, accelerating convergence, and improving overall translation quality by guiding the model with increasingly complex challenges. Extensive experiments on the EN-ZH lyric translation task show that LyriCAR achieves state-of-the-art results across both standard translation metrics and multi-dimensional reward scores, surpassing strong baselines. Notably, the adaptive curriculum strategy reduces training steps by nearly 40% while maintaining superior performance. Code, data and model can be accessed at https://github.com/rle27/LyriCAR.

Background: Recursive reasoning models achieve strong performance through iterative refinement, allowing small networks to match large language models. However, training is computationally expensive, often requiring 36 GPU-hours for Sudoku extreme. Existing models use fixed recursion depth and uniform supervision weighting, leading to inefficient training. Objectives: We propose CGAR (Curriculum-Guided Adaptive Recursion), applying curriculum learning to architectural depth. CGAR introduces Progressive Depth Curriculum (PDC) to dynamically adjust recursion depth and Hierarchical Supervision Weighting (HSW) to apply exponentially decaying importance to supervision steps. Methods: PDC implements a three-stage schedule transitioning from shallow (2, 1) to full depth (6, 3) configurations, providing 41.4% FLOPs reduction. HSW applies exponential decay to supervision steps, achieving 40% gradient variance reduction and accelerated convergence. Results: On Sudoku-Extreme, CGAR achieves 1.71x training speedup (10.93 to 6.38 hours) with only a 0.63% accuracy drop (86.65% to 86.02%). PDC alone achieves 2.26x speedup with 85.47% accuracy, showing a Pareto improvement in efficiency and quality. HSW provides 1.61x speedup. CGAR-trained models show superior inference efficiency with 100% halting accuracy and 11% fewer reasoning steps. Conclusions: CGAR enables efficient training of recursive models on modest hardware. By treating depth as a scheduled parameter, it achieves substantial savings and prevents overfitting, making these models practical for neurosymbolic AI and program synthesis. https://github.com/Kaleemullahqasim/CGAR and huggingface.co/Kaleemullah/trm-cgar-sudoku.

Recently, online Reinforcement Learning with Verifiable Rewards (RLVR) has become a key paradigm for enhancing the reasoning capabilities of Large Language Models (LLMs). However, existing methods typically treat all training samples uniformly, overlooking the vast differences in problem difficulty relative to the model's current capabilities. This uniform training strategy leads to inefficient exploration of problems the model has already mastered, while concurrently lacking effective guidance on problems that are challenging its abilities the most, limiting both learning efficiency and upper-bound performance. To address this, we propose CLPO (Curriculum-guided Learning for Policy Optimization), a novel algorithm that creates a dynamic pedagogical feedback loop within the policy optimization process. The core of CLPO leverages the model's own rollout performance to conduct real-time difficulty assessment, thereby constructing an Online Curriculum. This curriculum then guides an Adaptive Problem Restructuring mechanism, where the model acts as its own teacher: it diversifies medium-difficulty problems to promote generalization and simplifies challenging problems to make them more attainable. Our approach transforms the static training procedure into a dynamic process that co-evolves with the model's capabilities. Experiments show that CLPO achieves state-of-the-art performance across eight challenging mathematical and general reasoning benchmarks, with an average pass@1 improvement of 6.96% over other methods, demonstrating its potential for more efficiently training more capable reasoning models.

We present a novel unsupervised domain adaption method for person re-identification (reID) that generalizes a model trained on a labeled source domain to an unlabeled target domain. We introduce a camera-driven curriculum learning (CaCL) framework that leverages camera labels of person images to transfer knowledge from source to target domains progressively. To this end, we divide target domain dataset into multiple subsets based on the camera labels, and initially train our model with a single subset (i.e., images captured by a single camera). We then gradually exploit more subsets for training, according to a curriculum sequence obtained with a camera-driven scheduling rule. The scheduler considers maximum mean discrepancies (MMD) between each subset and the source domain dataset, such that the subset closer to the source domain is exploited earlier within the curriculum. For each curriculum sequence, we generate pseudo labels of person images in a target domain to train a reID model in a supervised way. We have observed that the pseudo labels are highly biased toward cameras, suggesting that person images obtained from the same camera are likely to have the same pseudo labels, even for different IDs. To address the camera bias problem, we also introduce a camera-diversity (CD) loss encouraging person images of the same pseudo label, but captured across various cameras, to involve more for discriminative feature learning, providing person representations robust to inter-camera variations. Experimental results on standard benchmarks, including real-to-real and synthetic-to-real scenarios, demonstrate the effectiveness of our framework.

Pommerman is a multi-agent environment that has received considerable attention from researchers in recent years. This environment is an ideal benchmark for multi-agent training, providing a battleground for two teams with communication capabilities among allied agents. Pommerman presents significant challenges for model-free reinforcement learning due to delayed action effects, sparse rewards, and false positives, where opponent players can lose due to their own mistakes. This study introduces a system designed to train multi-agent systems to play Pommerman using a combination of curriculum learning and population-based self-play. We also tackle two challenging problems when deploying the multi-agent training system for competitive games: sparse reward and suitable matchmaking mechanism. Specifically, we propose an adaptive annealing factor based on agents' performance to adjust the dense exploration reward during training dynamically. Additionally, we implement a matchmaking mechanism utilizing the Elo rating system to pair agents effectively. Our experimental results demonstrate that our trained agent can outperform top learning agents without requiring communication among allied agents.

Detecting abnormal events in real-world customer service dialogues is highly challenging due to the complexity of business data and the dynamic nature of customer interactions. Moreover, models must demonstrate strong out-of-domain (OOD) generalization to enable rapid adaptation across different business scenarios and maximize commercial value. In this work, we propose a novel Adaptive Perplexity-Aware Reinforcement Learning (APARL) framework that leverages the advanced reasoning capabilities of large language models for abnormal event detection. APARL introduces a dual-loop dynamic curriculum learning architecture, enabling the model to progressively focus on more challenging samples as its proficiency increases. This design effectively addresses performance bottlenecks and significantly enhances OOD transferability. Extensive evaluations on food delivery dialogue tasks show that our model achieves significantly enhanced adaptability and robustness, attaining the highest F1 score with an average improvement of 17.19\%, and an average improvement of 9.59\% in OOD transfer tests. This method provides a superior solution for industrial deployment of anomaly detection models, contributing to improved operational efficiency and commercial benefits.

Recent advances in reinforcement learning (RL)-based post-training have led to notable improvements in large language models (LLMs), particularly in enhancing their reasoning capabilities to handle complex tasks. However, most existing methods treat the training data as a unified whole, overlooking the fact that modern LLM training often involves a mixture of data from diverse distributions-varying in both source and difficulty. This heterogeneity introduces a key challenge: how to adaptively schedule training across distributions to optimize learning efficiency. In this paper, we present a principled curriculum learning framework grounded in the notion of distribution-level learnability. Our core insight is that the magnitude of policy advantages reflects how much a model can still benefit from further training on a given distribution. Based on this, we propose a distribution-level curriculum learning framework for RL-based LLM post-training, which leverages the Upper Confidence Bound (UCB) principle to dynamically adjust sampling probabilities for different distrubutions. This approach prioritizes distributions with either high average advantage (exploitation) or low sample count (exploration), yielding an adaptive and theoretically grounded training schedule. We instantiate our curriculum learning framework with GRPO as the underlying RL algorithm and demonstrate its effectiveness on logic reasoning datasets with multiple difficulties and sources. Our experiments show that our framework significantly improves convergence speed and final performance, highlighting the value of distribution-aware curriculum strategies in LLM post-training. Code: https://github.com/ZhentingWang/DUMP.

Reinforcement Learning with Verifiable Rewards (RLVR) has recently emerged as a powerful paradigm for facilitating the self-improvement of large language models (LLMs), particularly in the domain of complex reasoning tasks. However, prevailing on-policy RL methods often contend with significant training instability and inefficiency. This is primarily due to a capacity-difficulty mismatch, where the complexity of training data frequently outpaces the model's current capabilities, leading to critically sparse reward signals and stalled learning progress. This challenge is particularly acute for smaller, more resource-efficient LLMs. To overcome this, we introduce the Guided Hybrid Policy Optimization (GHPO), a novel difficulty-aware reinforcement learning framework. GHPO dynamically calibrates task difficulty by employing adaptive prompt refinement to provide targeted guidance. This unique approach adaptively balances direct imitation learning for problems currently beyond the model's reach with exploration-based reinforcement learning for more manageable tasks, effectively creating a smooth and optimized learning curriculum. Extensive experiments demonstrate that GHPO achieves an average performance gain of approximately 5% across six challenging mathematics benchmarks, consistently outperforming strong on-policy reinforcement learning and curriculum learning baselines. Further analysis confirms that our framework significantly enhances both training stability and final reasoning performance, thus offering a scalable and efficient solution for developing powerful and robust reasoning models.

Large language models (LLMs) excel at mathematical reasoning and logical problem-solving. The current popular training paradigms primarily use supervised fine-tuning (SFT) and reinforcement learning (RL) to enhance the models' reasoning abilities. However, when using SFT or RL alone, there are respective challenges: SFT may suffer from overfitting, while RL is prone to mode collapse. The state-of-the-art methods have proposed hybrid training schemes. However, static switching faces challenges such as poor generalization across different tasks and high dependence on data quality. In response to these challenges, inspired by the curriculum learning-quiz mechanism in human reasoning cultivation, We propose SASR, a step-wise adaptive hybrid training framework that theoretically unifies SFT and RL and dynamically balances the two throughout optimization. SASR uses SFT for initial warm-up to establish basic reasoning skills, and then uses an adaptive dynamic adjustment algorithm based on gradient norm and divergence relative to the original distribution to seamlessly integrate SFT with the online RL method GRPO. By monitoring the training status of LLMs and adjusting the training process in sequence, SASR ensures a smooth transition between training schemes, maintaining core reasoning abilities while exploring different paths. Experimental results demonstrate that SASR outperforms SFT, RL, and static hybrid training methods.

Recent advances in pre-trained language models have improved the performance for text classification tasks. However, little attention is paid to the priority scheduling strategy on the samples during training. Humans acquire knowledge gradually from easy to complex concepts, and the difficulty of the same material can also vary significantly in different learning stages. Inspired by this insights, we proposed a novel self-paced dynamic curriculum learning (SPDCL) method for imbalanced text classification, which evaluates the sample difficulty by both linguistic character and model capacity. Meanwhile, rather than using static curriculum learning as in the existing research, our SPDCL can reorder and resample training data by difficulty criterion with an adaptive from easy to hard pace. The extensive experiments on several classification tasks show the effectiveness of SPDCL strategy, especially for the imbalanced dataset.

Generative recommender systems have recently attracted attention by formulating next-item prediction as an autoregressive sequence generation task. However, most existing methods optimize standard next-token likelihood and implicitly treat all tokens as equally informative, which is misaligned with semantic-ID-based generation. Accordingly, we propose two complementary information-gain-based token-weighting strategies tailored to generative recommendation with semantic IDs. Front-Greater Weighting captures conditional semantic information gain by prioritizing early tokens that most effectively reduce candidate-item uncertainty given their prefixes and encode coarse semantics. Frequency Weighting models marginal information gain under long-tailed item and token distributions, upweighting rare tokens to counteract popularity bias. Beyond individual strategies, we introduce a multi-target learning framework with curriculum learning that jointly optimizes the two token-weighted objectives alongside standard likelihood, enabling stable optimization and adaptive emphasis across training stages. Extensive experiments on benchmark datasets show that our method consistently outperforms strong baselines and existing token-weighting approaches, with improved robustness, strong generalization across different semantic-ID constructions, and substantial gains on both head and tail items. Code is available at https://github.com/CHIUWEINING/Token-Weighted-Multi-Target-Learning-for-Generative-Recommenders-with-Curriculum-Learning.

The recent advancements in large language models (LLMs) have revolutionized the field of natural language processing, progressively broadening their scope to multimodal perception and generation. However, effectively integrating listening capabilities into LLMs poses significant challenges, particularly with respect to generalizing across varied contexts and executing complex auditory tasks. In this work, we introduce WavLLM, a robust and adaptive speech large language model with dual encoders, and a prompt-aware LoRA weight adapter, optimized by a two-stage curriculum learning approach. Leveraging dual encoders, we decouple different types of speech information, utilizing a Whisper encoder to process the semantic content of speech, and a WavLM encoder to capture the unique characteristics of the speaker's identity. Within the curriculum learning framework, WavLLM first builds its foundational capabilities by optimizing on mixed elementary single tasks, followed by advanced multi-task training on more complex tasks such as combinations of the elementary tasks. To enhance the flexibility and adherence to different tasks and instructions, a prompt-aware LoRA weight adapter is introduced in the second advanced multi-task training stage. We validate the proposed model on universal speech benchmarks including tasks such as ASR, ST, SV, ER, and also apply it to specialized datasets like Gaokao English listening comprehension set for SQA, and speech Chain-of-Thought (CoT) evaluation set. Experiments demonstrate that the proposed model achieves state-of-the-art performance across a range of speech tasks on the same model size, exhibiting robust generalization capabilities in executing complex tasks using CoT approach. Furthermore, our model successfully completes Gaokao tasks without specialized training. The codes, models, audio, and Gaokao evaluation set can be accessed at aka.ms/wavllm.

