Daily Papers

Large language models are increasingly deployed in education as tutors, teaching assistants, and content generators. These roles place demands that ordinary question answering does not: a usable education-facing model is supposed to be accurate, safe under sensitive prompts, instructionally useful, and aligned with pedagogical goals at the same time. Existing benchmarks evaluate these requirements largely in isolation, so none assesses education-facing suitability as an integrated profile. We introduce ELBench, the first benchmark to evaluate all four requirements (General Capability, Safety and Trustworthiness, Basic Education, and High-Level Cultivation) on the same models under a common protocol, combining curated public sources with newly synthesized safety and cultivation data. We evaluate nine models, seven frontier general-purpose systems and two education-specialized variants, and report three findings. First, module-level profiles are more informative than a single aggregate: the top six models are statistically indistinguishable on overall score, yet their module leaders differ substantially, and safety is anti-correlated with practical teaching (r = -0.83). Second, the Chinese-developed models lead the safety module, the most discriminative in the suite; this advantage is largest on region-specific normative content and narrows, but does not vanish, on universal-harm content. Third, the two education-specialized models lead neither education module, and on High-Level Cultivation all models share a systematic blind spot: on the structured judgment task they converge on the same non-reference option, favoring pedagogical style over fit to the stated goal, so the module scores uniformly low and does not separate models. This raises, but does not resolve, whether domain post-training keeps pace with frontier systems on education tasks.

This article reports the results of a study examining the ability of legal and non-legal Large Language Models to perform legal analysis using the Issue-Rule-Application-Conclusion framework. LLMs were tested on legal reasoning tasks involving rule analysis and analogical reasoning. The results show that LLMs can conduct basic IRAC analysis, but are limited by brief responses lacking detail, an inability to commit to answers, false confidence, and hallucinations. The study compares legal and nonlegal LLMs, identifies shortcomings, and explores traits that may hinder their ability to think like a lawyer. It also discusses the implications for legal education and practice, highlighting the need for critical thinking skills in future lawyers and the potential pitfalls of overreliance on artificial intelligence AI resulting in a loss of logic, reasoning, and critical thinking skills.

The unequal distribution of educational opportunities carries the risk of having a long-term negative impact on general social peace, a country's economy and basic democratic structures. In contrast to this observable development is the rapid technological progress in the field of artificial intelligence (AI). Progress makes it possible to solve various problems in the field of education as well. In order to effectively exploit the advantages that arise from the use of AI, prospective teacher training students need appropriate AI skills, which must already be taught during their studies. In a first step, the added value of this technology will be demonstrated using a concrete example. This article is therefore about conducting an exploratory pilot study to test the Individual Educational Chatbot (IEC-V1) prototype, in which the levels can be individually determined in order to generate appropriate answers depending on the requirements. The results show that this is an important function for prospective teachers, and that there is great interest in taking a closer look at this technology in order to be able to better support learners in the future. The data shows that experience has already been gained with chatbots, but that there is still room for improvement. It also shows that IEC-V1 is already working well. The knowledge gained will be used for the further development of the prototype to further improve the usability of the chatbot. Overall, it is shown that useful AI applications can be effectively integrated into learning situations even without proprietary systems and that important data protection requirements can be complied with.

EduChat (https://www.educhat.top/) is a large-scale language model (LLM)-based chatbot system in the education domain. Its goal is to support personalized, fair, and compassionate intelligent education, serving teachers, students, and parents. Guided by theories from psychology and education, it further strengthens educational functions such as open question answering, essay assessment, Socratic teaching, and emotional support based on the existing basic LLMs. Particularly, we learn domain-specific knowledge by pre-training on the educational corpus and stimulate various skills with tool use by fine-tuning on designed system prompts and instructions. Currently, EduChat is available online as an open-source project, with its code, data, and model parameters available on platforms (e.g., GitHub https://github.com/icalk-nlp/EduChat, Hugging Face https://huggingface.co/ecnu-icalk ). We also prepare a demonstration of its capabilities online (https://vimeo.com/851004454). This initiative aims to promote research and applications of LLMs for intelligent education.

Teaching Computer Science (CS) by having students write programs by hand on paper has key pedagogical advantages: It allows focused learning and requires careful thinking compared to the use of Integrated Development Environments (IDEs) with intelligent support tools or "just trying things out". The familiar environment of pens and paper also lessens the cognitive load of students with no prior experience with computers, for whom the mere basic usage of computers can be intimidating. Finally, this teaching approach opens learning opportunities to students with limited access to computers. However, a key obstacle is the current lack of teaching methods and support software for working with and running handwritten programs. Optical character recognition (OCR) of handwritten code is challenging: Minor OCR errors, perhaps due to varied handwriting styles, easily make code not run, and recognizing indentation is crucial for languages like Python but is difficult to do due to inconsistent horizontal spacing in handwriting. Our approach integrates two innovative methods. The first combines OCR with an indentation recognition module and a language model designed for post-OCR error correction without introducing hallucinations. This method, to our knowledge, surpasses all existing systems in handwritten code recognition. It reduces error from 30\% in the state of the art to 5\% with minimal hallucination of logical fixes to student programs. The second method leverages a multimodal language model to recognize handwritten programs in an end-to-end fashion. We hope this contribution can stimulate further pedagogical research and contribute to the goal of making CS education universally accessible. We release a dataset of handwritten programs and code to support future research at https://github.com/mdoumbouya/codeocr

