Daily Papers

Group Relative Policy Optimization (GRPO) is one of the most widely adopted RLVR algorithms for post-training large language models on reasoning tasks. We first show that GRPO admits an equivalent discriminative reformulation, in which policy optimization maximizes the expected score gap between verified positive and negative rollouts. This reformulation reveals two objective-level limitations: likelihood-misaligned surrogate scores, in which clipped ratio-based scores are optimized rather than the sequence likelihoods that govern generation, and score-insensitive credit assignment, in which rollout-level credit does not reflect the current score gaps between positive and negative rollouts. To address these limitations, we propose ConSPO, a Contrastive Sequence-level Policy Optimization method that uses length-normalized sequence log-probabilities as rollout scores and contrasts verified positive rollouts against negative distractors within the same group. ConSPO optimizes a group-wise InfoNCE-style objective to adaptively strengthen updates for poorly separated positives and high-scoring negatives, together with a curriculum-scheduled margin that preserves separation pressure as training progresses. Experiments across diverse settings show that ConSPO outperforms strong baselines on challenging reasoning benchmarks. Code will be released upon paper acceptance.

With the rise of LLMs, there is an increasing need for intelligent recommendation assistants that can handle complex queries and provide personalized, reasoning-driven recommendations. LLM-based recommenders show potential but face challenges in multi-step reasoning, underscoring the need for reasoning-augmented systems. To address this gap, we propose ReRec, a novel reinforcement fine-tuning (RFT) framework designed to improve LLM reasoning in complex recommendation tasks. Our framework introduces three key components: (1) Dual-Graph Enhanced Reward Shaping, integrating recommendation metrics like NDCG@K with Query Alignment and Preference Alignment Scores to provide fine-grained reward signals for LLM optimization; (2) Reasoning-aware Advantage Estimation, which decomposes LLM outputs into reasoning segments and penalizes incorrect steps to enhance reasoning of recommendation; and (3) Online Curriculum Scheduler, dynamically assess query difficulty and organize training curriculum to ensure stable learning during RFT. Experiments demonstrate that ReRec outperforms state-of-the-art baselines and preserves core abilities like instruction-following and general knowledge. Our codes are available at https://github.com/jiani-huang/ReRec.

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.

Medical visual grounding serves as a crucial foundation for fine-grained multimodal reasoning and interpretable clinical decision support. Despite recent advances in reinforcement learning (RL) for grounding tasks, existing approaches such as Group Relative Policy Optimization~(GRPO) suffer from severe reward sparsity when directly applied to medical images, primarily due to the inherent difficulty of localizing small or ambiguous regions of interest, which is further exacerbated by the rigid and suboptimal nature of fixed IoU-based reward schemes in RL. This leads to vanishing policy gradients and stagnated optimization, particularly during early training. To address this challenge, we propose MedLoc-R1, a performance-aware reward scheduling framework that progressively tightens the reward criterion in accordance with model readiness. MedLoc-R1 introduces a sliding-window performance tracker and a multi-condition update rule that automatically adjust the reward schedule from dense, easily obtainable signals to stricter, fine-grained localization requirements, while preserving the favorable properties of GRPO without introducing auxiliary networks or additional gradient paths. Experiments on three medical visual grounding benchmarks demonstrate that MedLoc-R1 consistently improves both localization accuracy and training stability over GRPO-based baselines. Our framework offers a general, lightweight, and effective solution for RL-based grounding in high-stakes medical applications. Code \& checkpoints are available at {https://github.com/MembrAI/MedLoc-R1}.

While large reasoning models trained with critic-free reinforcement learning and verifiable rewards (RLVR) represent the state-of-the-art, their practical utility is hampered by ``overthinking'', a critical issue where models generate excessively long reasoning paths without any performance benefit. Existing solutions that penalize length often fail, inducing performance degradation due to a fundamental misalignment between trajectory-level rewards and token-level optimization. In this work, we introduce a novel framework, DECS, built on our theoretical discovery of two previously unaddressed flaws in current length rewards: (1) the erroneous penalization of essential exploratory tokens and (2) the inadvertent rewarding of partial redundancy. Our framework's innovations include (i) a first-of-its-kind decoupled token-level reward mechanism that surgically distinguishes and penalizes redundant tokens, and (ii) a novel curriculum batch scheduling strategy to master the efficiency-efficacy equilibrium. Experimental results show DECS can achieve a dramatic reduction in reasoning tokens by over 50\% across seven benchmarks while simultaneously maintaining or even improving performance. It demonstrates conclusively that substantial gains in reasoning efficiency can be achieved without compromising a model's underlying reasoning power. Code is available at https://github.com/pixas/DECS.