Multimodal language models now integrate text, audio, and video for unified reasoning. Yet existing RL post-training pipelines treat all input signals as equally relevant, ignoring which modalities each task actually requires. This modality-blind training inflates policy-gradient variance, slows convergence, and degrades robustness to real-world distribution shifts where signals may be missing, added, or reweighted. We introduce MAPLE, a complete modality-aware post-training and learning ecosystem comprising: (1) MAPLE-bench, the first benchmark explicitly annotating minimal signal combinations required per task; (2) MAPO, a modality-aware policy optimization framework that stratifies batches by modality requirement to reduce gradient variance from heterogeneous group advantages; (3) Adaptive weighting and curriculum scheduling that balances and prioritizes harder signal combinations. Systematic analysis across loss aggregation, clipping, sampling, and curriculum design establishes MAPO's optimal training strategy. Adaptive weighting and curriculum focused learning further boost performance across signal combinations. MAPLE narrows uni/multi-modal accuracy gaps by 30.24%, converges 3.18x faster, and maintains stability across all modality combinations under realistic reduced signal access. MAPLE constitutes a complete recipe for deployment-ready multimodal RL post-training.

Large language models, such as OpenAI's ChatGPT, have demonstrated exceptional language understanding capabilities in various NLP tasks. Sparsely activated mixture-of-experts (MoE) has emerged as a promising solution for scaling models while maintaining a constant number of computational operations. Existing MoE model adopts a fixed gating network where each token is computed by the same number of experts. However, this approach contradicts our intuition that the tokens in each sequence vary in terms of their linguistic complexity and, consequently, require different computational costs. Little is discussed in prior research on the trade-off between computation per token and model performance. This paper introduces adaptive gating in MoE, a flexible training strategy that allows tokens to be processed by a variable number of experts based on expert probability distribution. The proposed framework preserves sparsity while improving training efficiency. Additionally, curriculum learning is leveraged to further reduce training time. Extensive experiments on diverse NLP tasks show that adaptive gating reduces at most 22.5% training time while maintaining inference quality. Moreover, we conduct a comprehensive analysis of the routing decisions and present our insights when adaptive gating is used.

Despite its promise, imitation learning often fails in long-horizon environments where perfect replication of demonstrations is unrealistic and small errors can accumulate catastrophically. We introduce Cago (Capability-Aware Goal Sampling), a novel learning-from-demonstrations method that mitigates the brittle dependence on expert trajectories for direct imitation. Unlike prior methods that rely on demonstrations only for policy initialization or reward shaping, Cago dynamically tracks the agent's competence along expert trajectories and uses this signal to select intermediate steps--goals that are just beyond the agent's current reach--to guide learning. This results in an adaptive curriculum that enables steady progress toward solving the full task. Empirical results demonstrate that Cago significantly improves sample efficiency and final performance across a range of sparse-reward, goal-conditioned tasks, consistently outperforming existing learning from-demonstrations baselines.

Group Relative Policy Optimization (GRPO) has recently emerged as a practical recipe for aligning large language models with verifiable objectives. However, under sparse terminal rewards, GRPO often stalls because rollouts within a group frequently receive identical rewards, causing relative advantages to collapse and updates to vanish. We propose self-hint aligned GRPO with privileged supervision (SAGE), an on-policy reinforcement learning framework that injects privileged hints during training to reshape the rollout distribution under the same terminal verifier reward. For each prompt x, the model samples a compact hint h (e.g., a plan or decomposition) and then generates a solution τ conditioned on (x,h). Crucially, the task reward R(x,τ) is unchanged; hints only increase within-group outcome diversity under finite sampling, preventing GRPO advantages from collapsing under sparse rewards. At test time, we set h=varnothing and deploy the no-hint policy without any privileged information. Moreover, sampling diverse self-hints serves as an adaptive curriculum that tracks the learner's bottlenecks more effectively than fixed hints from an initial policy or a stronger external model. Experiments over 6 benchmarks with 3 LLMs show that SAGE consistently outperforms GRPO, on average +2.0 on Llama-3.2-3B-Instruct, +1.2 on Qwen2.5-7B-Instruct and +1.3 on Qwen3-4B-Instruct. The code is available at https://github.com/BaohaoLiao/SAGE.

Long chain-of-thought~(CoT) has become a dominant paradigm for enhancing the reasoning capability of large reasoning models~(LRMs); however, the performance gains often come with a substantial increase in reasoning budget. Recent studies show that existing CoT paradigms tend to induce systematic overthinking, unnecessarily coupling reasoning capability with reasoning cost. Most prior approaches reduce token usage through post hoc techniques such as token compression, truncation, or length penalties, without explicitly addressing the core mechanisms of reasoning. We propose Draft-Thinking, which guides models to first learn a concise draft-style reasoning structure that retains only the critical reasoning steps. Through a progressive curriculum learning, the model stably internalizes this efficient reasoning pattern as its capability scales. Moreover, Draft-Thinking introduces adaptive prompting, which elevates reasoning depth to a flexible, model-selectable behavior. Extensive experiments demonstrate that Draft-Thinking substantially reduces reasoning budget while largely preserving reasoning performance; for example, on MATH500, it achieves an 82.6\% reduction in reasoning budget at the cost of only a 2.6\% performance drop.

Large Language Models and multi-agent systems have shown promise in decomposing complex tasks, yet they struggle with long-horizon reasoning tasks and escalating computation cost. This work introduces a hierarchical multi-agent architecture that distributes reasoning across a 64*64 grid of lightweight agents, supported by a selective oracle. A spatial curriculum progressively expands the operational region of the grid, ensuring that agents master easier central tasks before tackling harder peripheral ones. To improve reliability, the system integrates Negative Log-Likelihood as a measure of confidence, allowing the curriculum to prioritize regions where agents are both accurate and well calibrated. A Thompson Sampling curriculum manager adaptively chooses training zones based on competence and NLL-driven reward signals. We evaluate the approach on a spatially grounded Tower of Hanoi benchmark, which mirrors the long-horizon structure of many robotic manipulation and planning tasks. Results demonstrate improved stability, reduced oracle usage, and stronger long-range reasoning from distributed agent cooperation.

We propose ADAPT, a meta-learning algorithm that learns task sampling proportions under an explicit token budget for multi-task instruction tuning. Instead of fixing task weights by hand, maintains a continuous distribution over tasks and updates it via meta-gradients of a smooth worst-case validation objective, inducing an adaptive curriculum that allocates more tokens to useful tasks while avoiding collapse. We instantiate ADAPT on three sim1B-parameter open-weight LLMs (Gemma-3-1B, LLaMA-3.2-1B, Qwen-0.6B), training on 20 Natural Instructions task types under budgets of 1%, 5%, and 10% of the available supervised tokens, and compare against strong supervised fine-tuning baselines with uniform and size-proportional mixing. We conduct evaluations on 11 out-of-domain benchmarks spanning reasoning, reading comprehension, code generation, and instruction following, we find that ADAPT matches or slightly improves average downstream performance relative to the best static mixture, while using fewer effective training tokens and reallocating budget toward harder, benchmark-aligned tasks.

Completing Long-Horizon (LH) tasks in open-ended worlds is an important yet difficult problem for embodied agents. Existing approaches suffer from two key challenges: (1) they heavily rely on experiences obtained from human-created data or curricula, failing to autonomously update and select multimodal experiences, and (2) they may encounter catastrophic forgetting issues when faced with new tasks, failing to autonomously update world knowledge. To solve these challenges, this paper presents {\bf EvolvingAgent}, a curriculum self-evolving agent with a continual World Model (WM), which can autonomously complete various LH tasks across environments through self-planning, self-control, and self-reflection, without human intervention. Specifically, EvolvingAgent contains three modules, i.e., i) the experience-driven task planner, which uses an LLM along with multimodal experiences to convert LH tasks into executable sub-tasks; ii) the WM-guided action controller, which leverages WM to generate low-level actions and incorporates a self-verification mechanism to update multimodal experiences; iii) the Curriculum Learning (CL) -based reflector, which implements a two-stage CL algorithm to select multimodal experiences for task-adaptive WM updates. By building a planner-controller-reflector closed-loop dynamic, the continual WM for EvolvingAgent can autonomously update multimodal experiences and world knowledge. We conducted extensive experiments on Minecraft, compared with existing methods, EvolvingAgent can improve 111.74{\%} average success rate, reduce more than 6x ineffective actions, and generalize to the Atari environment with human-level performance.

Reinforcement learning from verifiable rewards (RLVR) has improved the reasoning abilities of LLMs, yet a fundamental limitation remains: models cannot learn from problems that are too difficult to solve under their current policy, as these yield no meaningful reward signal. We propose a simple yet effective solution based on task reformulation. We transform challenging open-ended problems into cognitively simpler variants -- such as multiple-choice and cloze formats -- that preserve the original answer while reducing the effective search space and providing denser learning signals. These reformulations span a spectrum from discriminative to generative tasks, which we exploit to bootstrap learning: models first learn from structured, easier formats, and this knowledge transfers back to improve performance on the original open-ended problems. Building on this insight, we introduce Cog-DRIFT, a framework that constructs reformulated variants and organizes them into an adaptive curriculum based on difficulty. Training progresses from easier to harder formats, enabling the model to learn from problems that previously yielded zero signal under standard RL post-training. Cog-DRIFT not only improves on the originally unsolvable hard problems (absolute +10.11% for Qwen and +8.64% for Llama) but also generalizes well to other held-out datasets. Across 2 models and 6 reasoning benchmarks, our method consistently outperforms standard GRPO and strong guided-exploration baselines. On average, Cog-DRIFT shows +4.72% (Qwen) and +3.23% (Llama) improvements over the second-best baseline. We further show that Cog-DRIFT improves pass@k at test time, and the curriculum improves sample efficiency. Overall, our results highlight task reformulation and curriculum learning as an effective paradigm for overcoming the exploration barrier in LLM post-training.

Humanoid robots are promising to acquire various skills by imitating human behaviors. However, existing algorithms are only capable of tracking smooth, low-speed human motions, even with delicate reward and curriculum design. This paper presents a physics-based humanoid control framework, aiming to master highly-dynamic human behaviors such as Kungfu and dancing through multi-steps motion processing and adaptive motion tracking. For motion processing, we design a pipeline to extract, filter out, correct, and retarget motions, while ensuring compliance with physical constraints to the maximum extent. For motion imitation, we formulate a bi-level optimization problem to dynamically adjust the tracking accuracy tolerance based on the current tracking error, creating an adaptive curriculum mechanism. We further construct an asymmetric actor-critic framework for policy training. In experiments, we train whole-body control policies to imitate a set of highly-dynamic motions. Our method achieves significantly lower tracking errors than existing approaches and is successfully deployed on the Unitree G1 robot, demonstrating stable and expressive behaviors. The project page is https://kungfu-bot.github.io.

Large language models have achieved strong performance on medical reasoning benchmarks, yet their deployment in clinical settings demands rigorous verification to ensure factual accuracy. While reward models offer a scalable approach for reasoning trace verification, existing methods face two limitations: they produce only scalar reward values without explicit justification, and they rely on single-pass retrieval that precludes adaptive knowledge access as verification unfolds. We introduce method, an agentic framework that addresses these limitations by training medical reasoning verifiers to iteratively query external medical corpora during evaluation. Our approach combines tool-augmented verification with an iterative reinforcement learning paradigm that requires only trace-level supervision, alongside an adaptive curriculum mechanism that dynamically adjusts training data distribution. Across four medical reasoning benchmarks, method achieves substantial gains over existing methods, improving MedQA accuracy by 23.5% and MedXpertQA by 32.0% relative to the base generator in particular. Crucially, method demonstrates an 8times reduction in sampling budget requirement compared to prior reward model baselines. These findings establish that grounding verification in dynamically retrieved evidence offers a principled path toward more reliable medical reasoning systems.

The heterogeneity between high-level vision-language understanding and low-level action control remains a fundamental challenge in robotic manipulation. Although recent methods have advanced task-specific action alignment, they often struggle to generate robust and accurate actions for novel or semantically related tasks. To address this, we propose the Language-Grounded Decoupled Action Representation (LaDA) framework, which leverages natural language as a semantic bridge to connect perception and control. LaDA introduces a fine-grained intermediate layer of three interpretable action primitives--translation, rotation, and gripper control--providing explicit semantic structure for low-level actions. It further employs a semantic-guided soft-label contrastive learning objective to align similar action primitives across tasks, enhancing generalization and motion consistency. An adaptive weighting strategy, inspired by curriculum learning, dynamically balances contrastive and imitation objectives for stable and effective training. Extensive experiments on simulated benchmarks (LIBERO and MimicGen) and real-world demonstrations validate that LaDA achieves strong performance and generalizes effectively to unseen or related tasks.

