Daily Papers

Effective information searching is essential for enhancing the reasoning and generation capabilities of large language models (LLMs). Recent research has explored using reinforcement learning (RL) to improve LLMs' search capabilities by interacting with live search engines in real-world environments. While these approaches show promising results, they face two major challenges: (1) Uncontrolled Document Quality: The quality of documents returned by search engines is often unpredictable, introducing noise and instability into the training process. (2) Prohibitively High API Costs: RL training requires frequent rollouts, potentially involving hundreds of thousands of search requests, which incur substantial API expenses and severely constrain scalability. To address these challenges, we introduce ZeroSearch, a reinforcement learning framework that incentivizes the search capabilities of LLMs without interacting with real search engines. Our approach begins with lightweight supervised fine-tuning to transform the LLM into a retrieval module capable of generating both relevant and noisy documents in response to a query. During RL training, we employ a curriculum-based rollout strategy that incrementally degrades the quality of generated documents, progressively eliciting the model's reasoning ability by exposing it to increasingly challenging retrieval scenarios. Extensive experiments demonstrate that ZeroSearch effectively incentivizes the search capabilities of LLMs using a 3B LLM as the retrieval module. Remarkably, a 7B retrieval module achieves comparable performance to the real search engine, while a 14B retrieval module even surpasses it. Furthermore, it generalizes well across both base and instruction-tuned models of various parameter sizes and is compatible with a wide range of RL algorithms.

RL post-training with verifiable rewards (RLVR) has become a practical route to eliciting chain-of-thought reasoning in vision--language models (VLMs), but scaling it in the visual domain remains challenging due to costly or noisy supervision and reliance on external verifiers. Puzzle-based RLVR is a promising alternative, yet existing approaches often treat puzzle rewards as flat or sparse, which weakens group-relative learning signal. Existing curriculum strategies are overly restrictive: they rely mainly on reward statistics and do not account for exploration in the solution space, which can lead to collapsed rollout dynamics. Further, RL post-training can induce reasoning--answer inconsistency as training progresses. To address these shortcomings, we present PuzzleCraft, a supervision-free framework that scales vision-centric RLVR using a set of lightweight puzzle environments with built-in verification. PuzzleCraft instantiates three puzzles inspired by classic visual pretext tasks: PatchFit, Rotation, and Jigsaw. We introduce a curriculum that combines difficulty with an exploration signal derived from solution-space dispersion, and use it to downweight collapsed prompt groups. In addition, we introduce a new post-training metric, Reasoning-Answer Consistency (RAC), to measure the degree that the chain-of-though supports the answer, and show our exploration-aware curriculum improves RAC and downstream performance. Across a broad suite of vision-centric benchmarks, PuzzleCraft improves robustness and reasoning consistency, yielding consistent downstream gains on both Qwen2.5-VL and Qwen3-VL backbones. Overall, our results suggest that scalable puzzle-based RLVR benefits from curricula that account for both difficulty and solution-space collapse, together with explicit consistency-enhancing schemes.

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

In long-horizon LLM agent reinforcement learning, weak policies often repeat similar failures, producing uninformative rollout trajectories and limiting effective policy optimization. Existing skill-centric methods improve exploration by optimizing, filtering, or internalizing reusable skills. However, they remain centered on the skills themselves rather than being designed as adaptive training-time support for the evolving policy. To address this, we propose a policy-centric training paradigm that reframes skills as a dynamic training scaffold. Our framework, Pats, converts rollout groups from the latest policy into evidence cards and uses task-specific evaluation to adjust the context used in subsequent rollouts. Concrete guidance helps weak policies to complete challenging tasks. As policy improves, redundant context is revised or removed to reduce reliance on explicit guidance while preserving useful rollout variation. The policy is optimized with environmental rewards using standard RLVR, and the training scaffold is discarded at deployment. On ALFWorld and WebShop, Pats improves over strong baselines by up to 18.6%. Across seven search-augmented QA benchmarks, it remains competitive while using 32.1% fewer prompt tokens than the baseline.

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

Reinforcement learning (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.

On-policy distillation (OPD) transfers reasoning behavior by training a student on teacher feedback along student-generated trajectories, but standard full-rollout training ties every update to a costly completion and can over-allocate supervision to late positions with low marginal value for the current student. We revisit this assumption through the useful supervision horizon: student-induced rollouts can drift from teacher-preferred continuations, while aligned prefixes may already preserve the long-horizon OPD update direction. We propose ADWIN, an adaptive-window framework for OPD that treats rollout length as an online admissibility decision, training on short teacher-anchored prefixes while using delayed full-rollout probes to audit prefix--full alignment and adapt the next horizon with staleness control. Across math and code reasoning benchmarks in single-task, multi-task, and strong-to-weak settings, ADWIN improves the accuracy--compute trade-off over full-rollout OPD and prefix-based baselines, reducing end-to-end training cost by up to 4.1 times while achieving comparable or better accuracy.

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 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.

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.

Reinforcement Learning (RL) agents often struggle with efficiency and performance in complex environments. We propose a novel framework that uses a Large Language Model (LLM) to dynamically generate a curriculum over available actions, enabling the agent to incorporate each action individually. We apply this framework to the game of Blackjack, where the LLM creates a multi-stage training path that progressively introduces complex actions to a Tabular Q-Learning and a Deep Q-Network (DQN) agent. Our evaluation in a realistic 8-deck simulation over 10 independent runs demonstrates significant performance gains over standard training methods. The curriculum-based approach increases the DQN agent's average win rate from 43.97% to 47.41%, reduces the average bust rate from 32.9% to 28.0%, and accelerates the overall workflow by over 74%, with the agent's full training completing faster than the baseline's evaluation phase alone. These results validate that LLM-guided curricula can build more effective, robust, and efficient RL agents.