We aim to improve the reasoning capabilities of language models via reinforcement learning (RL). Recent RL post-trained models like DeepSeek-R1 have demonstrated reasoning abilities on mathematical and coding tasks. However, prior studies suggest that using RL alone to improve reasoning on inherently difficult tasks is less effective. Here, we draw inspiration from curriculum learning and propose to schedule tasks from easy to hard (E2H), allowing LLMs to build reasoning skills gradually. Our method is termed E2H Reasoner. Empirically, we observe that, although easy tasks are important initially, fading them out through appropriate scheduling is essential in preventing overfitting. Theoretically, we establish convergence guarantees for E2H Reasoner within an approximate policy iteration framework. We derive finite-sample complexity bounds and show that when tasks are appropriately decomposed and conditioned, learning through curriculum stages requires fewer total samples than direct learning. Experiments across multiple domains show that E2H Reasoner significantly improves the reasoning ability of small LLMs (1.5B to 3B), which otherwise struggle when trained with vanilla RL alone, highlighting the effectiveness of our method. Our code can be found on https://github.com/divelab/E2H-Reasoning.

Audio large language models (LLMs) enable unified speech understanding and generation, yet their adaptation to linguistically complex, dialect-rich settings remains underexplored. This paper presents the first systematic study of multi-task instruction tuning for an Arabic-centric audio LLM, covering a hierarchy of generative tasks (ASR, speech summarization) and discriminative tasks (dialect and emotion identification). To support this study, we introduce AraMega-SSum, a novel dataset for Arabic speech summarization. We fine-tune Qwen2.5-Omni (7B) and propose Task-Progressive Curriculum (TPC) along with Aligner-Based Diverse Sampling (ADS), a strategy that constructs information-dense batches by selecting task- and label-balanced examples. Our results reveal a critical efficiency, robustness trade-off: while ADS accelerates initial convergence and boosts paralinguistic F1-scores, its inherent gradient volatility can destabilize generative decoding under prolonged training. Furthermore, while the TPC stabilizes core acoustic mapping, it often induces negative transfer in downstream tasks. We demonstrate that a Hybrid TPC+ADS Strategy provides an optimal training ``recipe'', first establishing a robust representative foundation before employing diversity-aware refinement to capture fine-grained nuances. These findings offer practical guidance for the efficient adaptation of Omni-models in complex, low-resource multimodal environments.

Video Large Language Models (Video LLMs) have achieved significant success by leveraging a two-stage paradigm: pretraining on large-scale video-text data for vision-language alignment, followed by supervised fine-tuning (SFT) for task-specific capabilities. However, existing approaches struggle with temporal reasoning due to weak temporal correspondence in the data and reliance on the next-token prediction paradigm during training. To address these limitations, we propose TEMPLE (TEMporal Preference Learning), a systematic framework that enhances Video LLMs' temporal reasoning capabilities through Direct Preference Optimization (DPO). To facilitate this, we introduce an automated preference data generation pipeline that systematically constructs preference pairs by selecting videos that are rich in temporal information, designing video-specific perturbation strategies, and finally evaluating model responses on clean and perturbed video inputs. Our temporal alignment features two key innovations: curriculum learning which that progressively increases perturbation difficulty to improve model robustness and adaptability; and "Pre-SFT Alignment'', applying preference optimization before instruction tuning to prioritize fine-grained temporal comprehension. Extensive experiments demonstrate that our approach consistently improves Video LLM performance across multiple benchmarks with a relatively small set of self-generated DPO data. We further analyze the transferability of DPO data across architectures and the role of difficulty scheduling in optimization. Our findings highlight our TEMPLE as a scalable and efficient complement to SFT-based methods, paving the way for developing reliable Video LLMs. Code is available at https://github.com/lscpku/TEMPLE.

