Children & education

The increasing integration of artificial intelligence (AI) in higher education has raised important questions regarding students' transparency in reporting AI-assisted work. This study investigates the psychological mechanisms underlying university students' willingness to disclose AI use by applying the Cognition--Affect--Conation (CAC) framework. A sequential explanatory mixed-methods design was employed. In the quantitative phase, survey data were collected from 546 university students and an

In this work, we develop a novel reasoning approach to enhance the performance of large language models (LLMs) in future occupation prediction. In this approach, a reason generator first derives a ``reason'' for a user using his/her past education and career history. The reason summarizes the user's preference and is used as the input of an occupation predictor to recommend the user's next occupation. This two-step occupation prediction approach is, however, non-trivial as LLMs are not aligned w

We present ActuBench, a multi-agent LLM pipeline for the automated generation and evaluation of advanced actuarial assessment items aligned with the International Actuarial Association (IAA) Education Syllabus. The pipeline separates four LLM roles by adapter: one agent drafts items, one constructs distractors, a third independently verifies both stages and drives bounded one-shot repair loops, and a cost-optimized auxiliary agent handles Wikipedia-note summarization and topic labelling. The ite

A series of high-profile tragedies involving companion chatbots has triggered an unusually rapid regulatory response. Several jurisdictions, including Australia, California, and New York, have introduced enforceable regulation, while regulators elsewhere have signaled growing concern about risks posed by companion chatbots, particularly to children. In parallel, leading providers, notably OpenAI, appear to have strengthened their self-regulatory approaches. Drawing on legal textual analysis and

As generative artificial intelligence becomes increasingly embedded in educational practice, a central concern is whether students use AI as cognitive support or as a substitute for thinking. Prior research shows that learners recognise this boundary conceptually and acknowledge that "AI should not replace thinking." However, whether such awareness translates into structured regulation during actual AI use remains unclear. Drawing on data from Hong Kong secondary students, this study examines ho

Large Language Models (LLMs) are increasingly used in education, yet their default helpfulness often conflicts with pedagogical principles. Prior work evaluates pedagogical quality via answer leakage-the disclosure of complete solutions instead of scaffolding-but typically assumes well-intentioned learners, leaving tutor robustness under student misuse largely unexplored. In this paper, we study scenarios where students behave adversarially and aim to obtain the correct answer from the tutor. We

What does it mean to give an AI agent a complete education? Current agent development produces specialists systems optimized for a single capability dimension, whether tool use, code generation, or security awareness that exhibit predictable deficits wherever they were not trained. We argue this pattern reflects a structural absence: there is no curriculum theory for agents, no principled account of what a fully developed agent should know, be, and be able to do across the full scope of intellig

A 311-page public-source reference guide compiling publicly available information on how Virginia's four-year colleges and universities are addressing generative artificial intelligence in governance, teaching, academic integrity, research ethics, tool provisioning, and strategic planning. Coverage: 30 institutions across three groups: 6 public R1 research universities, 9 other public universities, and 15 private universities and colleges. Evidence snapshot: March 2026. Each institutional entry

High and persistent child malnutrition levels with tardy reduction, seen in successive health surveys, continue to be a matter of concern in India, drawing attention to the need to revamp the four-decade-old Government program, Integrated Child Development Scheme (ICDS). ICDS field functionaries or Anganwadi Workers' (AWWs) capacity deficit was identified as a significant factor affecting ICDS's effectiveness. Considering rising numbers, over 1.4 million AWWs, and continuously advancing knowledg

As Artificial Intelligence (AI) and Agentic AI become increasingly integrated across sectors such as education and healthcare, it is critical to ensure that Multi-Agent Education System (MAES) is explainable from the early stages of requirements engineering (RE) within the AI software development lifecycle. Explainability is essential to build trust, promote transparency, and enable effective human-AI collaboration. Although personas are well-established in human-computer interaction to represen

Student engagement with large language models (LLMs) in academic writing is not a stable trait, an adoption decision, or a competency level; it is a continuously negotiated process that existing frameworks cannot adequately theorize. Typological models provide categories without mechanisms; technology acceptance models explain adoption but not post-adoption quality; AI literacy frameworks treat competency as a static predictor rather than a live input. None accounts for within-student variabilit

Practice and extensive exercises are essential in programming education. Intelligent tutoring systems (ITSs) are a viable option to provide individualized hints and advice to programming students even when human tutors are not available. However, prior ITS for programming rarely support the Python programming language, mostly focus on introductory programming, and rarely take recent developments in generative models into account. We aim to establish a novel ITS for Python programming that is hig

Large Reasoning Models (LRMs) have demonstrated strong capabilities in generating step-by-step reasoning chains alongside final answers, enabling their deployment in high-stakes domains such as healthcare and education. While prior jailbreak attack studies have focused on the safety of final answers, little attention has been given to the safety of the reasoning process. In this work, we identify a novel problem that injects harmful content into the reasoning steps while preserving unchanged ans

