Children & education

Tool-integrated reasoning (TIR) is difficult to scale to small language models due to instability in long-horizon tool interactions and limited model capacity. While reinforcement learning methods like group relative policy optimization provide only sparse outcome-level rewards. Recently, on-policy distillation (OPD) has gained popularity by supplying dense token-level supervision from a teacher on student-generated trajectories. However, our experiments indicate that applying OPD to TIR leads t

On-policy distillation (OPD) is a powerful paradigm for model alignment, yet its reliance on teacher logits restricts its application to white-box scenarios. We contend that structured semantic rubrics can serve as a scalable alternative to teacher logits, enabling OPD using only teacher-generated responses. To prove it, we introduce ROPD, a simple yet foundational framework for rubric-based OPD. Specifically, ROPD induces prompt-specific rubrics from teacher-student contrasts, and then utilizes

Generative artificial intelligence (AI) is reshaping higher education, yet many universities remain in early stages of adoption where AI innovation occurs informally and without institutional recognition. This paper presents a framework describing four levels of AI adoption in universities and illustrates these dynamics through a case study of AI-enabled curriculum initiatives in several units. We contend that the key institutional challenge is moving from isolated innovation to strategic integr

Posterior collapse in variational autoencoders is often diagnosed by its symptoms: a small KL term, a strong decoder, or weak use of the latent code. These signals are useful, but they do not define a collapse boundary. We study a concrete failure mode, input-independent constant collapse, and show that this case admits an exact threshold. For any fixed nonconstant teacher distribution \(T(\cdot\mid x)\), the best constant student is the dataset-average teacher distribution, and its alignment co

AI in education is stuck between two failed responses: banning AI and building content-only tutors. Both fail because they ignore what decades of research has established: that personality, motivation, and emotional state shape learning outcomes as strongly as cognitive ability. This paper proposes behavioural architecture as an alternative. In the proposed architecture, the system adapts to how a student learns, not only to what they learn next. The student co-authors the record the system keep

The proliferation of large language models (LLMs) in educational settings has paradoxically undermined the cognitive processes they purport to support. Students increasingly outsource critical thinking to AI assistants that generate polished text on demand, resulting in measurable cognitive debt and diminished argumentative reasoning skills. We present Prober.ai, a web-based writing environment that inverts the conventional AI-tutoring paradigm: rather than generating or rewriting student text,

Machine-learning systems used in survey-based social measurement require uncertainty estimates that are reliable across population subgroups, not merely valid in aggregate. We study ordinal conformal prediction for five-level AI-attitude forecasting on the Pew American Trends Panel (Wave 152; n=4,591; 12 race x education subgroups), comparing standard split conformal, Mondrian (group-specific) conformal, and a regularized Mondrian comparator across 100 respondent-disjoint splits with survey-weig

Age verification before accessing restricted content is critical to protecting minors from exposure to harmful material such as pornography, gambling, violence, hateful speech, and substance purchases like alcohol and tobacco. Currently, the absence of reliable age-checking mechanisms allows children extensive access to such adult content, posing significant risks to their worldview and mental development. While regulatory efforts like the European Union's Digital Services Act promote using Digi

As generative AI becomes increasingly integrated into higher education, its frequent errors and hallucinations, often seen as limitations, offer a unique pedagogical opportunity. By framing AI as a ``learning companion'' whose imperfect outputs prompt analysis, evaluation, and reflection, we argue that instructors can engage students in the fundamental processes of higher-order thinking. This paper presents a design-oriented study in which an AI-integrated syllabus in a \textit{database design}

This intervention study investigates the use of counterarguments in writing for critical thinking by students in the context of Generative AI (GenAI). This is especially as risks of cheating and cognitive offloading exist with the use of GenAI. We presented 36 students in a particular university course with 4 carefully selected thesis statements (from a set of popular debates) to write about anyone of them. We used six established rubrics (focus, logic, content, style, correctness and reference)

This paper presents the Personalized Thinking Model (PTM), a hierarchical and interpretable learner representation designed for AI supported education. PTM organizes evidence from learner journals into a five-layer structure covering behavioral instances, behavioral patterns, cognitive routines, metacognitive tendencies, and self-system values. PTM is grounded in Marzano's New Taxonomy of Educational Objectives and tries to clone learner's thinking model and build cognitive twin. It was construc

AI-powered educational technologies have demonstrated measurable benefits for learners, but their design and evaluation have largely centered on K-12 contexts. As a result, many AI-supported learning systems remain poorly aligned with the needs, constraints, and goals of adult learners. To better understand how AI systems function in adult education, this paper examines the deployment of several AI learning technologies developed within a multidisciplinary, national research institute in the Uni

The scope of AI safety and alignment work in generative artificial intelligence (GenAI) has so far mostly been limited to harms related to: (a) discrimination and hate speech, (b) harmful/inappropriate (violent, sexual, illegal) content, (c) information hazards, and (d) use cases related to malicious actors, such as cybersecurity, child abuse, and chemical, biological, radiological, and nuclear threats. The public conversation around AI, on the other hand, has also been focusing on threats to ou