Using Reinforcement Learning with Verifiable Rewards (RLVR) to optimize Large Language Models (LLMs) can be conceptualized as progressively editing a query's `Reasoning Tree'. This process involves exploring nodes (tokens) and dynamically modifying the model's policy at each node. When combined with data scheduling, this process yields further gains in data efficiency and accuracy. However, existing RLVR data scheduling methods typically rely on path-based metrics to rank queries, overlooking the reasoning tree structures of these queries. In this paper, we introduce a novel metric, namely Reasoning Score (r-score), which measures the query's learning difficulty based on the structure of its reasoning tree. Based on the r-score, we propose the Reasoning Tree Schedule (Re-Schedule), a scheduling algorithm that constructs a curriculum progressing from structurally simple (high r-score) to complex (low r-score) queries. Experiments on six math-reasoning benchmarks show that Re-Schedule significantly improves average accuracy, achieving gains of up to 3.2%. These strong results validate our approach and demonstrate that a structural understanding of the reasoning tree provides a more powerful and principled foundation for RLVR data scheduling.

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.

Block-wise discrete diffusion offers an attractive balance between parallel generation and causal dependency modeling, making it a promising backbone for vision-language modeling. However, its practical adoption has been limited by high training cost, slow convergence, and instability, which have so far kept it behind strong autoregressive (AR) baselines. We present SDAR-VL, the first systematic application of block-wise discrete diffusion to large-scale vision-language understanding (VLU), together with an integrated framework for efficient and stable training. This framework unifies three components: (1) Asynchronous Block-wise Noise Scheduling to diversify supervision within each batch; (2) Effective Mask Ratio Scaling for unbiased loss normalization under stochastic masking; and (3) a Progressive Beta Noise Curriculum that increases effective mask coverage while preserving corruption diversity. Experiments on 21 single-image, multi-image, and video benchmarks show that SDAR-VL consistently improves training efficiency, convergence stability, and task performance over conventional block diffusion. On this evaluation suite, SDAR-VL sets a new state of the art among diffusion-based vision-language models and, under matched settings, matches or surpasses strong AR baselines such as LLaVA-OneVision as well as the global diffusion baseline LLaDA-V, establishing block-wise diffusion as a practical backbone for VLU.

Image captioning models are typically trained by treating all samples equally, neglecting to account for mismatched or otherwise difficult data points. In contrast, recent work has shown the effectiveness of training models by scheduling the data using curriculum learning strategies. This paper contributes to this direction by actively curating difficult samples in datasets without increasing the total number of samples. We explore the effect of using three data curation methods within the training process: complete removal of an sample, caption replacement, or image replacement via a text-to-image generation model. Experiments on the Flickr30K and COCO datasets with the BLIP and BEiT-3 models demonstrate that these curation methods do indeed yield improved image captioning models, underscoring their efficacy.

The landscape of joint audio and video generation has been fundamentally transformed by the advent of powerful foundation models. Despite these strides, achieving cohesive multimodal customization for the simultaneous preservation of visual identities and vocal timbres across multiple interacting subjects remains largely underexplored. To bridge this gap, we present Omni-Customizer, an end-to-end framework targeted at the precise binding and seamless fusion of multimodal identity information. Specifically, we introduce an Omni-Context Fusion (OCF) module that effectively enriches the base textual prompt with dense, multimodal identity cues, along with a Masked TTS Cross-Attention (MTP-CA) mechanism explicitly designed to prevent the severe "speech leakage" problem. Within this architecture, we propose Semantic-Anchored Multimodal RoPE (SA-MRoPE) to anchor visual and audio reference tokens, along with TTS embeddings, to their corresponding semantic descriptions, enabling structured multimodal fusion and robust identity binding. Furthermore, we devise a comprehensive training strategy that incorporates interleaved audio-video scheduling to rapidly adapt the audio branch to multilingual scenarios without degrading foundational priors, and a progressive in-pair to cross-pair curriculum to facilitate the learning of high-level and robust identity features. Extensive experiments demonstrate that Omni-Customizer achieves state-of-the-art performance in dual-modal customized generation, excelling across visual identity similarity, timbre consistency, precise audio-video synchronization, and overall video-audio fidelity.