Continual Learning for Named Entity Recognition (CL-NER) aims to learn a growing number of entity types over time from a stream of data. However, simply learning Other-Class in the same way as new entity types amplifies the catastrophic forgetting and leads to a substantial performance drop. The main cause behind this is that Other-Class samples usually contain old entity types, and the old knowledge in these Other-Class samples is not preserved properly. Thanks to the causal inference, we identify that the forgetting is caused by the missing causal effect from the old data. To this end, we propose a unified causal framework to retrieve the causality from both new entity types and Other-Class. Furthermore, we apply curriculum learning to mitigate the impact of label noise and introduce a self-adaptive weight for balancing the causal effects between new entity types and Other-Class. Experimental results on three benchmark datasets show that our method outperforms the state-of-the-art method by a large margin. Moreover, our method can be combined with the existing state-of-the-art methods to improve the performance in CL-NER

Robust grasping of various objects from single-view perception is fundamental for dexterous robots. Previous works often rely on fully observable objects, expert demonstrations, or static grasping poses, which restrict their generalization ability and adaptability to external disturbances. In this paper, we present a reinforcement-learning-based framework that enables zero-shot dynamic dexterous grasping of a wide range of unseen objects from single-view perception, while performing adaptive motions to external disturbances. We utilize a hand-centric object representation for shape feature extraction that emphasizes interaction-relevant local shapes, enhancing robustness to shape variance and uncertainty. To enable effective hand adaptation to disturbances with limited observations, we propose a mixed curriculum learning strategy, which first utilizes imitation learning to distill a policy trained with privileged real-time visual-tactile feedback, and gradually transfers to reinforcement learning to learn adaptive motions under disturbances caused by observation noises and dynamic randomization. Our experiments demonstrate strong generalization in grasping unseen objects with random poses, achieving success rates of 97.0% across 247,786 simulated objects and 94.6% across 512 real objects. We also demonstrate the robustness of our method to various disturbances, including unobserved object movement and external forces, through both quantitative and qualitative evaluations. Project Page: https://zdchan.github.io/Robust_DexGrasp/

We present MagicInfinite, a novel diffusion Transformer (DiT) framework that overcomes traditional portrait animation limitations, delivering high-fidelity results across diverse character types-realistic humans, full-body figures, and stylized anime characters. It supports varied facial poses, including back-facing views, and animates single or multiple characters with input masks for precise speaker designation in multi-character scenes. Our approach tackles key challenges with three innovations: (1) 3D full-attention mechanisms with a sliding window denoising strategy, enabling infinite video generation with temporal coherence and visual quality across diverse character styles; (2) a two-stage curriculum learning scheme, integrating audio for lip sync, text for expressive dynamics, and reference images for identity preservation, enabling flexible multi-modal control over long sequences; and (3) region-specific masks with adaptive loss functions to balance global textual control and local audio guidance, supporting speaker-specific animations. Efficiency is enhanced via our innovative unified step and cfg distillation techniques, achieving a 20x inference speed boost over the basemodel: generating a 10 second 540x540p video in 10 seconds or 720x720p in 30 seconds on 8 H100 GPUs, without quality loss. Evaluations on our new benchmark demonstrate MagicInfinite's superiority in audio-lip synchronization, identity preservation, and motion naturalness across diverse scenarios. It is publicly available at https://www.hedra.com/, with examples at https://magicinfinite.github.io/.

Query optimization is a crucial component for the efficacy of Retrieval-Augmented Generation (RAG) systems. While reinforcement learning (RL)-based agentic and reasoning methods have recently emerged as a promising direction on query optimization, most existing approaches focus on the expansion and abstraction of a single query. However, complex user queries are prevalent in real-world scenarios, often requiring multiple parallel and sequential search strategies to handle disambiguation and decomposition. Directly applying RL to these complex cases introduces significant hurdles. Determining the optimal number of sub-queries and effectively re-ranking and merging retrieved documents vastly expands the search space and complicates reward design, frequently leading to training instability. To address these challenges, we propose a novel RL framework called Adaptive Complex Query Optimization (ACQO). Our framework is designed to adaptively determine when and how to expand the search process. It features two core components: an Adaptive Query Reformulation (AQR) module that dynamically decides when to decompose a query into multiple sub-queries, and a Rank-Score Fusion (RSF) module that ensures robust result aggregation and provides stable reward signals for the learning agent. To mitigate training instabilities, we adopt a Curriculum Reinforcement Learning (CRL) approach, which stabilizes the training process by progressively introducing more challenging queries through a two-stage strategy. Our comprehensive experiments demonstrate that ACQO achieves state-of-the-art performance on three complex query benchmarks, significantly outperforming established baselines. The framework also showcases improved computational efficiency and broad compatibility with different retrieval architectures, establishing it as a powerful and generalizable solution for next-generation RAG systems.

Large language models (LLMs) have shown remarkable potential as autonomous agents, particularly in web-based tasks. However, existing LLM web agents heavily rely on expensive proprietary LLM APIs, while open LLMs lack the necessary decision-making capabilities. This paper introduces WebRL, a self-evolving online curriculum reinforcement learning framework designed to train high-performance web agents using open LLMs. WebRL addresses three key challenges in building LLM web agents, including the scarcity of training tasks, sparse feedback signals, and policy distribution drift in online learning. Specifically, WebRL incorporates 1) a self-evolving curriculum that generates new tasks from unsuccessful attempts, 2) a robust outcome-supervised reward model (ORM), and 3) adaptive reinforcement learning strategies to ensure consistent improvements. We apply WebRL to transform open Llama-3.1 and GLM-4 models into proficient web agents. On WebArena-Lite, WebRL improves the success rate of Llama-3.1-8B from 4.8% to 42.4%, and from 6.1% to 43% for GLM-4-9B. These open models significantly surpass the performance of GPT-4-Turbo (17.6%) and GPT-4o (13.9%) and outperform previous state-of-the-art web agents trained on open LLMs (AutoWebGLM, 18.2%). Our findings demonstrate WebRL's effectiveness in bridging the gap between open and proprietary LLM-based web agents, paving the way for more accessible and powerful autonomous web interaction systems.

Real-world digital environments are highly diverse and dynamic. These characteristics cause agents to frequently encounter unseen scenarios and distribution shifts, making continual learning in specific environments essential for computer-use agents (CUAs). However, a key challenge lies in obtaining high-quality and environment-grounded agent data without relying on costly human annotation. In this work, we introduce ACuRL, an Autonomous Curriculum Reinforcement Learning framework that continually adapts agents to specific environments with zero human data. The agent first explores target environments to acquire initial experiences. During subsequent iterative training, a curriculum task generator leverages these experiences together with feedback from the previous iteration to synthesize new tasks tailored for the agent's current capabilities. To provide reliable reward signals, we introduce CUAJudge, a robust automatic evaluator for CUAs that achieves 93% agreement with human judgments. Empirically, our method effectively enables both intra-environment and cross-environment continual learning, yielding 4-22% performance gains without catastrophic forgetting on existing environments. Further analyses show highly sparse updates (e.g., 20% parameters), which helps explain the effective and robust adaptation. Our data and code are available at https://github.com/OSU-NLP-Group/ACuRL.

The development of state-of-the-art large language models is commonly understood as a two-stage process involving pre-training and post-training. We point out the need for an additional intermediate stage called reinforcement mid-training with potential for strong performance gains. In this paper, we formally define the problem and identify three key challenges: (1) inefficient training due to excessive reasoning steps, (2) disregard of the imbalanced token entropy distribution, and (3) underutilization of token information. To address these challenges, we propose RMT, a framework for efficient, adaptive, and unified reinforcement mid-training with various innovative components. In particular, we first introduce a dynamic token budget mechanism that constrains unnecessary reasoning steps and mitigates model overthinking. Next, we design a curriculum-based adaptive sampling method that fosters a progressive learning trajectory from easy to hard tokens. Finally, we present a dual training strategy that combines reinforcement learning with next-token prediction, ensuring targeted learning on key tokens and full exploitation of all token information. Extensive experiments demonstrate the superiority of RMT over state-of-the-art methods, achieving up to +64.91% performance improvement with only 21% of the reasoning length in language modeling. We also show that checkpoints obtained after reinforcement mid-training can benefit the subsequent post-training, yielding up to +18.76% improvement in the mathematical domain.

Humanoid loco-manipulation holds transformative potential for daily service and industrial tasks, yet achieving precise, robust whole-body control with 3D end-effector force interaction remains a major challenge. Prior approaches are often limited to lightweight tasks or quadrupedal/wheeled platforms. To overcome these limitations, we propose FALCON, a dual-agent reinforcement-learning-based framework for robust force-adaptive humanoid loco-manipulation. FALCON decomposes whole-body control into two specialized agents: (1) a lower-body agent ensuring stable locomotion under external force disturbances, and (2) an upper-body agent precisely tracking end-effector positions with implicit adaptive force compensation. These two agents are jointly trained in simulation with a force curriculum that progressively escalates the magnitude of external force exerted on the end effector while respecting torque limits. Experiments demonstrate that, compared to the baselines, FALCON achieves 2x more accurate upper-body joint tracking, while maintaining robust locomotion under force disturbances and achieving faster training convergence. Moreover, FALCON enables policy training without embodiment-specific reward or curriculum tuning. Using the same training setup, we obtain policies that are deployed across multiple humanoids, enabling forceful loco-manipulation tasks such as transporting payloads (0-20N force), cart-pulling (0-100N), and door-opening (0-40N) in the real world.

Recent self-supervised learning approaches focus on using a few thousand data points to learn policies for high-level, low-dimensional action spaces. However, scaling this framework for high-dimensional control require either scaling up the data collection efforts or using a clever sampling strategy for training. We present a novel approach - Curriculum Accelerated Self-Supervised Learning (CASSL) - to train policies that map visual information to high-level, higher- dimensional action spaces. CASSL orders the sampling of training data based on control dimensions: the learning and sampling are focused on few control parameters before other parameters. The right curriculum for learning is suggested by variance-based global sensitivity analysis of the control space. We apply our CASSL framework to learning how to grasp using an adaptive, underactuated multi-fingered gripper, a challenging system to control. Our experimental results indicate that CASSL provides significant improvement and generalization compared to baseline methods such as staged curriculum learning (8% increase) and complete end-to-end learning with random exploration (14% improvement) tested on a set of novel objects.

In the realm of web agent research, achieving both generalization and accuracy remains a challenging problem. Due to high variance in website structure, existing approaches often fail. Moreover, existing fine-tuning and in-context learning techniques fail to generalize across multiple websites. We introduce Wilbur, an approach that uses a differentiable ranking model and a novel instruction synthesis technique to optimally populate a black-box large language model's prompt with task demonstrations from previous runs. To maximize end-to-end success rates, we also propose an intelligent backtracking mechanism that learns and recovers from its mistakes. Finally, we show that our ranking model can be trained on data from a generative auto-curriculum which samples representative goals from an LLM, runs the agent, and automatically evaluates it, with no manual annotation. Wilbur achieves state-of-the-art results on the WebVoyager benchmark, beating text-only models by 8% overall, and up to 36% on certain websites. On the same benchmark, Wilbur is within 5% of a strong multi-modal model despite only receiving textual inputs, and further analysis reveals a substantial number of failures are due to engineering challenges of operating the web.

Reinforcement Learning with Verifiable Rewards (RLVR) has become the standard paradigm for LLM mathematical reasoning, with Group Relative Policy Optimization (GRPO) serving as the dominant algorithm. We identify two overlooked inefficiencies inherent in GRPO. First, a fixed KL coefficient overly restricts policy exploration at moments when the model needs to diverge significantly from the reference policy. Second, uniform question sampling overlooks that moderately difficult problems produce the most informative gradient signals. We propose FG-ExPO, short for Frontier-Guided Exploration-Prioritized Policy Optimization, which integrates two lightweight components. Accuracy-Conditioned KL Scaling (AKL) adjusts the KL penalty strength through a smooth nonlinear function of batch average accuracy, loosening the constraint when the model performs poorly and strengthening it when the model achieves satisfactory results. Gaussian Curriculum Sampling (GCS) assigns sampling weights to questions following a Gaussian distribution centered at a moderate accuracy level around 0.5, focusing model training on its learning frontier. We conduct evaluations on DeepSeek-R1-Distill-Qwen-1.5B and Qwen3-8B-Base across six mainstream mathematical reasoning benchmarks. Experimental results demonstrate that FG-ExPO consistently outperforms vanilla GRPO. It delivers an absolute improvement of 13.34 on the AIME 2025 pass@32 metric, rising from 63.33 percent to 76.67 percent, and obtains an average pass@32 gain of 2.66 on the 8B model. The substantially larger performance gains observed on pass@32 compared to pass@1 verify that FG-ExPO enlarges the model's effective exploration space under a fixed inference budget.

In multi-goal Reinforcement Learning, an agent can share experience between related training tasks, resulting in better generalization for new tasks at test time. However, when the goal space has discontinuities and the reward is sparse, a majority of goals are difficult to reach. In this context, a curriculum over goals helps agents learn by adapting training tasks to their current capabilities. In this work we propose Stein Variational Goal Generation (SVGG), which samples goals of intermediate difficulty for the agent, by leveraging a learned predictive model of its goal reaching capabilities. The distribution of goals is modeled with particles that are attracted in areas of appropriate difficulty using Stein Variational Gradient Descent. We show that SVGG outperforms state-of-the-art multi-goal Reinforcement Learning methods in terms of success coverage in hard exploration problems, and demonstrate that it is endowed with a useful recovery property when the environment changes.

While Generative AI has demonstrated strong potential and versatility in content generation, its application to educational contexts presents several challenges. Models often fail to align with curriculum standards and maintain grade-appropriate reading levels consistently. Furthermore, STEM education poses additional challenges in balancing scientific explanations with everyday language when introducing complex and abstract ideas and phenomena to younger students. In this work, we propose COGENT, a curriculum-oriented framework for generating grade-appropriate educational content. We incorporate three curriculum components (science concepts, core ideas, and learning objectives), control readability through length, vocabulary, and sentence complexity, and adopt a ``wonder-based'' approach to increase student engagement and interest. We conduct a multi-dimensional evaluation via both LLM-as-a-judge and human expert analysis. Experimental results show that COGENT consistently produces grade-appropriate passages that are comparable or superior to human references. Our work establishes a viable approach for scaling adaptive and high-quality learning resources.