Strategy-proofness is a fundamental desideratum in mechanism design, ensuring truthful reporting and robust participation. Stability is another central requirement in matching markets, widely adopted in applications such as school choice and labor market clearing. In practice, however, these markets are invariably governed by complex distributional constraints, ranging from diversity quotas and regional balance to global capacity slacks, under which stable matchings often fail to exist. This rai

Large Language Model (LLM) usage in recent years has become increasingly widespread in the Artificial Intelligence in Education (AIED) community. While LLMs offer unique avenues for learners and educators, using LLMs comes with computational and environmental costs. These costs are mostly hidden due to a lack of standardised procedures to measure and report these impacts. To address this gap, we first conducted a literature review of all papers published as part of the AIED 2025 conference proce

Large language models are sensitive to minor prompt perturbations, yet existing robustness methods usually enforce consistency at the whole-sequence level. This holistic view can hide an important failure mode: a perturbed response may remain globally similar to the clean one while drifting on a critical entity, relation, or conclusion. We introduce S$^2$R$^2$, a segment-level framework for robust LoRA fine-tuning. S$^2$R$^2$ decomposes clean and perturbed generations into semantic segments, ali

Authoritative competency frameworks such as ESCO, ROME, and O*NET are essential for aligning education with labor market needs, yet their technical complexity and structural heterogeneity hinder practical adoption by educators. This paper introduces SkillGraph-Service, an interoperable microservice designed to bridge this gap by unifying these resources into a provenance-preserving Knowledge Graph (KG). Adopting a KG-first, LLM-fallback architecture, the system combines symbolic rigor with sub-s

Layer-aligned distillation and convergence-based early exit represent two predominant computational efficiency paradigms for transformer inference; yet we establish that they exhibit systematic incompatibility under standard deployment conditions for convergence-based early exit. Distillation objectives that align intermediate student layers to teacher representations suppress the representational convergence that early-exit mechanisms exploit, rendering such mechanisms ineffective on distilled

GenAI systems such as ChatGPT are increasingly discussed in programming education, but the ways in which the research literature conceptualizes and frames their role remain unclear. This chapter applies text mining to publications indexed in a leading academic database to map scholarly discourse on ChatGPT in programming education. Term frequency analysis, phrase pattern extraction, and topic modeling reveal four dominant themes: pedagogical implementation, student-centered learning and engageme

Artificial intelligence (AI) is now embedded in educational, civic, and economic systems worldwide. For African primary and secondary education, this creates a double imperative: to prepare a young population (over sixty per cent of Africans are under twenty-five) for AI-mediated labour markets without uncritically importing curricula designed for other linguistic, cultural, and socio-political contexts. The African Union's Continental AI Strategy (2024) and the 2025 Africa Declaration on AI hav

The increasing dependency among Filipino college students on artificial intelligence (AI) poses concerns about the potential decline of fundamental academic competencies. This study examines the extent of AI dependency and its perceived effects on students' critical thinking, writing skills, learning independence, research skills, and academic engagement. Using a cross-sectional research design, data was collected from 651 students enrolled in higher education institutions (HEIs) in Pampanga, Ph

Generative AI has rapidly entered education through free consumer tools, outpacing the ability of schools and universities to respond. Now a new wave of more autonomous agentic AI systems--with the capacity to plan and act towards goals--promises both greater educational personalization and greater disruption. This chapter argues that successfully navigating these innovations requires balancing three core tensions: (1) Implementation Feasibility, or the practical capacity to integrate AI sustain

The rapid integration of generative AI into academic workflows demands curricula that equip students not only with tool proficiency but with the critical judgment to use those tools responsibly in scholarly work. Existing offerings cluster around two inadequate poles: technical AI development courses serving narrow specialist audiences, and brief general-literacy interventions that cannot develop the sustained, practice-based competencies rigorous research requires. This paper reports the design

Generative AI is reshaping higher education programming through vibe coding, where students collaborate with AI via natural language rather than writing code line-by-line. We conceptualize this practice as help-seeking, analyzing 19,418 interaction turns from 110 undergraduate students. Using inductive coding and Heterogeneous Transition Network Analysis, we examined interaction sequences to compare top- and low-performing students. Results reveal that top performers engaged in instrumental help

As Competency-Based Education (CBE) is gaining traction around the world, the shift from marks-based assessment to qualitative competency mapping is a manual challenge for educators. This paper tackles the bottleneck issue by suggesting a "Human-in-the-Loop" benchmarking framework to assess the effectiveness of multiple LLMs in automating secondary-level mathematics assessment. Based on the Grade 10 Optional Mathematics curriculum in Nepal, we created a multi-dimensional rubric for four topics a

In the MNIST auxiliary logit distillation experiment, a student can acquire an unintended teacher trait despite distilling only on no-class logits through a phenomenon called subliminal learning. Under a single-step gradient descent assumption, subliminal learning theory attributes this effect to alignment between the trait and distillation gradients, but does not guarantee that this alignment persists in a multi-step setting. We empirically show that gradient alignment remains weakly but consis