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.

The order of training samples plays a crucial role in large language models (LLMs), significantly impacting both their external performance and internal learning dynamics. Traditional methods for investigating this effect generally require retraining the model with various sample orders, which is computationally infeasible for LLMs. In this work, we improve traditional methods by designing a retraining-free framework. By approximating Adam optimizer updates with first- and second-order Taylor expansions and utilizing random projection methods to store intermediate checkpoints, our framework can efficiently estimate model parameters for arbitrary training sample orders. Next, we apply our framework to two downstream research problems: (1) Training curriculum design for LLMs -- we base our retraining-free framework to propose a novel curriculum learning strategy that augments curriculum proposals with estimated model performances, enabling more informed sample scheduling. (2) LLMs' memorization and generalization effect analysis -- we use our retraining-free framework to estimate how the positions of training samples influence LLMs' capacity for memorization and generalization. We conduct extensive experiments to validate the effectiveness of our retraining-free framework in reproducing the true model performances, and further demonstrate its potential in optimizing LLM training curricula and analyzing the memorization and generalization effects of LLMs.

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, 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.

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.

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.

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.

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.

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.

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.

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.

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.

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 (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.

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.

Our study contributes to the scheduling and combinatorial optimization literature with new heuristics discovered by leveraging the power of Large Language Models (LLMs). We focus on the single-machine total tardiness (SMTT) problem, which aims to minimize total tardiness by sequencing n jobs on a single processor without preemption, given processing times and due dates. We develop and benchmark two novel LLM-discovered heuristics, the EDD Challenger (EDDC) and MDD Challenger (MDDC), inspired by the well-known Earliest Due Date (EDD) and Modified Due Date (MDD) rules. In contrast to prior studies that employed simpler rule-based heuristics, we evaluate our LLM-discovered algorithms using rigorous criteria, including optimality gaps and solution time derived from a mixed-integer programming (MIP) formulation of SMTT. We compare their performance against state-of-the-art heuristics and exact methods across various job sizes (20, 100, 200, and 500 jobs). For instances with more than 100 jobs, exact methods such as MIP and dynamic programming become computationally intractable. Up to 500 jobs, EDDC improves upon the classic EDD rule and another widely used algorithm in the literature. MDDC consistently outperforms traditional heuristics and remains competitive with exact approaches, particularly on larger and more complex instances. This study shows that human-LLM collaboration can produce scalable, high-performing heuristics for NP-hard constrained combinatorial optimization, even under limited resources when effectively configured.

Deep learning practitioners often operate on a computational and monetary budget. Thus, it is critical to design optimization algorithms that perform well under any budget. The linear learning rate schedule is considered the best budget-aware schedule, as it outperforms most other schedules in the low budget regime. On the other hand, learning rate schedules -- such as the 30-60-90 step schedule -- are known to achieve high performance when the model can be trained for many epochs. Yet, it is often not known a priori whether one's budget will be large or small; thus, the optimal choice of learning rate schedule is made on a case-by-case basis. In this paper, we frame the learning rate schedule selection problem as a combination of i) selecting a profile (i.e., the continuous function that models the learning rate schedule), and ii) choosing a sampling rate (i.e., how frequently the learning rate is updated/sampled from this profile). We propose a novel profile and sampling rate combination called the Reflected Exponential (REX) schedule, which we evaluate across seven different experimental settings with both SGD and Adam optimizers. REX outperforms the linear schedule in the low budget regime, while matching or exceeding the performance of several state-of-the-art learning rate schedules (linear, step, exponential, cosine, step decay on plateau, and OneCycle) in both high and low budget regimes. Furthermore, REX requires no added computation, storage, or hyperparameters.