Standing-up control is crucial for humanoid robots, with the potential for integration into current locomotion and loco-manipulation systems, such as fall recovery. Existing approaches are either limited to simulations that overlook hardware constraints or rely on predefined ground-specific motion trajectories, failing to enable standing up across postures in real-world scenes. To bridge this gap, we present HoST (Humanoid Standing-up Control), a reinforcement learning framework that learns standing-up control from scratch, enabling robust sim-to-real transfer across diverse postures. HoST effectively learns posture-adaptive motions by leveraging a multi-critic architecture and curriculum-based training on diverse simulated terrains. To ensure successful real-world deployment, we constrain the motion with smoothness regularization and implicit motion speed bound to alleviate oscillatory and violent motions on physical hardware, respectively. After simulation-based training, the learned control policies are directly deployed on the Unitree G1 humanoid robot. Our experimental results demonstrate that the controllers achieve smooth, stable, and robust standing-up motions across a wide range of laboratory and outdoor environments. Videos and code are available at https://taohuang13.github.io/humanoid-standingup.github.io/.

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

Building general-purpose graphical user interface (GUI) agents has become increasingly promising with the progress in vision language models. However, developing effective mobile GUI agents with reinforcement learning (RL) remains challenging due to the heavy-tailed distribution of task difficulty and the inefficiency of large-scale environment sampling. We present an online agentic reinforcement learning framework MobileRL to enhance GUI agents in mobile environments. Its core component is the Difficulty-ADAptive GRPO (ADAGRPO) algorithm. In ADAGRPO, we design difficulty-adaptive positive replay and failure curriculum filtering to adapt the model to different task difficulties. We introduce the shortest-path reward adjustment strategy to reshape rewards concerning the task length in multi-turn agentic tasks. Those strategies jointly stabilize RL training, improve sample efficiency, and generate strong performance across diverse mobile apps and tasks. We apply MOBILERL to two open models (Qwen2.5-VL-7B-Instruct and GLM-4.1V-9B-Base). The resultant MOBILERL-9B model achieves state-of-the-art results in terms of success rates on both AndroidWorld (80.2%) and AndroidLab (53.6%). The MOBILERL framework is open-sourced at: https://github.com/THUDM/MobileRL.

Whole-body loco-manipulation for quadruped robots with arms remains a challenging problem, particularly in achieving multi-task control. To address this, we propose MLM, a reinforcement learning framework driven by both real-world and simulation data. It enables a six-DoF robotic arm-equipped quadruped robot to perform whole-body loco-manipulation for multiple tasks autonomously or under human teleoperation. To address the problem of balancing multiple tasks during the learning of loco-manipulation, we introduce a trajectory library with an adaptive, curriculum-based sampling mechanism. This approach allows the policy to efficiently leverage real-world collected trajectories for learning multi-task loco-manipulation. To address deployment scenarios with only historical observations and to enhance the performance of policy execution across tasks with different spatial ranges, we propose a Trajectory-Velocity Prediction policy network. It predicts unobservable future trajectories and velocities. By leveraging extensive simulation data and curriculum-based rewards, our controller achieves whole-body behaviors in simulation and zero-shot transfer to real-world deployment. Ablation studies in simulation verify the necessity and effectiveness of our approach, while real-world experiments on a Go2 robot with an Airbot robotic arm demonstrate the policy's good performance in multi-task execution.

Modern language models rely on static vocabularies, fixed before pretraining, in contrast to the adaptive vocabulary acquisition observed in human language learning. To bridge this gap, we introduce vocabulary curriculum learning, an approach that improves pretraining efficiency with log-linear scaling gains relative to vocabulary size. Our method alternates between entropy-guided vocabulary expansion and model optimization, enabling models to learn transferable representations across diverse tokenization granularities. This approach naturally gives rise to an optimal computation allocation pattern: longer tokens capture predictable content, while shorter tokens focus on more complex, harder-to-predict contexts. Experiments on small-scale GPT models demonstrate improved scaling efficiency, reinforcing the effectiveness of dynamic tokenization. We release our code to support further research and plan to extend our experiments to larger models and diverse domains.

Foundation models have shown impressive adaptation and scalability in supervised and self-supervised learning problems, but so far these successes have not fully translated to reinforcement learning (RL). In this work, we demonstrate that training an RL agent at scale leads to a general in-context learning algorithm that can adapt to open-ended novel embodied 3D problems as quickly as humans. In a vast space of held-out environment dynamics, our adaptive agent (AdA) displays on-the-fly hypothesis-driven exploration, efficient exploitation of acquired knowledge, and can successfully be prompted with first-person demonstrations. Adaptation emerges from three ingredients: (1) meta-reinforcement learning across a vast, smooth and diverse task distribution, (2) a policy parameterised as a large-scale attention-based memory architecture, and (3) an effective automated curriculum that prioritises tasks at the frontier of an agent's capabilities. We demonstrate characteristic scaling laws with respect to network size, memory length, and richness of the training task distribution. We believe our results lay the foundation for increasingly general and adaptive RL agents that perform well across ever-larger open-ended domains.

The application of advanced generative artificial intelligence in education is often constrained by the lack of real-time adaptability, personalization, and reliability of the content. To address these challenges, we propose ExpertAgent - an intelligent agent framework designed for personalized education that provides reliable knowledge and enables highly adaptive learning experiences. Therefore, we developed ExpertAgent, an innovative learning agent that provides users with a proactive and personalized learning experience. ExpertAgent dynamic planning of the learning content and strategy based on a continuously updated student model. Therefore, overcoming the limitations of traditional static learning content to provide optimized teaching strategies and learning experience in real time. All instructional content is grounded in a validated curriculum repository, effectively reducing hallucination risks in large language models and improving reliability and trustworthiness.

Reinforcement learning (RL) has proven effective for fine-tuning large language models (LLMs), significantly enhancing their reasoning abilities in domains such as mathematics and code generation. A crucial factor influencing RL fine-tuning success is the training curriculum: the order in which training problems are presented. While random curricula serve as common baselines, they remain suboptimal; manually designed curricula often rely heavily on heuristics, and online filtering methods can be computationally prohibitive. To address these limitations, we propose Self-Evolving Curriculum (SEC), an automatic curriculum learning method that learns a curriculum policy concurrently with the RL fine-tuning process. Our approach formulates curriculum selection as a non-stationary Multi-Armed Bandit problem, treating each problem category (e.g., difficulty level or problem type) as an individual arm. We leverage the absolute advantage from policy gradient methods as a proxy measure for immediate learning gain. At each training step, the curriculum policy selects categories to maximize this reward signal and is updated using the TD(0) method. Across three distinct reasoning domains: planning, inductive reasoning, and mathematics, our experiments demonstrate that SEC significantly improves models' reasoning capabilities, enabling better generalization to harder, out-of-distribution test problems. Additionally, our approach achieves better skill balance when fine-tuning simultaneously on multiple reasoning domains. These findings highlight SEC as a promising strategy for RL fine-tuning of LLMs.

Automatic Curriculum Learning (ACL) has become a cornerstone of recent successes in Deep Reinforcement Learning (DRL).These methods shape the learning trajectories of agents by challenging them with tasks adapted to their capacities. In recent years, they have been used to improve sample efficiency and asymptotic performance, to organize exploration, to encourage generalization or to solve sparse reward problems, among others. The ambition of this work is dual: 1) to present a compact and accessible introduction to the Automatic Curriculum Learning literature and 2) to draw a bigger picture of the current state of the art in ACL to encourage the cross-breeding of existing concepts and the emergence of new ideas.

Domain-specific large language models (LLMs), typically developed by fine-tuning a pre-trained general-purpose LLM on specialized datasets, represent a significant advancement in applied AI. A common strategy in LLM fine-tuning is curriculum learning, which pre-orders training samples based on metrics like difficulty to improve learning efficiency compared to a random sampling strategy. However, most existing methods for LLM fine-tuning rely on a static curriculum, designed prior to training, which lacks adaptability to the model's evolving needs during fine-tuning. To address this, we propose EDCO, a novel framework based on two key concepts: inference entropy and dynamic curriculum orchestration. Inspired by recent findings that maintaining high answer entropy benefits long-term reasoning gains, EDCO prioritizes samples with high inference entropy in a continuously adapted curriculum. EDCO integrates three core components: an efficient entropy estimator that uses prefix tokens to approximate full-sequence entropy, an entropy-based curriculum generator that selects data points with the highest inference entropy, and an LLM trainer that optimizes the model on the selected curriculum. Comprehensive experiments in communication, medicine and law domains, EDCO outperforms traditional curriculum strategies for fine-tuning Qwen3-4B and Llama3.2-3B models under supervised and reinforcement learning settings. Furthermore, the proposed efficient entropy estimation reduces computational time by 83.5% while maintaining high accuracy.

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

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

Curriculum learning has shown promise in improving training efficiency and generalization in various machine learning domains, yet its potential in pretraining language models remains underexplored, prompting our work as the first systematic investigation in this area. We experimented with different settings, including vanilla curriculum learning, pacing-based sampling, and interleaved curricula-guided by six difficulty metrics spanning linguistic and information-theoretic perspectives. We train models under these settings and evaluate their performance on eight diverse benchmarks. Our experiments reveal that curriculum learning consistently improves convergence in early and mid-training phases, and can yield lasting gains when used as a warmup strategy with up to 3.5% improvement. Notably, we identify compression ratio, lexical diversity, and readability as effective difficulty signals across settings. Our findings highlight the importance of data ordering in large-scale pretraining and provide actionable insights for scalable, data-efficient model development under realistic training scenarios.

Reinforcement learning has emerged as a paradigm for post-training large language models, boosting their reasoning capabilities. Such approaches compute an advantage value for each sample, reflecting better or worse performance than expected, thereby yielding both positive and negative signals for training. However, the indiscriminate mixing of the two signals in existing methods, especially from the early stages, may lead to ambiguous guidance and limited gains. To address this issue, we propose **CAPO** (**C**urriculum **A**dvantage **P**olicy **O**ptimization), an adaptive curriculum mechanism based on advantage signals. The proposed mechanism bootstraps imitation learning with positive-only advantage samples to establish robust foundations, and subsequently introduces negative signals to cultivate discriminative capabilities, thereby improving generalization across complex scenarios. Compatible with diverse optimization methods including GRPO, PPO, RLOO, and Reinforce++, our method consistently achieves stable and significant improvements in mathematical reasoning tasks, and further generalizes effectively to multimodal Graphical User Interface (GUI) reasoning scenarios, establishing itself as a versatile and robust optimization framework.

Large Language Models (LLMs) are changing the coding paradigm, known as vibe coding, yet synthesizing algorithmically sophisticated and robust code still remains a critical challenge. Incentivizing the deep reasoning capabilities of LLMs is essential to overcoming this hurdle. Reinforcement Fine-Tuning (RFT) has emerged as a promising strategy to address this need. However, most existing approaches overlook the heterogeneous difficulty and granularity inherent in test cases, leading to an imbalanced distribution of reward signals and consequently biased gradient updates during training. To address this, we propose Test-driven and cApability-adaptive cuRriculum reinfOrcement fine-Tuning (TAROT). TAROT systematically constructs, for each problem, a four-tier test suite (basic, intermediate, complex, edge), providing a controlled difficulty landscape for curriculum design and evaluation. Crucially, TAROT decouples curriculum progression from raw reward scores, enabling capability-conditioned evaluation and principled selection from a portfolio of curriculum policies rather than incidental test-case difficulty composition. This design fosters stable optimization and more efficient competency acquisition. Extensive experimental results reveal that the optimal curriculum for RFT in code generation is closely tied to a model's inherent capability, with less capable models achieving greater gains with an easy-to-hard progression, whereas more competent models excel under a hard-first curriculum. TAROT provides a reproducible method that adaptively tailors curriculum design to a model's capability, thereby consistently improving the functional correctness and robustness of the generated code. All code and data are released to foster reproducibility and advance community research at https://github.com/deep-diver/TAROT.

Artificial neural networks (ANN) are inspired by human learning. However, unlike human education, classical ANN does not use a curriculum. Curriculum Learning (CL) refers to the process of ANN training in which examples are used in a meaningful order. When using CL, training begins with a subset of the dataset and new samples are added throughout the training, or training begins with the entire dataset and the number of samples used is reduced. With these changes in training dataset size, better results can be obtained with curriculum, anti-curriculum, or random-curriculum methods than the vanilla method. However, a generally efficient CL method for various architectures and data sets is not found. In this paper, we propose cyclical curriculum learning (CCL), in which the data size used during training changes cyclically rather than simply increasing or decreasing. Instead of using only the vanilla method or only the curriculum method, using both methods cyclically like in CCL provides more successful results. We tested the method on 18 different data sets and 15 architectures in image and text classification tasks and obtained more successful results than no-CL and existing CL methods. We also have shown theoretically that it is less erroneous to apply CL and vanilla cyclically instead of using only CL or only vanilla method. The code of Cyclical Curriculum is available at https://github.com/CyclicalCurriculum/Cyclical-Curriculum.

A major challenge in the field of education is providing review schedules that present learned items at appropriate intervals to each student so that memory is retained over time. In recent years, attempts have been made to formulate item reviews as sequential decision-making problems to realize adaptive instruction based on the knowledge state of students. It has been reported previously that reinforcement learning can help realize mathematical models of students learning strategies to maintain a high memory rate. However, optimization using reinforcement learning requires a large number of interactions, and thus it cannot be applied directly to actual students. In this study, we propose a framework for optimizing teaching strategies by constructing a virtual model of the student while minimizing the interaction with the actual teaching target. In addition, we conducted an experiment considering actual instructions using the mathematical model and confirmed that the model performance is comparable to that of conventional teaching methods. Our framework can directly substitute mathematical models used in experiments with human students, and our results can serve as a buffer between theoretical instructional optimization and practical applications in e-learning systems.