The rapid evolution of Large Language Models (LLMs) has made them powerful tools for enhancing student writing. This study explores the extent and limitations of LLMs in assisting secondary-level English as a Foreign Language (EFL) students with their writing tasks. While existing studies focus on output quality, our research examines the developmental shift in LLMs and their impact on EFL students, assessing whether smarter models act as true scaffolds or mere compensatory crutches. To achieve

Artificial General Intelligence (AGI) is increasingly being discussed not only as a tool, but also as a potential subject with personal and therefore moral status. In our opinion, the currently dominant alignment strategies, which focus on human control and containment of AI, therefore fall short. Building on Turing's analogy of "child machines", we are developing a vision of the possibility of autonomy-supporting parenting of AI, in which human control over a developing AGI is gradually reduced

Learning Path Recommendation (LPR) is critical for personalized education, yet current methods often fail to account for historical interaction uncertainty (e.g., lucky guesses or accidental slips) and lack adaptability to diverse learning goals. We propose U-GLAD (Uncertainty-aware Generative Learning Path Recommendation with Cognition-Adaptive Diffusion). To address representation bias, the framework models cognitive states as probability distributions, capturing the learner's underlying true

Artificial intelligence (AI) is increasingly reshaping lifelong learning by introducing new possibilities for personalized, flexible, and data-informed educational practices. In the field of adult education, AI has gained particular importance as learners are expected to continuously update their knowledge and skills in response to rapid technological, economic, and social change. This paper examines the role of AI in adult education policy, with a focus on both its opportunities and its challen

On-policy distillation (OPD) has become a core technique in the post-training of large language models, yet its training dynamics remain poorly understood. This paper provides a systematic investigation of OPD dynamics and mechanisms. We first identify that two conditions govern whether OPD succeeds or fails: (i) the student and teacher should share compatible thinking patterns; and (ii) even with consistent thinking patterns and higher scores, the teacher must offer genuinely new capabilities b

STEM dropout rates remain high at universities, particularly in computer science programs with theory-intensive courses. Digital learning environments now capture rich behavioral data that could help identify struggling students early, yet the generalizability of data-driven prediction models across courses and institutions remains uncertain. Guided by self-regulated learning (SRL) theory, this study analyzed multimodal digital-trace data from three undergraduate theoretical computer science cou

Reasoning distillation aims to transfer multi-step reasoning capabilities from large language models to smaller, more efficient ones. While recent methods have shown promising gains, they typically rely on static teacher-student hierarchies and frame distillation as trajectory imitation. This is misaligned with the structure of reasoning, where intermediate steps are often locally under-specified: global correctness constrains the final answer, but does not uniquely determine each intermediate m

Student responses in STEM assessments are often handwritten and combine symbolic expressions, calculations, and diagrams, creating substantial variation in format and interpretation. Despite their importance for evaluating students' reasoning, such responses are time-consuming to score and prone to rater inconsistency, particularly when partial credit is required. Recent advances in large language models (LLMs) have increased attention to AI-assisted scoring, yet evidence remains limited regardi

Welcome to the ninth edition of the AI Index report. As AI continues to advance rapidly, the question becomes whether the systems built around it can keep up. Governance frameworks, evaluation methods, education systems, and the data infrastructure needed to track AI's impact are struggling to match the pace of the technology itself. That gap between what AI can do and how prepared we are to manage it runs through every chapter of this year's report. New in this edition, the report tracks how AI

Operating Systems (OS) courses are among the most challenging in computer science education due to the complexity of internal structures and the diversity of running environments. Traditional teaching methods often fail to address the diverse backgrounds, learning speeds, and practical needs of students. To tackle these challenges, we present SortingHat, a personalized digital teaching assistant tailored specifically for OS education. SortingHat integrates advanced AI technologies, including a r

The rapid adoption of AI tools such as ChatGPT has significantly transformed academic practices, offering considerable benefits for both students and faculty in computing disciplines. These tools have been shown to enhance learning efficiency, academic self-efficacy, and confidence. However, their increasing use also raises pressing concerns regarding the preservation of academic integrity -- an essential pillar of the educational process. This paper explores the implications of widespread AI to

This study investigates students' AI use concealment intention in higher education by integrating the cognition-affect-conation (CAC) framework with a dual-method approach combining structural equation modelling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA). Drawing on data from 1346 university students, the findings reveal two opposing mechanisms shaping concealment intention. The enabling pathway shows that perceived stigma, perceived risk, and perceived policy uncertainty incre

Knowledge Tracing (KT) infers a student's knowledge state from past interactions to predict future performance. Conventional Deep Learning (DL)-based KT models are typically tied to platform-specific identifiers and latent representations, making them hard to transfer and interpret. Large Language Model (LLM)-based methods can be either ungrounded under prompting or overly domain-dependent under fine-tuning. In addition, most existing KT methods are developed and evaluated under a same-distribut

Generating multiple-choice questions (MCQs) with difficulty estimation remains challenging in automated MCQ-generation systems used in adaptive, AI-assisted education. This study proposes a novel methodology for generating MCQs with difficulty estimation from the input documents by utilizing knowledge graphs (KGs) and large language models (LLMs). Our approach uses an LLM to construct a KG from input documents, from which MCQs are then systematically generated. Each MCQ is generated by selecting