Learning rate schedules used in practice bear little resemblance to those recommended by theory. We close much of this theory/practice gap, and as a consequence are able to derive new problem-adaptive learning rate schedules. Our key technical contribution is a refined analysis of learning rate schedules for a wide class of optimization algorithms (including SGD). In contrast to most prior works that study the convergence of the average iterate, we study the last iterate, which is what most people use in practice. When considering only worst-case analysis, our theory predicts that the best choice is the linear decay schedule: a popular choice in practice that sets the stepsize proportionally to 1 - t/T, where t is the current iteration and T is the total number of steps. To go beyond this worst-case analysis, we use the observed gradient norms to derive schedules refined for any particular task. These refined schedules exhibit learning rate warm-up and rapid learning rate annealing near the end of training. Ours is the first systematic approach to automatically yield both of these properties. We perform the most comprehensive evaluation of learning rate schedules to date, evaluating across 10 diverse deep learning problems, a series of LLMs, and a suite of logistic regression problems. We validate that overall, the linear-decay schedule matches or outperforms all commonly used default schedules including cosine annealing, and that our schedule refinement method gives further improvements.

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.

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.

Scheduling precedence-constrained tasks under shared renewable resources is central to modern computing platforms. The Resource Investment Problem (RIP) models this setting by minimizing the cost of provisioned renewable resources under precedence and timing constraints. Exact mixed-integer programming and constraint programming become impractically slow on large instances, and dynamic updates require schedule revisions under tight latency budgets. We present iScheduler, a reinforcement-learning-driven iterative scheduling framework that formulates RIP solving as a Markov decision process over decomposed subproblems and constructs schedules through sequential process selection. The framework accelerates optimization and supports reconfiguration by reusing unchanged process schedules and rescheduling only affected processes. We also release L-RIPLIB, an industrial-scale benchmark derived from cloud-platform workloads with 1,000 instances of 2,500-10,000 tasks. Experiments show that iScheduler attains competitive resource costs while reducing time to feasibility by up to 43times against strong commercial baselines.

Due to the scarcity of high-quality data, large language models (LLMs) are often trained on mixtures of data with varying quality levels, even after sophisticated data curation. A natural approach to better leverage high-quality data is curriculum-based pretraining, where the model is trained on data sorted in ascending order of quality as determined by a quality metric. However, prior studies have reported limited improvements from such curriculum-based pretraining strategies. This work identifies a critical factor constraining these methods: the incompatibility between the ascending data quality order and the decaying learning rate (LR) schedule. We find that while curriculum-based training substantially outperforms random shuffling when using a constant LR, its advantage diminishes under standard LR decay schedules. Our experiments show this incompatibility can be mitigated by two simple strategies: (1) employing a more moderate LR decay schedule, where the final LR is only moderately smaller than the peak LR, and (2) replacing LR decay with model averaging, i.e., computing a weighted average of the final few checkpoints. By combining these strategies, we improve the average score on a suite of standard benchmarks by 1.64% over random shuffling, without additional data refinement. Validated on 1.5B-parameter models trained over 30B tokens with various data-quality metrics, our findings call for a re-evaluation of curriculum-based LLM pretraining and underscore the potential of co-designing data curricula with optimization methods.

Overlapping calendar invitations force busy professionals to repeatedly decide which meetings to attend, reschedule, or decline. We refer to this preference-driven decision process as calendar conflict resolution. Automating this decision process is crucial yet challenging. Scheduling logistics can drain hours, and human delegation often fails at scale, which motivates us to ask: Can we trust large language models (LLMs) or language agents to manage time? To enable a systematic study of this question, we introduce CalConflictBench, a benchmark for long-horizon calendar conflict resolution. In CalConflictBench, conflicts are presented to agents round-by-round over a calendar year, requiring them to infer and adapt to user preferences progressively. Our experiments show that current LLM agents perform poorly with high error rates, e.g., Qwen-3-30B-Think has an average error rate of 35%. To address this gap, we propose PEARL, a reinforcement-learning framework that (i) augments the language agent with an external preference memory that stores and updates inferred strategies (e.g., attendee priorities, topic importance, time/location preferences), and (ii) optimizes the agent with round-wise rewards that directly supervise decision correctness, ranking quality, and memory usage across rounds. Experiments on CalConflictBench show that PEARL achieves an error reduction rate of 0.76 and a 55% improvement in average error rate compared to the strongest baseline.