In-context learning (ICL) allows a language model to improve its problem-solving capability when provided with suitable information in context. Since the choice of in-context information can be determined based on the problem itself, in-context learning is analogous to human learning from teachers in a classroom. Recent works (Didolkar et al., 2024a; 2024b) show that ICL performance can be improved by leveraging a frontier large language model's (LLM) ability to predict required skills to solve a problem, popularly referred to as an LLM's metacognition, and using the recommended skills to construct necessary in-context examples. While this skill-based strategy boosts ICL performance in larger models, its gains on small language models (SLMs) have been minimal, highlighting a performance gap in ICL capabilities. We investigate this gap and show that skill-based prompting can hurt SLM performance on easy questions by introducing unnecessary information, akin to cognitive overload. To address this, we introduce AdaptMI, an adaptive approach to selecting skill-based in-context Math Instructions for SLMs. Inspired by cognitive load theory from human pedagogy, our method only introduces skill-based examples when the model performs poorly. We further propose AdaptMI+, which adds examples targeted to the specific skills missing from the model's responses. On 5-shot evaluations across popular math benchmarks and five SLMs (1B--7B; Qwen, Llama), AdaptMI+ improves accuracy by up to 6% over naive skill-based strategies.

This work proposes a procedure for designing algorithms for specific adaptive data collection tasks like active learning and pure-exploration multi-armed bandits. Unlike the design of traditional adaptive algorithms that rely on concentration of measure and careful analysis to justify the correctness and sample complexity of the procedure, our adaptive algorithm is learned via adversarial training over equivalence classes of problems derived from information theoretic lower bounds. In particular, a single adaptive learning algorithm is learned that competes with the best adaptive algorithm learned for each equivalence class. Our procedure takes as input just the available queries, set of hypotheses, loss function, and total query budget. This is in contrast to existing meta-learning work that learns an adaptive algorithm relative to an explicit, user-defined subset or prior distribution over problems which can be challenging to define and be mismatched to the instance encountered at test time. This work is particularly focused on the regime when the total query budget is very small, such as a few dozen, which is much smaller than those budgets typically considered by theoretically derived algorithms. We perform synthetic experiments to justify the stability and effectiveness of the training procedure, and then evaluate the method on tasks derived from real data including a noisy 20 Questions game and a joke recommendation task.

Directly learning from examples of random difficulty levels is often challenging for both humans and machine learning models. A more effective strategy involves exposing learners to examples in a progressive order, from easy to difficult. Curriculum Learning (CL) has been proposed to implement this strategy in machine learning model training. However, two key challenges persist in CL framework design: defining the difficulty of training data and determining the appropriate amount of data to input at each training step. This paper presents a Psychology-based Unified Dynamic Framework for Curriculum Learning (PUDF), drawing inspiration from psychometrics. We quantify the difficulty of training data by applying Item Response Theory (IRT) to responses from Artificial Crowds (AC). This theory-driven IRT-AC approach leads to global (i.e., model-independent) and interpretable difficulty values. Leveraging IRT, we propose a Dynamic Data Selection via Model Ability Estimation (DDS-MAE) strategy to schedule the appropriate amount of data during model training. Since our difficulty labeling and model ability estimation are based on a consistent theory, namely IRT, their values are comparable within the same scope, potentially leading to a faster convergence compared to the other CL methods. Experimental results demonstrate that fine-tuning pre-trained language models with PUDF enhances their performance on the GLUE benchmark. Moreover, PUDF surpasses other state-of-the-art (SOTA) CL methods on the GLUE benchmark. We further explore the components of PUDF, namely the difficulty measurer (IRT-AC) and the training scheduler (DDS-MAE) qualitatively and quantitatively. Lastly, we conduct an ablation study to clarify which components of PUDF contribute to faster convergence and higher accuracy.

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

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

Curriculum learning (CL) posits that machine learning models -- similar to humans -- may learn more efficiently from data that match their current learning progress. However, CL methods are still poorly understood and, in particular for natural language processing (NLP), have achieved only limited success. In this paper, we explore why. Starting from an attempt to replicate and extend a number of recent curriculum methods, we find that their results are surprisingly brittle when applied to NLP. A deep dive into the (in)effectiveness of the curricula in some scenarios shows us why: when curricula are employed in combination with the popular Adam optimisation algorithm, they oftentimes learn to adapt to suboptimally chosen optimisation parameters for this algorithm. We present a number of different case studies with different common hand-crafted and automated CL approaches to illustrate this phenomenon, and we find that none of them outperforms optimisation with only Adam with well-chosen hyperparameters. As such, our results contribute to understanding why CL methods work, but at the same time urge caution when claiming positive results.

Curriculum Learning has been a popular strategy to improve the cognitive plausibility of Small-Scale Language Models (SSLMs) in the BabyLM Challenge. However, it has not led to considerable improvements over non-curriculum models. We assess whether theoretical linguistic acquisition theories can be used to specify more fine-grained curriculum learning strategies, creating age-ordered corpora of Child-Directed Speech for four typologically distant language families to implement SSLMs and acquisition-inspired curricula cross-lingually. Comparing the success of three objective curricula (Growing, Inwards and MMM) that precisely replicate the predictions of acquisition theories on a standard SSLM architecture, we find fine-grained acquisition-inspired curricula can outperform non-curriculum baselines and performance benefits of curricula strategies in SSLMs can be derived by specifying fine-grained language-specific curricula that precisely replicate language acquisition theories.

Curriculum learning (CL), motivated by the intuition that learning in increasing order of difficulty should ease generalization, is commonly adopted both in pre-training and post-training of large language models (LLMs). The intuition of CL is particularly compelling for compositional reasoning, where complex problems are built from elementary inference rules; however, the actual impact of CL on such tasks remains largely underexplored. We present a systematic empirical study of CL for post-training of LLMs, using synthetic arithmetic and logical benchmarks where difficulty is characterized by reasoning complexity rather than surface-level proxies. Surprisingly, across multiple model families and curriculum schedules, we find no robust advantage in difficulty-based sequencing over standard random sampling in either accuracy or response length. These findings persist across both supervised fine-tuning (SFT) and reinforcement learning (RL) methods. Our study suggests that, in the context of deductive reasoning, the specific ordering of training examples plays a negligible role in achieving compositional generalization, challenging the practical utility of curriculum-based post-training.

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.

This work investigates whether small-scale LMs can benefit from instruction tuning. We compare conversational and question-answering instruction tuning datasets, applied either in a merged or sequential curriculum, using decoder-only models with 100M and 140M parameters. Evaluation spans both fine-tuning (SuperGLUE) and zero-shot (BLiMP, EWoK, WUGs, entity tracking, and psycholinguistic correlation) settings. Results show that instruction tuning yields small but consistent gains in fine-tuning scenarios, with sequential curricula outperforming merged data; however, improvements do not consistently transfer to zero-shot tasks, suggesting a trade-off between interaction-focused adaptation and broad linguistic generalization. These results highlight both the potential and the constraints of adapting human-inspired learning strategies to low-resource LMs, and point toward hybrid, curriculum-based approaches for enhancing generalization under ecological training limits.

Continual Learning (CL) methods have traditionally focused on mitigating catastrophic forgetting through gradient-based retraining, an approach ill-suited for deployed agents that must adapt in real time. We introduce our Adaptive Teaching and Learning System (ATLAS), a dual-agent architecture that decouples reasoning (Teacher) from execution (Student) and incorporates a persistent learning memory that stores distilled guidance from experience. This informs the orchestration layer, enabling the system to dynamically adjust its operational strategies, such as supervision level or initial plan selection, at inference time. In doing so, ATLAS achieves gradient-free continual learning, shifting the locus of adaptation from model parameters to system-level orchestration. We formulate this as a system-centric paradigm for continual learning, where the objective is adaptive efficiency: maximizing task success while minimizing computational cost through inference-time orchestration rather than parameter updates. Evaluated on Microsoft's ExCyTIn-Bench, an open-source benchmark simulating complex cyberthreat investigation, ATLAS achieves 54.1% success with GPT-5-mini as its Student, outperforming the larger GPT-5 (High) by 13% while reducing cost by 86%. Cross-incident validation demonstrates generalization: frozen pamphlets from Incident #5 improve accuracy from 28% to 41% with zero retraining, while shifting output composition from verbose exploration to structured reasoning. Together, these findings establish gradient-free continual learning as a viable path toward adaptive, deployable AI systems and provide causally annotated traces valuable for training explicit world models.

Humans are good at learning on the job: We learn how to solve the tasks we face as we go along. Can a model do the same? We propose an agent that assembles a task-specific curriculum, called test-time curriculum (TTC-RL), and applies reinforcement learning to continue training the model for its target task. The test-time curriculum avoids time-consuming human curation of datasets by automatically selecting the most task-relevant data from a large pool of available training data. Our experiments demonstrate that reinforcement learning on a test-time curriculum consistently improves the model on its target tasks, across a variety of evaluations and models. Notably, on challenging math and coding benchmarks, TTC-RL improves the pass@1 of Qwen3-8B by approximately 1.8x on AIME25 and 2.1x on CodeElo. Moreover, we find that TTC-RL significantly raises the performance ceiling compared to the initial model, increasing pass@8 on AIME25 from 40% to 62% and on CodeElo from 28% to 43%. Our findings show the potential of test-time curricula in extending the test-time scaling paradigm to continual training on thousands of task-relevant experiences during test-time.

Large language models (LLM) have recently shown the extraordinary ability to perform unseen tasks based on few-shot examples provided as text, also known as in-context learning (ICL). While recent works have attempted to understand the mechanisms driving ICL, few have explored training strategies that incentivize these models to generalize to multiple tasks. Multi-task learning (MTL) for generalist models is a promising direction that offers transfer learning potential, enabling large parameterized models to be trained from simpler, related tasks. In this work, we investigate the combination of MTL with ICL to build models that efficiently learn tasks while being robust to out-of-distribution examples. We propose several effective curriculum learning strategies that allow ICL models to achieve higher data efficiency and more stable convergence. Our experiments reveal that ICL models can effectively learn difficult tasks by training on progressively harder tasks while mixing in prior tasks, denoted as mixed curriculum in this work. Our code and models are available at https://github.com/harmonbhasin/curriculum_learning_icl .

Training Large Language Models (LLMs) incurs substantial data-related costs, motivating the development of data-efficient training methods through optimised data ordering and selection. Human-inspired learning strategies, such as curriculum learning, offer possibilities for efficient training by organising data according to common human learning practices. Despite evidence that fine-tuning with curriculum learning improves the performance of LLMs for natural language understanding tasks, its effectiveness is typically assessed using a single model. In this work, we extend previous research by evaluating both curriculum-based and non-curriculum-based learning strategies across multiple LLMs, using human-defined and automated data labels for medical question answering. Our results indicate a moderate impact of using human-inspired learning strategies for fine-tuning LLMs, with maximum accuracy gains of 1.77% per model and 1.81% per dataset. Crucially, we demonstrate that the effectiveness of these strategies varies significantly across different model-dataset combinations, emphasising that the benefits of a specific human-inspired strategy for fine-tuning LLMs do not generalise. Additionally, we find evidence that curriculum learning using LLM-defined question difficulty outperforms human-defined difficulty, highlighting the potential of using model-generated measures for optimal curriculum design.

Agent skills, structured packages of procedural knowledge and executable resources that agents dynamically load at inference time, have become a reliable mechanism for augmenting LLM agents. Yet inference-time skill augmentation is fundamentally limited: retrieval noise introduces irrelevant guidance, injected skill content imposes substantial token overhead, and the model never truly acquires the knowledge it merely follows. We ask whether skills can instead be internalized into model parameters, enabling zero-shot autonomous behavior without any runtime skill retrieval. We introduce SKILL0, an in-context reinforcement learning framework designed for skill internalization. SKILL0 introduces a training-time curriculum that begins with full skill context and progressively withdraws it. Skills are grouped offline by category and rendered with interaction history into a compact visual context, teaching he model tool invocation and multi-turn task completion. A Dynamic Curriculum then evaluates each skill file's on-policy helpfulness, retaining only those from which the current policy still benefits within a linearly decaying budget, until the agent operates in a fully zero-shot setting. Extensive agentic experiments demonstrate that SKILL0 achieves substantial improvements over the standard RL baseline (+9.7\% for ALFWorld and +6.6\% for Search-QA), while maintaining a highly efficient context of fewer than 0.5k tokens per step. Our code is available at https://github.com/ZJU-REAL/SkillZero.

Current Reinforcement Fine-tuning (RFT) paradigms for Large Language Models (LLMs) suffer from sample inefficiency due to the redundant exposure of identical queries under uniform data sampling. While previous work has explored curriculum learning via heuristic difficulty metrics, these strategies exhibit limitations by neglecting the intrinsic learning signals generated by the model itself, thus leading to suboptimal training regimes. In this paper, we identify a model-inherent signal termed angle concentration that effectively reflects an LLM's capacity to learn from specific data. We theoretically and empirically demonstrate a correlation between the angular distribution of token hidden state vectors and the resulting gradient, revealing a learning preference for data exhibiting higher angle concentration. Inspired by this finding, we propose GAIN-RL, a Gradient-driven Angle-Informed Navigated RL framework. By leveraging the model's intrinsic angle concentration signal, GAIN-RL dynamically selects training data in each epoch, ensuring consistently impactful gradient updates and thus significantly enhancing overall training efficiency. Empirical evaluations show that GAIN-RL (GRPO) achieves over a 2.5x acceleration in training efficiency across diverse mathematical and coding tasks and varying model scales. Furthermore, GAIN-RL (GRPO)'s efficient sampling yields data-efficient training, achieving better performance with half the original data compared to vanilla GRPO with full training data. Code is realsed at https://github.com/wangqinsi1/GAINRL/tree/main.