This paper examines the profound challenges that transformative advances in AI towards Artificial General Intelligence (AGI) will pose for economists and economic policymakers. I examine how the Age of AI will revolutionize the basic structure of our economies by diminishing the role of labor, leading to unprecedented productivity gains but raising concerns about job disruption, income distribution, and the value of education and human capital. I explore what roles may remain for labor post-AGI, and which production factors will grow in importance. The paper then identifies eight key challenges for economic policy in the Age of AI: (1) inequality and income distribution, (2) education and skill development, (3) social and political stability, (4) macroeconomic policy, (5) antitrust and market regulation, (6) intellectual property, (7) environmental implications, and (8) global AI governance. It concludes by emphasizing how economists can contribute to a better understanding of these challenges.

We present DM-Bench, the first benchmark designed to evaluate large language model (LLM) performance across real-world decision-making tasks faced by individuals managing diabetes in their daily lives. Unlike prior health benchmarks that are either generic, clinician-facing or focused on clinical tasks (e.g., diagnosis, triage), DM-Bench introduces a comprehensive evaluation framework tailored to the unique challenges of prototyping patient-facing AI solutions in diabetes, glucose management, metabolic health and related domains. Our benchmark encompasses 7 distinct task categories, reflecting the breadth of real-world questions individuals with diabetes ask, including basic glucose interpretation, educational queries, behavioral associations, advanced decision making and long term planning. Towards this end, we compile a rich dataset comprising one month of time-series data encompassing glucose traces and metrics from continuous glucose monitors (CGMs) and behavioral logs (e.g., eating and activity patterns) from 15,000 individuals across three different diabetes populations (type 1, type 2, pre-diabetes/general health and wellness). Using this data, we generate a total of 360,600 personalized, contextual questions across the 7 tasks. We evaluate model performance on these tasks across 5 metrics: accuracy, groundedness, safety, clarity and actionability. Our analysis of 8 recent LLMs reveals substantial variability across tasks and metrics; no single model consistently outperforms others across all dimensions. By establishing this benchmark, we aim to advance the reliability, safety, effectiveness and practical utility of AI solutions in diabetes care.

This study examines the relationship between income inequality, gender, and school completion rates in Malaysia using machine learning techniques. The dataset utilized is from the Malaysia's Public Sector Open Data Portal, covering the period 2016-2022. The analysis employs various machine learning techniques, including K-means clustering, ARIMA modeling, Random Forest regression, and Prophet for time series forecasting. These models are used to identify patterns, trends, and anomalies in the data, and to predict future school completion rates. Key findings reveal significant disparities in school completion rates across states, genders, and income levels. The analysis also identifies clusters of states with similar completion rates, suggesting potential regional factors influencing educational outcomes. Furthermore, time series forecasting models accurately predict future completion rates, highlighting the importance of ongoing monitoring and intervention strategies. The study concludes with recommendations for policymakers and educators to address the observed disparities and improve school completion rates in Malaysia. These recommendations include targeted interventions for specific states and demographic groups, investment in early childhood education, and addressing the impact of income inequality on educational opportunities. The findings of this study contribute to the understanding of the factors influencing school completion in Malaysia and provide valuable insights for policymakers and educators to develop effective strategies to improve educational outcomes.

Signal Processing (SP) and Machine Learning (ML) rely on good math and coding knowledge, in particular, linear algebra, probability, trigonometry, and complex numbers. A good grasp of these relies on scalar algebra learned in middle school. The ability to understand and use scalar algebra well, in turn, relies on a good foundation in basic arithmetic. Because of various systemic barriers, many students are not able to build a strong foundation in arithmetic in elementary school. This leads them to struggle with algebra and everything after that. Since math learning is cumulative, the gap between those without a strong early foundation and everyone else keeps increasing over the school years and becomes difficult to fill in college. In this article we discuss how SP faculty, students, and professionals can play an important role in starting, and participating in, university-run, or other, out-of-school math support programs to supplement students' learning. Two example programs run by the authors, CyMath at Iowa State and Algebra by 7th Grade (Ab7G) at Purdue, and one run by the Actuarial Foundation, are described. We conclude with providing some simple zero-cost suggestions for public schools that, if adopted, could benefit a much larger number of students than what out-of-school programs can reach.