Reasoning-Oriented Reinforcement Learning (RORL) enhances the reasoning ability of Large Language Models (LLMs). However, due to the sparsity of rewards in RORL, effective training is highly dependent on the selection of problems of appropriate difficulty. Although curriculum learning attempts to address this by adjusting difficulty, it often relies on static schedules, and even recent online filtering methods lack theoretical grounding and a systematic understanding of their effectiveness. In this work, we theoretically and empirically show that curating the batch with the problems that the training model achieves intermediate accuracy on the fly can maximize the effectiveness of RORL training, namely balanced online difficulty filtering. We first derive that the lower bound of the KL divergence between the initial and the optimal policy can be expressed with the variance of the sampled accuracy. Building on those insights, we show that balanced filtering can maximize the lower bound, leading to better performance. Experimental results across five challenging math reasoning benchmarks show that balanced online filtering yields an additional 10% in AIME and 4% improvements in average over plain GRPO. Moreover, further analysis shows the gains in sample efficiency and training time efficiency, exceeding the maximum reward of plain GRPO within 60% training time and the volume of the training set.

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.

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.

Curriculum Learning is the presentation of samples to the machine learning model in a meaningful order instead of a random order. The main challenge of Curriculum Learning is determining how to rank these samples. The ranking of the samples is expressed by the scoring function. In this study, scoring functions were compared using data set features, using the model to be trained, and using another model and their ensemble versions. Experiments were performed for 4 images and 4 text datasets. No significant differences were found between scoring functions for text datasets, but significant improvements were obtained in scoring functions created using transfer learning compared to classical model training and other scoring functions for image datasets. It shows that different new scoring functions are waiting to be found for text classification tasks.

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.

Recent work on enhancing the reasoning abilities of large language models (LLMs) has introduced explicit length control as a means of constraining computational cost while preserving accuracy. However, existing approaches rely on fixed-length training budgets, which do not take advantage of the natural progression from exploration to compression during learning. In this work, we propose a curriculum learning strategy for length-controlled reasoning using Group Relative Policy Optimization (GRPO). Our method starts with generous token budgets and gradually tightens them over training, encouraging models to first discover effective solution strategies and then distill them into more concise reasoning traces. We augment GRPO with a reward function that balances three signals: task correctness (via verifier feedback), length efficiency, and formatting adherence (via structural tags). Experiments on GSM8K, MATH500, SVAMP, College Math, and GSM+ demonstrate that curriculum-based training consistently outperforms fixed-budget baselines at the same final budget, achieving higher accuracy and significantly improved token efficiency. We further ablate the impact of reward weighting and decay schedule design, showing that progressive constraint serves as a powerful inductive bias for training efficient reasoning models. Our code and checkpoints are released at: https://github.com/hammoudhasan/curriculum_grpo.

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.

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

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

This benchmark suite provides a comprehensive evaluation framework for assessing both individual LLMs and multi-agent systems in Real-world planning and scheduling scenarios. The suite encompasses 14 designed planning and scheduling problems that progress from basic to highly complex, incorporating key aspects such as multi-agent coordination, inter-agent dependencies, and dynamic environmental disruptions. Each problem can be scaled along three dimensions: the number of parallel planning threads, the complexity of inter-dependencies, and the frequency of unexpected disruptions requiring Real-time adaptation. The benchmark includes 14 detailed problem specifications, 15 comparison methods including Random, LPT, SPT, STPT, MPSR, DRL-Liu, GP, GEP, LSO, SPT/TWKR, DRL-Chen, DRL-Zhang, 2+ evaluation metrics, and baseline implementations using 3+ LLMs including GPT-4o, Claude-3.7, DeepSeek-R1, and 4 contemporary frameworks including LangGraph, AutoGen, CrewAI, and Swarm, enabling rigorous testing of both single-agent and multi-agent planning capabilities. Through standardized evaluation criteria and scalable complexity, this benchmark aims to be opened to public, and drive progress in developing more adaptable, robust, and scalable AI planning systems for Real-world applications.

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.

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.

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.