Policy-based reinforcement learning currently plays an important role in improving LLMs on mathematical reasoning tasks. However, existing rollout-based reinforcement learning methods (GRPO, DAPO, GSPO, etc.) fail to explicitly consider LLMs' learning ability for samples of different difficulty levels, which is contrary to the human cognitive process of mathematical reasoning tasks from easy to difficult. Intuitively, we find that the variance of the rollout group's reward in RLVR partly reflects the difficulty of the current sample for LLMs. Samples that are too easy or too difficult have a lower variance, while samples with moderate difficulty have a higher variance. Based on this, we propose VCRL, a curriculum reinforcement learning framework that dynamically controls the difficulty of training samples based on the variance of group rewards. Experiments on five mathematical benchmarks and two models reveal the advantages of VCRL over the current LLM RL baselines.

We describe our team's contribution to the STRICT-SMALL track of the BabyLM Challenge. The challenge requires training a language model from scratch using only a relatively small training dataset of ten million words. We experiment with three variants of cognitively-motivated curriculum learning and analyze their effect on the performance of the model on linguistic evaluation tasks. In the vocabulary curriculum, we analyze methods for constraining the vocabulary in the early stages of training to simulate cognitively more plausible learning curves. In the data curriculum experiments, we vary the order of the training instances based on i) infant-inspired expectations and ii) the learning behavior of the model. In the objective curriculum, we explore different variations of combining the conventional masked language modeling task with a more coarse-grained word class prediction task to reinforce linguistic generalization capabilities. Our results did not yield consistent improvements over our own non-curriculum learning baseline across a range of linguistic benchmarks; however, we do find marginal gains on select tasks. Our analysis highlights key takeaways for specific combinations of tasks and settings which benefit from our proposed curricula. We moreover determine that careful selection of model architecture, and training hyper-parameters yield substantial improvements over the default baselines provided by the BabyLM challenge.

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

Reinforcement learning (RL) problems can be challenging without well-shaped rewards. Prior work on provably efficient RL methods generally proposes to address this issue with dedicated exploration strategies. However, another way to tackle this challenge is to reformulate it as a multi-task RL problem, where the task space contains not only the challenging task of interest but also easier tasks that implicitly function as a curriculum. Such a reformulation opens up the possibility of running existing multi-task RL methods as a more efficient alternative to solving a single challenging task from scratch. In this work, we provide a theoretical framework that reformulates a single-task RL problem as a multi-task RL problem defined by a curriculum. Under mild regularity conditions on the curriculum, we show that sequentially solving each task in the multi-task RL problem is more computationally efficient than solving the original single-task problem, without any explicit exploration bonuses or other exploration strategies. We also show that our theoretical insights can be translated into an effective practical learning algorithm that can accelerate curriculum learning on simulated robotic tasks.

Large Language Models (LLMs) have shown strong in-context learning (ICL) abilities with a few demonstrations. However, one critical challenge is how to select demonstrations to elicit the full potential of LLMs. In this paper, we propose Curriculum Demonstration Selection (CDS), a novel demonstration selection method for ICL. Instead of merely using similarity, CDS additionally partitions samples by their complexity measurements. Following curriculum learning, CDS then selects demonstrations from easy to difficult. Thus the selected demonstrations cover a wide range of difficulty levels, enabling LLMs to learn from varied complexities within the training set. Experiments demonstrate that our CDS consistently outperforms baseline methods, achieving notable improvements across nine LLMs on three benchmarks. Moreover, CDS proves especially effective in enhancing LLM performance in solving challenging problems.

Efficient exploration is essential for intelligent systems interacting with their environment, but existing language models often fall short in scenarios that require strategic information gathering. In this paper, we present PAPRIKA, a fine-tuning approach that enables language models to develop general decision-making capabilities that are not confined to particular environments. By training on synthetic interaction data from different tasks that require diverse strategies, PAPRIKA teaches models to explore and adapt their behavior on a new task based on environment feedback in-context without more gradient updates. Experimental results show that models fine-tuned with PAPRIKA can effectively transfer their learned decision-making capabilities to entirely unseen tasks without additional training. Unlike traditional training, our approach's primary bottleneck lies in sampling useful interaction data instead of model updates. To improve sample efficiency, we propose a curriculum learning strategy that prioritizes sampling trajectories from tasks with high learning potential. These results suggest a promising path towards AI systems that can autonomously solve novel sequential decision-making problems that require interactions with the external world.

Reinforcement Learning (RL) algorithms are often known for sample inefficiency and difficult generalization. Recently, Unsupervised Environment Design (UED) emerged as a new paradigm for zero-shot generalization by simultaneously learning a task distribution and agent policies on the generated tasks. This is a non-stationary process where the task distribution evolves along with agent policies; creating an instability over time. While past works demonstrated the potential of such approaches, sampling effectively from the task space remains an open challenge, bottlenecking these approaches. To this end, we introduce CLUTR: a novel unsupervised curriculum learning algorithm that decouples task representation and curriculum learning into a two-stage optimization. It first trains a recurrent variational autoencoder on randomly generated tasks to learn a latent task manifold. Next, a teacher agent creates a curriculum by maximizing a minimax REGRET-based objective on a set of latent tasks sampled from this manifold. Using the fixed-pretrained task manifold, we show that CLUTR successfully overcomes the non-stationarity problem and improves stability. Our experimental results show CLUTR outperforms PAIRED, a principled and popular UED method, in the challenging CarRacing and navigation environments: achieving 10.6X and 45\% improvement in zero-shot generalization, respectively. CLUTR also performs comparably to the non-UED state-of-the-art for CarRacing, while requiring 500X fewer environment interactions.

Knowledge-Based Visual Question Answering (KB-VQA) requires models to answer questions about an image by integrating external knowledge, posing significant challenges due to noisy retrieval and the structured, encyclopedic nature of the knowledge base. These characteristics create a distributional gap from pretrained multimodal large language models (MLLMs), making effective reasoning and domain adaptation difficult in the post-training stage. In this work, we propose Wiki-R1, a data-generation-based curriculum reinforcement learning framework that systematically incentivizes reasoning in MLLMs for KB-VQA. Wiki-R1 constructs a sequence of training distributions aligned with the model's evolving capability, bridging the gap from pretraining to the KB-VQA target distribution. We introduce controllable curriculum data generation, which manipulates the retriever to produce samples at desired difficulty levels, and a curriculum sampling strategy that selects informative samples likely to yield non-zero advantages during RL updates. Sample difficulty is estimated using observed rewards and propagated to unobserved samples to guide learning. Experiments on two KB-VQA benchmarks, Encyclopedic VQA and InfoSeek, demonstrate that Wiki-R1 achieves new state-of-the-art results, improving accuracy from 35.5\% to 37.1\% on Encyclopedic VQA and from 40.1\% to 44.1\% on InfoSeek. The project page is available at https://artanic30.github.io/project_pages/WikiR1/.

Recent research highlights the challenges retrieval models face in retrieving useful contexts and the limitations of generation models in effectively utilizing those contexts in retrieval-augmented generation (RAG) settings. To address these challenges, we introduce RAG-RL, the first reasoning language model (RLM) specifically trained for RAG. RAG-RL demonstrates that stronger answer generation models can identify relevant contexts within larger sets of retrieved information -- thereby alleviating the burden on retrievers -- while also being able to utilize those contexts more effectively. Moreover, we show that curriculum design in the reinforcement learning (RL) post-training process is a powerful approach to enhancing model performance. We benchmark our method on two open-domain question-answering datasets and achieve state-of-the-art results, surpassing previous SOTA generative reader models. In addition, we offers empirical insights into various curriculum learning strategies, providing a deeper understanding of their impact on model performance.

The advent of Intelligent Tutoring Systems (ITSs) has marked a paradigm shift in education, enabling highly personalized learning pathways. However, true personalization requires adapting to learners' complex knowledge states (multi-source) and diverse goals (multi-sink); existing ITSs often lack the necessary structural-reasoning capability and knowledge dynamism to generate genuinely effective learning paths, and they lack scientifically rigorous validation paradigms. In this paper we propose GraphMASAL (A Graph-based Multi-Agent System for Adaptive Learning), which integrates (i) a dynamic knowledge graph for persistent, stateful learner modeling; (ii) a LangGraph-orchestrated trio of agents (Diagnostician, Planner, Tutor); (iii) a knowledge-graph-grounded two-stage neural IR component (dual-encoder dense retrieval with cross-encoder listwise re-ranking and calibrated score fusion); and (iv) a multi-source multi-sink (MSMS) planning engine with a cognitively grounded cost and an approximation guarantee via greedy set cover. Under blinded automated evaluations with matched inputs and inference settings across diverse student profiles, GraphMASAL consistently outperforms LLM prompting and structured ablations in planning--achieving stronger structural/sequence alignment of learning paths, higher coverage of weak concepts, and lower learning cost--while also surpassing prompt-based baselines in cognitive diagnosis. Agreement with expert/LLM-proxy ratings further supports the validity of our evaluation protocol. These findings indicate that grounding LLM agents in a dynamic knowledge graph, coupled with optimization under educational constraints, yields reliable, interpretable, and pedagogically plausible learning plans, advancing personalized and goal-oriented education.

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

Curriculum learning plays a crucial role in enhancing the training efficiency of large language models (LLMs) on reasoning tasks. However, existing methods often fail to adequately account for variations in prompt difficulty or rely on simplistic filtering mechanisms to select prompt datasets within a narrow criterion range, resulting in significant computational waste. In this work, we approach the problem from the perspective of reinforcement learning gradient optimization, offering a systematic and theoretical investigation into how to improve the training efficiency of LLMs. We identify two key factors influencing training efficiency: the selection of training prompts and the allocation of rollout quantities across different prompts. Our theoretical analysis reveals that the sampling distribution of prompts dictates the convergence rate of gradient descent, while the allocation of the rollout quantity influences the consistency and stability of overall gradient updates. Based on these insights, we propose CurES, an efficient training method that accelerates convergence and employs Bayesian posterior estimation to minimize computational overhead. Experiments demonstrate that our CurES outperforms Group Relative Policy Optimization (GRPO) by +3.30 points and +4.82 points with 1.5B and 7B models, respectively. Additionally, CurES exhibits faster convergence compared to baselines, including GRPO.

The current paradigm of test-time scaling relies on generating long reasoning traces ("thinking" more) before producing a response. In agent problems that require interaction, this can be done by generating thinking traces before acting in the world. However, this process does not allow agents to acquire new information from the environment or adapt their behavior over time. In this work, we propose to scale test-time interaction, an untapped dimension of test-time scaling that increases the agent's interaction horizon to enable running rich behaviors such as exploration, backtracking, and dynamic re-planning within a single rollout. To demonstrate the promise of this scaling dimension, we study the domain of web agents. We first show that even prompting-based interaction scaling without any training can improve task success on web benchmarks non-trivially. Building on this, we introduce TTI (Test-Time Interaction), a curriculum-based online reinforcement learning (RL) approach that trains agents by adaptively adjusting their rollout lengths. Using a Gemma 3 12B model, TTI produces state-of-the-art open-source, open-data web agents on WebVoyager and WebArena benchmarks. We further show that TTI enables agents to balance exploration and exploitation adaptively. Our results establish interaction scaling as a powerful, complementary axis to scaling per-step compute, offering new avenues for training adaptive agents.

While state-of-the-art vision-language models (VLMs) have demonstrated remarkable capabilities in complex visual-text tasks, their success heavily relies on massive model scaling, limiting their practical deployment. Small-scale VLMs offer a more practical alternative but face significant challenges when trained with traditional supervised fine-tuning (SFT), particularly in two aspects: out-of-domain (OOD) generalization and reasoning abilities, which significantly lags behind the contemporary Large language models (LLMs). To address these challenges, we propose Curriculum Reinforcement Finetuning (Curr-ReFT), a novel post-training paradigm specifically designed for small-scale VLMs. Inspired by the success of reinforcement learning in LLMs, Curr-ReFT comprises two sequential stages: (1) Curriculum Reinforcement Learning, which ensures steady progression of model capabilities through difficulty-aware reward design, transitioning from basic visual perception to complex reasoning tasks; and (2) Rejected Sampling-based Self-improvement, which maintains the fundamental capabilities of VLMs through selective learning from high-quality multimodal and language examples. Extensive experiments demonstrate that models trained with Curr-ReFT paradigm achieve state-of-the-art performance across various visual tasks in both in-domain and out-of-domain settings. Moreover, our Curr-ReFT enhanced 3B model matches the performance of 32B-parameter models, demonstrating that efficient training paradigms can effectively bridge the gap between small and large models.

Open-ended learning agents must efficiently prioritize goals in vast possibility spaces, focusing on those that maximize learning progress (LP). When such autotelic exploration is achieved by LLM agents trained with online RL in high-dimensional and evolving goal spaces, a key challenge for LP prediction is modeling one's own competence, a form of metacognitive monitoring. Traditional approaches either require extensive sampling or rely on brittle expert-defined goal groupings. We introduce MAGELLAN, a metacognitive framework that lets LLM agents learn to predict their competence and LP online. By capturing semantic relationships between goals, MAGELLAN enables sample-efficient LP estimation and dynamic adaptation to evolving goal spaces through generalization. In an interactive learning environment, we show that MAGELLAN improves LP prediction efficiency and goal prioritization, being the only method allowing the agent to fully master a large and evolving goal space. These results demonstrate how augmenting LLM agents with a metacognitive ability for LP predictions can effectively scale curriculum learning to open-ended goal spaces.