The availability and increasing integration of generative AI tools have transformed computing education. While AI in education presents opportunities, it also raises new concerns about how these powerful know-it-all AI tools, which are becoming widespread, impact cognitive skill development among students. Cognitive skills are essential for academic success and professional competence. It relates to the ability to understand, analyze, evaluate, synthesize information and more. The extensive use

Artificial students -- models that simulate how learners act and respond within educational systems -- are a promising tool for evaluating tutoring strategies and feedback mechanisms at scale. However, most existing approaches rely on prompting large, proprietary language models, limiting adaptability to specific courses and raising concerns around privacy, cost, and dependence. In this work, we propose a framework for training open-weight artificial programming learners directly from authentic

Large Language Models (LLMs) have become part of how students solve programming tasks, offering immediate explanations and even full solutions. Previous work has highlighted that novice programmers often heavily rely on LLMs, thereby neglecting their own problem-solving skills. To address this challenge, we designed a course-specific online Python tutor that provides retrieval-augmented, course-aligned guidance without generating complete solutions. The tutor integrates a web-based programming e

The Plain Writing Act in the United States requires government documents to be accessible in clear and simple language that the general public can easily understand, yet existing summarization systems struggle to address diverse linguistic and cognitive barriers among general readers. We present NRLB (No Reader Left Behind), a multi-agent framework for plain language summarization that simulates three representative reader groups: elementary school student readers, non-native readers, and reader

Education is one of the most promising real-world applications for Large Language Models (LLMs). However, current LLMs rely on static pre-training knowledge and lack adaptation to individual learners, while existing RAG systems fall short in delivering personalized, guided feedback. To bridge this gap, we present DeepTutor, a fully open-source agentic framework that unifies citation-grounded problem tutoring with difficulty-calibrated question generation. A hybrid personalization engine couples

The growing use of artificial intelligence (AI) in education, particularly large language models (LLMs), has increased interest in intelligent tutoring systems. However, LLMs often show limited adaptivity and struggle to model learners' evolving knowledge over time, highlighting the need for dedicated learner modelling approaches. Although deep knowledge tracing methods achieve strong predictive performance, their opacity and susceptibility to bias can limit alignment with pedagogical principles

Reinforcement learning with verifiable rewards (RLVR) can improve low-$k$ reasoning accuracy while narrowing solution coverage on challenging math questions, and pass@1 gains do not necessarily translate into better large-$k$ performance. Existing hint-based approaches can make challenging questions trainable, but they leave two issues underexplored: teacher-student distribution mismatch and the need to reduce hint exposure to match no-hint evaluation. We address these issues through two compone

In gender-restrictive and surveilled contexts, where access to formal education may be restricted for women, pursuing education involves safety and privacy risks. When women are excluded from schools and universities, they often turn to online self-learning and generative AI (GenAI) to pursue their educational and career aspirations. However, we know little about what safe and accountable GenAI support is required in the context of surveillance, household responsibilities, and the absence of lea

Child Sexual Abuse Imagery (CSAI) classification is an important yet challenging problem for computer vision research due to the strict legal and ethical restrictions that prevent the public sharing of CSAI datasets. This limitation hinders reproducibility and slows progress in developing automated methods. In this work, we introduce CSA-Graphs, a privacy-preserving structural dataset. Instead of releasing the original images, we provide structural representations that remove explicit visual con

Large language models (LLMs) are increasingly applied in computer science education for tasks such as tutoring, content generation, and code assessment. However, systematic evaluations aligned with formal curricula and certification standards remain limited. This study benchmarked four recent models, including GPT-5, DeepSeek-R1, Qwen-Plus, and Llama-3.3-70B-Instruct, using a dataset of 1,068 questions derived from six certification exams covering networking, office applications, and Java progra

Artificial intelligence (AI) retrieval-augmented generation (RAG) tools now enable educators to transform course materials into diverse multimedia at scale. However, it remains unclear whether such AI-generated content functions as a pedagogical scaffold or AI slop: high volume, low quality material. This innovative practice paper reports on the development, implementation, and evaluation of teacher-prompted, AI-generated supplemental materials in an English for Academic Purposes (EAP) course at

Maternal and child health is a critical concern around the world. In many global health programs disseminating preventive care and health information, limited healthcare worker resources prevent continuous, personalised engagement with vulnerable beneficiaries. In such scenarios, it becomes crucial to optimally schedule limited live-service resources to maximise long-term engagement. To address this fundamental challenge, the multi-year SAHELI project (2020-2025), in collaboration with partner N

Missing-person and child-safety investigations rely on heterogeneous case documents, including structured forms, bulletin-style posters, and narrative web profiles. Variations in layout, terminology, and data quality impede rapid triage, large-scale analysis, and search-planning workflows. This paper introduces the Guardian Parser Pack, an AI-driven parsing and normalization pipeline that transforms multi-source investigative documents into a unified, schema-compliant representation suitable for