Source Code Plagiarism Detection (SCPD) plays an important role in maintaining fairness and academic integrity in software engineering education. Code Evaluation Metrics (CEMs) are developed for assessing code generation tasks. However, it remains unclear whether such metrics can reliably detect plagiarism across different levels of modification (L1-L6), increasing in complexity. In this paper, we perform a comparative empirical study using two open-source labelled datasets, ConPlag (raw and tem

Introduction: Semantic search, which retrieves documents based on conceptual similarity rather than keywords, offers advantages for retrieval of clinical information. However, deploying semantic search across health systems, comprising hundreds of millions of clinical notes, presents formidable engineering, cost, and governance challenges that have prevented institutional adoption. Methods: We deployed a semantic search system at a large children's hospital indexing 166 million clinical notes (4

The need to evaluate instructional materials for K-12 science education has become increasingly important, as more educators use generative AI to create instructional materials. However, the review of instructional materials is time-consuming, expertise-intensive, and difficult to scale, motivating interest in automated evaluation approaches. While large language models (LLMs) have shown strong performance on general evaluation tasks, their performance and reliability on instructional materials

Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates. Yet students' engagement with AI tools often clusters at two extremes: avoidance driven by fear, mistrust, ethical concern, or lack of access, and uncritical reliance that produces fluent output while masking misunderstanding. Existing AI literacy frameworks provide valuable competency definitions, but most offer limited guidance for diagnosing where learners begin and how

Discrete mathematics and probability theory contain foundational material for computer scientists. Despite their importance, instructors often worry that students will find these courses to be too abstract and seemingly disconnected from their future careers. For this research project, we introduced homework questions throughout our introductory theory courses based on real world applications of the course content. Areas of application included a court case, code correctness, and machine learnin

Ethical software development remains stubbornly difficult despite two decades of normative frameworks, professional codes, and participatory methodologies. This paper offers a diagnostic rather than prescriptive contribution: it argues that the persistent gap between ethical intention and ethical implementation is a structural epistemic condition, not primarily a failure of will, education, or normative guidance. Three independently sufficient mechanisms interact to produce what I call the ethic

People increasingly turn to large language models (LLMs) to interpret ambiguous social situations: a delayed text reply, an unusually cold supervisor, a teacher's mixed signals, or a boundary-crossing friend. Yet in many such cases, no stable interpretation can be verified from the available evidence alone. We study how LLMs respond to these situations across four domains: early-stage romantic relationships, teacher--student dynamics, workplace hierarchies, and ambiguous friendships. Across 72 r

Slide-based teaching is widely used in higher education, yet in online, hybrid, and asynchronous contexts, slides often lose instructor presence, narrative continuity, and expressive framing that help learners connect with course content. Full lecture video can partly restore these qualities, but it is time-consuming to record, revise, and reuse. This study presents a practice-based implementation and analytic reflection of an open-source workflow for creating talking slide avatars. The workflow

Educational NLP systems are typically evaluated using engagement metrics and satisfaction surveys, which are at best a proxy for meeting pedagogical goals. We introduce six computational metrics for automated evaluation of pedagogical alignment in student-AI dialogue. We validate our metrics through analysis of 12,650 messages across 500 conversations from four courses. Using our metrics, we identify a fundamental misalignment: educators design conversational tutors for sustained learning dialog

This study examines the mediating and moderating role of metacognitive awareness in the relationship between self-regulated learning and mathematics achievement of university students in Ghana. Although self-regulated learning has attracted attention as a predictor of academic performance, few studies have examined how metacognitive awareness interacts with self-regulated learning to influence mathematics achievement in the Ghanaian context. A quantitative cross-sectional design was employed. Da

Attendance tracking in educational institutions, when conducted through traditional methods, leads to structural problems that consume instruction time and threaten academic integrity. Attendance durations spanning several minutes in primary and secondary education and exceeding ten minutes in higher education, combined with the proxy attendance problem of signing on behalf of someone else, demonstrate the need for electronic systems. Most existing electronic solutions rely on biometric authenti

The rapid uptake of generative artificial intelligence (AI) in higher education is reshaping assessment practices and intensifying concerns around academic integrity, fairness, and learning quality. While institutional responses increasingly emphasise policy guidance and ethical principles, there remains limited formal understanding of how collective norms of responsible or opportunistic AI use emerge and stabilise within student cohorts. This paper reframes student AI use in assessment as a coo

The rapid development of GenAI technologies is transforming learning, assessment, and academic production in higher education. Despite increasing student adoption, many institutions lack operational mechanisms to systematically align regulations and curricula with evolving generative artificial intelligence practices, creating regulatory ambiguity and academic integrity risks. This study investigates how students utilize generative artificial intelligence tools in computer science-oriented disci

Privacy preferences are not fixed individual traits, they depend on context and lived experiences. In this study, we analyze 2,912 survey responses from 782 college students collected over seven survey periods during 2023 and 2024. We ask about their usage of social media, the security settings of their accounts, and measure their comfort in sharing personally identifiable information (PII) across 17 different institutional contexts. Compared to past research, we observe a large shift towards pr