Reinforcement learning with verifiable rewards (RLVR) has demonstrated superior performance in enhancing the reasoning capability of large language models (LLMs). However, this accuracy-oriented learning paradigm often suffers from entropy collapse, which reduces policy exploration and limits reasoning capabilities. To address this challenge, we propose an efficient reinforcement learning framework that leverages entropy signals at both the semantic and token levels to improve reasoning. From the data perspective, we introduce semantic entropy-guided curriculum learning, organizing training data from low to high semantic entropy to guide progressive optimization from easier to more challenging tasks. For the algorithmic design, we adopt non-uniform token treatment by imposing KL regularization on low-entropy tokens that critically impact policy exploration and applying stronger constraints on high-covariance portions within these tokens. By jointly optimizing data organization and algorithmic design, our method effectively mitigates entropy collapse and enhances LLM reasoning. Experimental results across 6 benchmarks with 3 different parameter-scale base models demonstrate that our method outperforms other entropy-based approaches in improving reasoning.

Imitation learning uses data for training policies to solve complex tasks. However, when the training data is collected from human demonstrators, it often leads to multimodal distributions because of the variability in human actions. Most imitation learning methods rely on a maximum likelihood (ML) objective to learn a parameterized policy, but this can result in suboptimal or unsafe behavior due to the mode-averaging property of the ML objective. In this work, we propose Information Maximizing Curriculum, a curriculum-based approach that assigns a weight to each data point and encourages the model to specialize in the data it can represent, effectively mitigating the mode-averaging problem by allowing the model to ignore data from modes it cannot represent. To cover all modes and thus, enable diverse behavior, we extend our approach to a mixture of experts (MoE) policy, where each mixture component selects its own subset of the training data for learning. A novel, maximum entropy-based objective is proposed to achieve full coverage of the dataset, thereby enabling the policy to encompass all modes within the data distribution. We demonstrate the effectiveness of our approach on complex simulated control tasks using diverse human demonstrations, achieving superior performance compared to state-of-the-art methods.

We present a new algorithm, Cross-Episodic Curriculum (CEC), to boost the learning efficiency and generalization of Transformer agents. Central to CEC is the placement of cross-episodic experiences into a Transformer's context, which forms the basis of a curriculum. By sequentially structuring online learning trials and mixed-quality demonstrations, CEC constructs curricula that encapsulate learning progression and proficiency increase across episodes. Such synergy combined with the potent pattern recognition capabilities of Transformer models delivers a powerful cross-episodic attention mechanism. The effectiveness of CEC is demonstrated under two representative scenarios: one involving multi-task reinforcement learning with discrete control, such as in DeepMind Lab, where the curriculum captures the learning progression in both individual and progressively complex settings; and the other involving imitation learning with mixed-quality data for continuous control, as seen in RoboMimic, where the curriculum captures the improvement in demonstrators' expertise. In all instances, policies resulting from CEC exhibit superior performance and strong generalization. Code is open-sourced at https://cec-agent.github.io/ to facilitate research on Transformer agent learning.

In precision-oriented tasks like answer ranking, it is more important to rank many relevant answers highly than to retrieve all relevant answers. It follows that a good ranking strategy would be to learn how to identify the easiest correct answers first (i.e., assign a high ranking score to answers that have characteristics that usually indicate relevance, and a low ranking score to those with characteristics that do not), before incorporating more complex logic to handle difficult cases (e.g., semantic matching or reasoning). In this work, we apply this idea to the training of neural answer rankers using curriculum learning. We propose several heuristics to estimate the difficulty of a given training sample. We show that the proposed heuristics can be used to build a training curriculum that down-weights difficult samples early in the training process. As the training process progresses, our approach gradually shifts to weighting all samples equally, regardless of difficulty. We present a comprehensive evaluation of our proposed idea on three answer ranking datasets. Results show that our approach leads to superior performance of two leading neural ranking architectures, namely BERT and ConvKNRM, using both pointwise and pairwise losses. When applied to a BERT-based ranker, our method yields up to a 4% improvement in MRR and a 9% improvement in P@1 (compared to the model trained without a curriculum). This results in models that can achieve comparable performance to more expensive state-of-the-art techniques.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

Catastrophic forgetting and capacity saturation are the central challenges of any parametric lifelong learning system. In this work, we study these challenges in the context of sequential supervised learning with an emphasis on recurrent neural networks. To evaluate the models in the lifelong learning setting, we propose a curriculum-based, simple, and intuitive benchmark where the models are trained on tasks with increasing levels of difficulty. To measure the impact of catastrophic forgetting, the model is tested on all the previous tasks as it completes any task. As a step towards developing true lifelong learning systems, we unify Gradient Episodic Memory (a catastrophic forgetting alleviation approach) and Net2Net(a capacity expansion approach). Both these models are proposed in the context of feedforward networks and we evaluate the feasibility of using them for recurrent networks. Evaluation on the proposed benchmark shows that the unified model is more suitable than the constituent models for lifelong learning setting.

Humans have the ability to adapt the type of information they use, the procedure they employ, and the amount of time they spend when solving problems. However, most standard neural networks have a fixed function type and computation budget regardless of the sample's nature or difficulty. Adaptivity is a powerful paradigm as it not only imbues practitioners with flexibility pertaining to the downstream usage of these models but can also serve as a powerful inductive bias for solving certain challenging classes of problems. In this work, we introduce a new approach called AdaTape, which allows for dynamic computation in neural networks through adaptive tape tokens. AdaTape utilizes an elastic input sequence by equipping an architecture with a dynamic read-and-write tape. Specifically, we adaptively generate input sequences using tape tokens obtained from a tape bank which can be either trainable or derived from input data. We examine the challenges and requirements to obtain dynamic sequence content and length, and propose the Adaptive Tape Reading (ATR) algorithm to achieve both goals. Through extensive experiments on image recognition tasks, we show that AdaTape can achieve better performance while maintaining the computational cost. To facilitate further research, we have released code at https://github.com/google-research/scenic.

Reinforcement Learning with Verifiable Rewards (RLVR) has emerged as a prevailing paradigm for enhancing reasoning in Multimodal Large Language Models (MLLMs). However, relying solely on outcome supervision risks reward hacking, where models learn spurious reasoning patterns to satisfy final answer checks. While recent rubric-based approaches offer fine-grained supervision signals, they suffer from high computational costs of instance-level generation and inefficient training dynamics caused by treating all rubrics as equally learnable. In this paper, we propose Stratified Rubric-based Curriculum Learning (RuCL), a novel framework that reformulates curriculum learning by shifting the focus from data selection to reward design. RuCL generates generalized rubrics for broad applicability and stratifies them based on the model's competence. By dynamically adjusting rubric weights during training, RuCL guides the model from mastering foundational perception to tackling advanced logical reasoning. Extensive experiments on various visual reasoning benchmarks show that RuCL yields a remarkable +7.83% average improvement over the Qwen2.5-VL-7B model, achieving a state-of-the-art accuracy of 60.06%.

Large language models excel at short-horizon reasoning tasks, but performance drops as reasoning horizon lengths increase. Existing approaches to combat this rely on inference-time scaffolding or costly step-level supervision, neither of which scales easily. In this work, we introduce a scalable method to bootstrap long-horizon reasoning capabilities using only existing, abundant short-horizon data. Our approach synthetically composes simple problems into complex, multi-step dependency chains of arbitrary length. We train models on this data using outcome-only rewards under a curriculum that automatically increases in complexity, allowing RL training to be scaled much further without saturating. Empirically, our method generalizes remarkably well: curriculum training on composed 6th-grade level math problems (GSM8K) boosts accuracy on longer, competition-level benchmarks (GSM-Symbolic, MATH-500, AIME) by up to 2.06x. It also transfers significantly to diverse out-of-distribution ReasoningGym domains and long-context benchmarks, indicating broader generalization. Importantly, our long-horizon improvements are significantly higher than baselines even at high pass@k, showing that models can learn new reasoning paths under RL. Theoretically, we show that curriculum RL with outcome rewards achieves an exponential improvement in sample complexity over full-horizon training, providing training signal comparable to dense supervision. h1 therefore introduces an efficient path towards scaling RL for long-horizon problems using only existing data.

Sparse reward environments in reinforcement learning (RL) pose significant challenges for exploration, often leading to inefficient or incomplete learning processes. To tackle this issue, this work proposes a teacher-student RL framework that leverages Large Language Models (LLMs) as "teachers" to guide the agent's learning process by decomposing complex tasks into subgoals. Due to their inherent capability to understand RL environments based on a textual description of structure and purpose, LLMs can provide subgoals to accomplish the task defined for the environment in a similar fashion to how a human would do. In doing so, three types of subgoals are proposed: positional targets relative to the agent, object representations, and language-based instructions generated directly by the LLM. More importantly, we show that it is possible to query the LLM only during the training phase, enabling agents to operate within the environment without any LLM intervention. We assess the performance of this proposed framework by evaluating three state-of-the-art open-source LLMs (Llama, DeepSeek, Qwen) eliciting subgoals across various procedurally generated environment of the MiniGrid benchmark. Experimental results demonstrate that this curriculum-based approach accelerates learning and enhances exploration in complex tasks, achieving up to 30 to 200 times faster convergence in training steps compared to recent baselines designed for sparse reward environments.

We introduce Prompt Curriculum Learning (PCL), a lightweight reinforcement learning (RL) algorithm that selects intermediate-difficulty prompts using a learned value model to post-train language models. Since post-training LLMs via RL remains sensitive to batching and prompt selection strategies, we first conduct a series of systematic experiments where we (1) determine the optimal training batch size that balances generation efficiency and gradient quality and (2) establish the importance of focusing on prompts of intermediate difficulty for the policy. We build upon these results to design PCL, which identifies prompts of intermediate difficulty for the current policy in an on-policy manner by using a value model that is concurrently updated based on the current policy. By focusing on informative prompts that yield high effective ratios, PCL achieves either the highest performance or requires significantly less time to reach comparable performance to its counterparts. Compared to rollout-based filtering methods, PCL avoids costly rollouts and achieves 12.1times and 16.9times faster speed on identifying intermediate-difficulty prompts when training on MATH and DeepScaleR, respectively. We further demonstrate that our value model accurately predicts prompt difficulty and allows PCL to focus on progressively more challenging prompts during RL. Our results present a new methodology that delivers improved tradeoff between upper-bound performance and efficiency for reasoning-focused RL.

Existing dialog state tracking (DST) models are trained with dialog data in a random order, neglecting rich structural information in a dataset. In this paper, we propose to use curriculum learning (CL) to better leverage both the curriculum structure and schema structure for task-oriented dialogs. Specifically, we propose a model-agnostic framework called Schema-aware Curriculum Learning for Dialog State Tracking (SaCLog), which consists of a preview module that pre-trains a DST model with schema information, a curriculum module that optimizes the model with CL, and a review module that augments mispredicted data to reinforce the CL training. We show that our proposed approach improves DST performance over both a transformer-based and RNN-based DST model (TripPy and TRADE) and achieves new state-of-the-art results on WOZ2.0 and MultiWOZ2.1.

A major challenge in the Deep RL (DRL) community is to train agents able to generalize their control policy over situations never seen in training. Training on diverse tasks has been identified as a key ingredient for good generalization, which pushed researchers towards using rich procedural task generation systems controlled through complex continuous parameter spaces. In such complex task spaces, it is essential to rely on some form of Automatic Curriculum Learning (ACL) to adapt the task sampling distribution to a given learning agent, instead of randomly sampling tasks, as many could end up being either trivial or unfeasible. Since it is hard to get prior knowledge on such task spaces, many ACL algorithms explore the task space to detect progress niches over time, a costly tabula-rasa process that needs to be performed for each new learning agents, although they might have similarities in their capabilities profiles. To address this limitation, we introduce the concept of Meta-ACL, and formalize it in the context of black-box RL learners, i.e. algorithms seeking to generalize curriculum generation to an (unknown) distribution of learners. In this work, we present AGAIN, a first instantiation of Meta-ACL, and showcase its benefits for curriculum generation over classical ACL in multiple simulated environments including procedurally generated parkour environments with learners of varying morphologies. Videos and code are available at https://sites.google.com/view/meta-acl .

Continued pretraining (CPT) is a popular approach to adapt existing large language models (LLMs) to new languages. When doing so, it is common practice to include a portion of English data in the mixture, but its role has not been carefully studied to date. In this work, we show that including English does not impact validation perplexity, yet it is critical for the emergence of downstream capabilities in the target language. We introduce a language-agnostic benchmark for in-context learning (ICL), which reveals catastrophic forgetting early on CPT when English is not included. This in turn damages the ability of the model to generalize to downstream prompts in the target language as measured by perplexity, even if it does not manifest in terms of accuracy until later in training, and can be tied to a big shift in the model parameters. Based on these insights, we introduce curriculum learning and exponential moving average (EMA) of weights as effective alternatives to mitigate the need for English. All in all, our work sheds light into the dynamics by which emergent abilities arise when doing CPT for language adaptation, and can serve as a foundation to design more effective methods in the future.