Direct Preference Optimization (DPO) has been proposed as an effective and efficient alternative to reinforcement learning from human feedback (RLHF). In this paper, we propose a novel and enhanced version of DPO based on curriculum learning for text-to-image generation. Our method is divided into two training stages. First, a ranking of the examples generated for each prompt is obtained by employing a reward model. Then, increasingly difficult pairs of examples are sampled and provided to a text-to-image generative (diffusion or consistency) model. Generated samples that are far apart in the ranking are considered to form easy pairs, while those that are close in the ranking form hard pairs. In other words, we use the rank difference between samples as a measure of difficulty. The sampled pairs are split into batches according to their difficulty levels, which are gradually used to train the generative model. Our approach, Curriculum DPO, is compared against state-of-the-art fine-tuning approaches on nine benchmarks, outperforming the competing methods in terms of text alignment, aesthetics and human preference. Our code is available at https://github.com/CroitoruAlin/Curriculum-DPO.

Automated Planning and Scheduling is among the growing areas in Artificial Intelligence (AI) where mention of LLMs has gained popularity. Based on a comprehensive review of 126 papers, this paper investigates eight categories based on the unique applications of LLMs in addressing various aspects of planning problems: language translation, plan generation, model construction, multi-agent planning, interactive planning, heuristics optimization, tool integration, and brain-inspired planning. For each category, we articulate the issues considered and existing gaps. A critical insight resulting from our review is that the true potential of LLMs unfolds when they are integrated with traditional symbolic planners, pointing towards a promising neuro-symbolic approach. This approach effectively combines the generative aspects of LLMs with the precision of classical planning methods. By synthesizing insights from existing literature, we underline the potential of this integration to address complex planning challenges. Our goal is to encourage the ICAPS community to recognize the complementary strengths of LLMs and symbolic planners, advocating for a direction in automated planning that leverages these synergistic capabilities to develop more advanced and intelligent planning systems.

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.

Large Language Model (LLM) workloads have distinct prefill and decode phases with different compute and memory requirements which should ideally be accounted for when scheduling input queries across different LLM instances in a cluster. However existing scheduling algorithms treat LLM workloads as monolithic jobs without considering the distinct characteristics of the two phases in each workload. This leads to sub-optimal scheduling and increased response latency. In this work, we propose a heuristic-guided reinforcement learning-based intelligent router for data-driven and workload-aware scheduling. Our router leverages a trainable response-length predictor, and a novel formulation for estimating the impact of mixing different workloads to schedule queries across LLM instances and achieve over 11\% lower end-to-end latency than existing approaches.

Spaced repetition systems are fundamental to efficient learning and memory retention, but existing algorithms often struggle with semantic interference and personalized adaptation. We present LECTOR (LLM-Enhanced Concept-based Test-Oriented Repetition), a novel adaptive scheduling algorithm specifically designed for test-oriented learning scenarios, particularly language examinations where success rate is paramount. LECTOR leverages large language models for semantic analysis while incorporating personalized learning profiles, addressing the critical challenge of semantic confusion in vocabulary learning by utilizing LLM-powered semantic similarity assessment and integrating it with established spaced repetition principles. Our comprehensive evaluation against six baseline algorithms (SSP-MMC, SM2, HLR, FSRS, ANKI, THRESHOLD) across 100 simulated learners over 100 days demonstrates significant improvements: LECTOR achieves a 90.2\% success rate compared to 88.4\% for the best baseline (SSP-MMC), representing a 2.0\% relative improvement. The algorithm shows particular strength in handling semantically similar concepts, reducing confusion-induced errors while maintaining computational efficiency. Our results establish LECTOR as a promising direction for intelligent tutoring systems and adaptive learning platforms.

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.

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.

Recent automatic curriculum learning algorithms, and in particular Teacher-Student algorithms, rely on the notion of learning progress, making the assumption that the good next tasks are the ones on which the learner is making the fastest progress or digress. In this work, we first propose a simpler and improved version of these algorithms. We then argue that the notion of learning progress itself has several shortcomings that lead to a low sample efficiency for the learner. We finally propose a new algorithm, based on the notion of mastering rate, that significantly outperforms learning progress-based algorithms.