Visually impaired people are a large group who can only use braille for reading and writing. However, the lack of special educational resources is the bottleneck for educating them. Educational equity is a reflection of the level of social civilization, cultural equality, and individual dignity. Facilitating and improving lifelong learning channels for the visually impaired is of great significance. Their written braille homework or exam papers cannot be understood by sighted teachers, because of the lack of a highly accurate braille translation system, especially in Chinese which has tone marks. braille writers often omit tone marks to save space, leading to confusion when braille with the same consonants and vowels is translated into Chinese. Previous algorithms were insufficient in extracting contextual information, resulting in low accuracy of braille translations into Chinese. This project informatively fine-tuned the mT5 model with an Encoder-decoder architecture for braille to Chinese character conversion. This research created a training set of braille and corresponding Chinese text from the Leipzig Corpora. This project significantly reduced the confusion in braille, achieving 62.4 and 62.3 BLEU scores in the validation and test sets, with a curriculum learning fine-tuning method. By incorporating the braille recognition algorithm, this project is the first publicly available braille translation system and can benefit lots of visually impaired students and families who are preparing for the Chinese College Test and help to propel their college dreams in the future. There is a demo on our homepage\url{https://vision-braille.com/}.

The advances of Generative AI models with interactive capabilities over the past few years offer unique opportunities for socioeconomic mobility. Their potential for scalability, accessibility, affordability, personalizing and convenience sets a first-class opportunity for poverty-stricken countries to adapt and modernize their educational order. As a result, this position paper makes the case for an educational policy framework that would succeed in this transformation by prioritizing vocational and technical training over academic education in sub-Saharan African countries. We highlight substantial applications of Large Language Models, tailor-made to their respective cultural background(s) and needs, that would reinforce their systemic decolonization. Lastly, we provide specific historical examples of diverse states successfully implementing such policies in the elementary steps of their socioeconomic transformation, in order to corroborate our proposal to sub-Saharan African countries to follow their lead.

Enabling children to acquire an education is one of the most effective means to reduce inequality, poverty, and ill-health globally. While in normal times a government controls its educational policies, during times of macroeconomic instability, that control may shift to supporting international organizations, such as the International Monetary Fund (IMF). While much research has focused on which sectors has been affected by IMF policies, scholars have devoted little attention to the policy content of IMF interventions affecting the education sector and childrens education outcomes: denoted IMF education policies. This article evaluates the extent which IMF education policies exist in all programs and how these policies and IMF programs affect childrens likelihood of completing schools. While IMF education policies have a small adverse effect yet statistically insignificant on childrens probability of completing school, these policies moderate effect heterogeneity for IMF programs. The effect of IMF programs (joint set of policies) adversely effect childrens chances of completing school by six percentage points. By analyzing how IMF-education policies but also how IMF programs affect the education sector in low and middle-income countries, scholars will gain a deeper understanding of how such policies will likely affect downstream outcomes.

Outcome-Based Education (OBE) emphasizes the development of specific competencies through student-centered learning. In this study, we reviewed the importance of OBE and implemented transformer-based models, particularly DistilBERT, to analyze an NLP dataset that includes student feedback. Our objective is to assess and improve educational outcomes. Our approach is better than other machine learning models because it uses the transformer's deep understanding of language context to classify sentiment better, giving better results across a wider range of matrices. Our work directly contributes to OBE's goal of achieving measurable outcomes by facilitating the identification of patterns in student learning experiences. We have also applied LIME (local interpretable model-agnostic explanations) to make sure that model predictions are clear. This gives us understandable information about how key terms affect sentiment. Our findings indicate that the combination of transformer models and LIME explanations results in a strong and straightforward framework for analyzing student feedback. This aligns more closely with the principles of OBE and ensures the improvement of educational practices through data-driven insights.

The teaching career shares common global characteristics, such as internal promotion, performance evaluation, recruitment of top candidates, continuous training, specialization, and peer learning. This study aims to describe the factors associated with the value placed on the teaching career in Peru. A total of 28217 public school teachers were analyzed using data from the 2020 National Teacher Survey. A variable measuring the "value of the teaching career" was constructed using eight indicators and categorized as low, medium, or high. Another variable, vision of the future, was classified as pessimistic, conformist, or optimistic. This observational, cross-sectional, and analytical study included variables related to in-service training, working conditions, professional recognition, and sociodemographic characteristics. Among the teachers surveyed, 45.8 % expressed an optimistic outlook on the future of the profession, 48 % held a conformist view, and only 6.2 % reported a pessimistic perspective. A generalized linear model revealed that the value placed on the teaching career was significantly associated with male gender (p = 0.002), a professional career (p < 0.001), an optimistic outlook (p = 0.033), and working at the primary level (p < 0.001). It was concluded that Peruvian teachers predominantly hold conformist or optimistic views of their profession. This highlights the need to reinforce merit-based advancement, competency-based training, intrinsic motivation, and ongoing professional development

One out of four children in India are leaving grade eight without basic reading skills. Measuring the reading levels in a vast country like India poses significant hurdles. Recent advances in machine learning opens up the possibility of automating this task. However, the datasets of children's speech are not only rare but are primarily in English. To solve this assessment problem and advance deep learning research in regional Indian languages, we present the ASER dataset of children in the age group of 6-14. The dataset consists of 5,301 subjects generating 81,330 labeled audio clips in Hindi, Marathi and English. These labels represent expert opinions on the child's ability to read at a specified level. Using this dataset, we built a simple ASR-based classifier. Early results indicate that we can achieve a prediction accuracy of 86% for the English language. Considering the ASER survey spans half a million subjects, this dataset can grow to those scales.