Pretrained large language models (LLMs) are increasingly utilized across a wide range of natural language processing (NLP) tasks due to their impressive capabilities as few-shot learners. Recent techniques, such as chain-of-thought (CoT) prompting, have significantly advanced multi-step reasoning by introducing step-by-step decomposition, achieving state-of-the-art results on complex reasoning benchmarks. However, these approaches often rely on static prompting templates that do not adapt to task complexity or errors during the reasoning process. In this work, we introduce Adaptive Prompting, a dynamic and iterative framework designed to enhance reasoning by incorporating real-time adjustments to prompt structures and validation mechanisms.Experimental results demonstrate that Adaptive Prompting significantly improves performance on diverse reasoning benchmarks, including arithmetic reasoning (GSM8K, MultiArith), logical reasoning and commonsense tasks, achieving substantial accuracy gains compared to static prompting baselines. By integrating guided prompts, intermediate validation, and self-corrective steps, our approach enables smaller models to achieve competitive performance with larger counterparts, such as GPT-4, while maintaining computational efficiency. The framework achieves this without requiring fine-tuning or task-specific training data, highlighting the untapped potential of iterative reasoning methods.

While reinforcement learning (RL) has achieved great success in acquiring complex skills solely from environmental interactions, it assumes that resets to the initial state are readily available at the end of each episode. Such an assumption hinders the autonomous learning of embodied agents due to the time-consuming and cumbersome workarounds for resetting in the physical world. Hence, there has been a growing interest in autonomous RL (ARL) methods that are capable of learning from non-episodic interactions. However, existing works on ARL are limited by their reliance on prior data and are unable to learn in environments where task-relevant interactions are sparse. In contrast, we propose a demonstration-free ARL algorithm via Implicit and Bi-directional Curriculum (IBC). With an auxiliary agent that is conditionally activated upon learning progress and a bidirectional goal curriculum based on optimal transport, our method outperforms previous methods, even the ones that leverage demonstrations.

While advancements in the reasoning abilities of LLMs have significantly enhanced their performance in solving mathematical problems, coding tasks, and general puzzles, their effectiveness in accurately adhering to instructions remains inconsistent, particularly with more complex directives. Our investigation identifies lazy reasoning during the thinking stage as the primary factor contributing to poor instruction adherence. To mitigate this issue, we propose a comprehensive framework designed to enable rigorous reasoning processes involving preview and self-checking, essential for satisfying strict instruction constraints. Specifically, we first generate instructions with complex constraints and apply a filtering process to obtain valid prompts, resulting in three distinct prompt datasets categorized as hard, easy, and pass. Then, we employ rejection sampling on the pass prompts to curate a small yet high-quality dataset, enabling a cold-start initialization of the model and facilitating its adaptation to effective reasoning patterns. Subsequently, we employ an entropy-preserving supervised fine-tuning (Entropy-SFT) strategy coupled with token-wise entropy-adaptive (TEA-RL) reinforcement learning guided by rule-based dense rewards. This approach encourages the model to transform its reasoning mechanism, ultimately fostering generalizable reasoning abilities that encompass preview and self-checking. Extensive experiments conducted on instruction-following benchmarks demonstrate remarkable performance improvements across various model scales. Notably, our Light-IF-32B model surpasses both larger open-source models such as DeepSeek-R1 and closed-source models like Doubao-1.6.

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.

We study adaptive querying for learning user-dependent quantities of interest, such as responses to held-out items and psychometric indicators, within tight question budgets. Classical Bayesian design and computerized adaptive testing typically rely on restrictive parametric assumptions or expensive posterior approximations, limiting their use in heterogeneous, high-dimensional, and cold-start settings. We introduce a persona-induced latent variable model that represents a user's state through membership in a finite dictionary of AI personas, each offering response distributions produced by a large language model. This yields expressive priors with closed-form posterior updates and efficient finite-mixture predictions, enabling scalable Bayesian design for sequential item selection. Experiments on synthetic data and WorldValuesBench demonstrate that persona-based posteriors deliver accurate probabilistic predictions and an interpretable adaptive elicitation pipeline.

Large language models (LLMs) often have a fixed knowledge cutoff, limiting their accuracy on emerging information. We present ALAS (Autonomous Learning Agent System), a modular pipeline that continuously updates an LLM's knowledge with minimal human intervention. ALAS autonomously generates a learning curriculum for a target domain, retrieves up-to-date information from the web (with citations), distills this into question-answer training data, and fine-tunes the model through supervised fine-tuning (SFT) and direct preference optimization (DPO). It iteratively evaluates performance and revises the curriculum, enabling long-term continual learning. We demonstrate ALAS's ability to self-improve a model on rapidly evolving domains (e.g., new Python releases, latest security CVEs, academic trends), significantly boosting post-cutoff question answering accuracy (from 15% to 90% on average) without manual dataset curation. The system emphasizes modularity and reproducibility: each component (planning, retrieval, distillation, memory, fine-tuning) is interchangeable and built on standard APIs. We discuss comparative baselines (e.g., retrieval-augmented generation vs. fine-tuning) and show that ALAS achieves 90% accuracy on knowledge-updated queries with minimal engineering overhead. Finally, we outline limitations (cost, dependency on source quality) and future directions for autonomous lifelong learning in LLMs.

In-context learning (ICL) adapts large language models (LLMs) to new tasks by conditioning on demonstrations in the prompt without parameter updates. With long-context models, many-shot ICL can use dozens to hundreds of examples and achieve performance comparable to fine-tuning, yet current understanding of its scaling behavior is largely derived from non-reasoning tasks. We study many-shot chain-of-thought in-context learning (CoT-ICL) for reasoning and show that standard many-shot rules do not transfer. Across non-reasoning and reasoning-oriented LLMs and across non-reasoning and reasoning tasks, we find: (i) a setting-dependent scaling effect, where increasing the number of CoT demonstrations is unstable for non-reasoning LLMs and benefits mainly reasoning-oriented LLMs; (ii) similarity-based retrieval helps on non-reasoning tasks but fails on reasoning, since semantic similarity poorly predicts procedural (i.e., CoT) compatibility; and (iii) an order-scaling effect, where performance variance grows with more CoT demonstrations. We interpret these behaviors by viewing many-shot CoT-ICL as in-context test-time learning rather than scaled pattern matching, and suggests two principles: (i) demonstrations should be easy for the target model to understand, and (ii) they should be ordered to support a smooth conceptual progression. Guided by the principle, we propose Curvilinear Demonstration Selection (CDS), a simple ordering method that yields up to a 5.42 percentage-point gain on geometry with 64 demonstrations. Overall, our results reframe the long context window from a retrieval buffer into a structured curriculum for in-context test-time learning.

With the availability of various instruction datasets, a pivotal challenge is how to effectively select and integrate these instructions to fine-tune large language models (LLMs). Previous research mainly focuses on selecting individual high-quality instructions. However, these works overlooked the joint interactions and dependencies between different categories of instructions, leading to suboptimal selection strategies. Moreover, the nature of these interaction patterns remains largely unexplored, let alone optimize the instruction set with regard to them. To fill these gaps, in this paper, we: (1) systemically investigate interaction and dependency patterns between different categories of instructions, (2) manage to optimize the instruction set concerning the interaction patterns using a linear programming-based method, and optimize the learning schema of SFT using an instruction dependency taxonomy guided curriculum learning. Experimental results across different LLMs demonstrate improved performance over strong baselines on widely adopted benchmarks.

In this work, we investigate how Large Language Models (LLMs) adapt their internal representations when encountering inputs of increasing difficulty, quantified as the degree of out-of-distribution (OOD) shift. We reveal a consistent and quantifiable phenomenon: as task difficulty increases, whether through harder reasoning questions, longer contexts, or adding answer choices, the last hidden states of LLMs become substantially sparser. In short, \textit{the farther the shift, the sparser the representations}. This sparsity--difficulty relation is observable across diverse models and domains, suggesting that language models respond to unfamiliar or complex inputs by concentrating computation into specialized subspaces in the last hidden state. Through a series of controlled analyses with a learning dynamic explanation, we demonstrate that this sparsity is not incidental but an adaptive mechanism for stabilizing reasoning under OOD. Leveraging this insight, we design Sparsity-Guided Curriculum In-Context Learning (SG-ICL), a strategy that explicitly uses representation sparsity to schedule few-shot demonstrations, leading to considerable performance enhancements. Our study provides new mechanistic insights into how LLMs internalize OOD challenges. The source code is available at the URL: https://github.com/MingyuJ666/sparsityLLM.

We introduce Generalized Instruction Tuning (called GLAN), a general and scalable method for instruction tuning of Large Language Models (LLMs). Unlike prior work that relies on seed examples or existing datasets to construct instruction tuning data, GLAN exclusively utilizes a pre-curated taxonomy of human knowledge and capabilities as input and generates large-scale synthetic instruction data across all disciplines. Specifically, inspired by the systematic structure in human education system, we build the taxonomy by decomposing human knowledge and capabilities to various fields, sub-fields and ultimately, distinct disciplines semi-automatically, facilitated by LLMs. Subsequently, we generate a comprehensive list of subjects for every discipline and proceed to design a syllabus tailored to each subject, again utilizing LLMs. With the fine-grained key concepts detailed in every class session of the syllabus, we are able to generate diverse instructions with a broad coverage across the entire spectrum of human knowledge and skills. Extensive experiments on large language models (e.g., Mistral) demonstrate that GLAN excels in multiple dimensions from mathematical reasoning, coding, academic exams, logical reasoning to general instruction following without using task-specific training data of these tasks. In addition, GLAN allows for easy customization and new fields or skills can be added by simply incorporating a new node into our taxonomy.

Large Language Models (LLMs) have shown remarkable performance on complex reasoning tasks, especially when equipped with long chain-of-thought (CoT) reasoning. However, eliciting long CoT typically requires large-scale reinforcement learning (RL) training, while often leading to overthinking with redundant intermediate steps. To improve learning and reasoning efficiency, while preserving or even enhancing performance, we propose TACLer, a model-tailored curriculum reinforcement learning framework that gradually increases the complexity of the data based on the model's proficiency in multi-stage RL training. TACLer features two core components: (i) tailored curriculum learning that determines what knowledge the model lacks and needs to learn in progressive stages; (ii) a hybrid Thinking/NoThinking reasoning paradigm that balances accuracy and efficiency by enabling or disabling the Thinking mode. Our experiments show that TACLer yields a twofold advantage in learning and reasoning: (i) it reduces computational cost, cutting training compute by over 50% compared to long thinking models and reducing inference token usage by over 42% relative to the base model; and (ii) it improves accuracy by over 9% on the base model, consistently outperforming state-of-the-art Nothinking and Thinking baselines across four math datasets with complex problems.

Adapting one's thought process based on corrective feedback is an essential ability in human learning, particularly in collaborative settings. In contrast, the current large language model training paradigm relies heavily on modeling vast, static corpora. While effective for knowledge acquisition, it overlooks the interactive feedback loops essential for models to adapt dynamically to their context. In this work, we propose a framework that treats this interactive in-context learning ability not as an emergent property, but as a distinct, trainable skill. We introduce a scalable method that transforms single-turn verifiable tasks into multi-turn didactic interactions driven by information asymmetry. We first show that current flagship models struggle to integrate corrective feedback on hard reasoning tasks. We then demonstrate that models trained with our approach dramatically improve the ability to interactively learn from language feedback. More specifically, the multi-turn performance of a smaller model nearly reaches that of a model an order of magnitude larger. We also observe robust out-of-distribution generalization: interactive training on math problems transfers to diverse domains like coding, puzzles and maze navigation. Our qualitative analysis suggests that this improvement is due to an enhanced in-context plasticity. Finally, we show that this paradigm offers a unified path to self-improvement. By training the model to predict the teacher's critiques, effectively modeling the feedback environment, we convert this external signal into an internal capability, allowing the model to self-correct even without a teacher.

Timestep sampling p(t) is a central design choice in Flow Matching models, yet common practice increasingly favors static middle-biased distributions (e.g., Logit-Normal). We show that this choice induces a speed--quality trade-off: middle-biased sampling accelerates early convergence but yields worse asymptotic fidelity than Uniform sampling. By analyzing per-timestep training losses, we identify a U-shaped difficulty profile with persistent errors near the boundary regimes, implying that under-sampling the endpoints leaves fine details unresolved. Guided by this insight, we propose Curriculum Sampling, a two-phase schedule that begins with middle-biased sampling for rapid structure learning and then switches to Uniform sampling for boundary refinement. On CIFAR-10, Curriculum Sampling improves the best FID from 3.85 (Uniform) to 3.22 while reaching peak performance at 100k rather than 150k training steps. Our results highlight that timestep sampling should be treated as an evolving curriculum rather than a fixed hyperparameter.

An oft-cited open problem of federated learning is the existence of data heterogeneity at the clients. One pathway to understanding the drastic accuracy drop in federated learning is by scrutinizing the behavior of the clients' deep models on data with different levels of "difficulty", which has been left unaddressed. In this paper, we investigate a different and rarely studied dimension of FL: ordered learning. Specifically, we aim to investigate how ordered learning principles can contribute to alleviating the heterogeneity effects in FL. We present theoretical analysis and conduct extensive empirical studies on the efficacy of orderings spanning three kinds of learning: curriculum, anti-curriculum, and random curriculum. We find that curriculum learning largely alleviates non-IIDness. Interestingly, the more disparate the data distributions across clients the more they benefit from ordered learning. We provide analysis explaining this phenomenon, specifically indicating how curriculum training appears to make the objective landscape progressively less convex, suggesting fast converging iterations at the beginning of the training procedure. We derive quantitative results of convergence for both convex and nonconvex objectives by modeling the curriculum training on federated devices as local SGD with locally biased stochastic gradients. Also, inspired by ordered learning, we propose a novel client selection technique that benefits from the real-world disparity in the clients. Our proposed approach to client selection has a synergic effect when applied together with ordered learning in FL.