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.

Reinforcement learning (RL) has become a central post-training tool for improving the reasoning abilities of large language models (LLMs). In these systems, the rollout, the trajectory sampled from a prompt to termination, including intermediate reasoning steps and optional tool or environment interactions, determines the data the optimizer learns from, yet rollout design is often underreported. This survey provides an optimizer-agnostic view of rollout strategies for RL-based post-training of reasoning LLMs. We formalize rollout pipelines with unified notation and introduce Generate-Filter-Control-Replay (GFCR), a lifecycle taxonomy that decomposes rollout pipelines into four modular stages: Generate proposes candidate trajectories and topologies; Filter constructs intermediate signals via verifiers, judges, critics; Control allocates compute and makes continuation/branching/stopping decisions under budgets; and Replay retains and reuses artifacts across rollouts without weight updates, including self-evolving curricula that autonomously generate new training tasks. We complement GFCR with a criterion taxonomy of reliability, coverage, and cost sensitivity that characterizes rollout trade-offs. Using this framework, we synthesize methods spanning RL with verifiable rewards, process supervision, judge-based gating, guided and tree/segment rollouts, adaptive compute allocation, early-exit and partial rollouts, throughput optimization, and replay/recomposition for self-improvement. We ground the framework with case studies in math, code/SQL, multimodal reasoning, tool-using agents, and agentic skill benchmarks that evaluate skill induction, reuse, and cross-task transfer. Finally, we provide a diagnostic index that maps common rollout pathologies to GFCR modules and mitigation levers, alongside open challenges for building reproducible, compute-efficient, and trustworthy rollout pipelines.

We introduce ROLL, an efficient, scalable, and user-friendly library designed for Reinforcement Learning Optimization for Large-scale Learning. ROLL caters to three primary user groups: tech pioneers aiming for cost-effective, fault-tolerant large-scale training, developers requiring flexible control over training workflows, and researchers seeking agile experimentation. ROLL is built upon several key modules to serve these user groups effectively. First, a single-controller architecture combined with an abstraction of the parallel worker simplifies the development of the training pipeline. Second, the parallel strategy and data transfer modules enable efficient and scalable training. Third, the rollout scheduler offers fine-grained management of each sample's lifecycle during the rollout stage. Fourth, the environment worker and reward worker support rapid and flexible experimentation with agentic RL algorithms and reward designs. Finally, AutoDeviceMapping allows users to assign resources to different models flexibly across various stages.

Test-time reinforcement learning generates multiple candidate answers via repeated rollouts and performs online updates using pseudo-labels constructed by majority voting. To reduce overhead and improve exploration, prior work introduces tree structured rollouts, which share reasoning prefixes and branch at key nodes to improve sampling efficiency. However, this paradigm still faces two challenges: (1) high entropy branching can trigger rollout collapse, where the branching budget concentrates on a few trajectories with consecutive high-entropy segments, rapidly reducing the number of effective branches; (2) early pseudo-labels are noisy and biased, which can induce self-reinforcing overfitting, causing the policy to sharpen prematurely and suppress exploration. To address these issues, we propose Entropy Confidence Hybrid Group Relative Policy Optimization (ECHO). During rollout, ECHO jointly leverages local entropy and group level confidence to adaptively control branch width, and further introduces online confidence-based pruning to terminate persistently low confidence branches, avoiding high entropy traps and mitigating collapse. During policy updates, ECHO employs confidence adaptive clipping and an entropy confidence hybrid advantage shaping approach to enhance training robustness and mitigate early stage bias. Experiments demonstrate that ECHO achieves consistent gains on multiple mathematical and visual reasoning benchmarks, and generalizes more effectively under a limited rollout budget.

Skill-augmented reinforcement learning improves language agents by storing reusable procedural knowledge acquired from past experience. Existing methods typically use strong language models to analyze trajectories, generate skills, and update a retrievable skill bank during online training. However, they rarely assess whether a newly generated skill is useful before it is stored and reused. We find that this assumption is unreliable: even skills generated by proprietary frontier LLMs exhibit highly mixed utility, with many providing little benefit or even degrading performance. Once such skills enter the bank, their effects are difficult to identify, because subsequent rollout feedback is delayed and usually reflects the combined effect of multiple retrieved skills rather than the marginal contribution of any individual skill. We propose an online reinforcement learning framework for pre-storage skill validation. The framework estimates whether a candidate skill contributes useful information beyond the skills already retrieved for the current task. It uses the standard rollout budget to form two matched groups under the same task and retrieval context: base rollouts conditioned on the currently retrieved skills, and skill-augmented rollouts conditioned on the same skills plus one candidate skill induced from the base trajectories. The reward gap between these two groups estimates the candidate skill's context-dependent marginal utility, enabling the framework to promote useful skills while filtering ineffective or harmful ones without additional rollout overhead. The framework further uses this marginal-utility signal to train the policy itself as a skill generator, reducing reliance on repeated calls to proprietary models. The learned skill-generation likelihood serves as a context-dependent score for retrieval-time reranking and outdated-skill pruning as the policy evolves.

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.

Knowledge distillation transfers a teacher's competence to a small student but is brittle in the small-student regime: forcing the student to imitate logits from a much larger teacher concentrates it on the teacher's sharpest modes, hurting generalization on benchmark families beyond the training corpus. Reinforcement learning (RL) avoids logit imitation by training on the student's own rollouts. However, on questions where every rollout fails-yielding zero advantage and being silently discarded-injecting a stronger teacher's response into the policy gradient breaks the on-policy assumption and induces drift. We introduce Zone of Proximal Policy Optimization (ZPPO), inspired by Vygotsky's zone of proximal development, which keeps the teacher inside the prompt rather than the policy gradient. On hard questions, ZPPO constructs two reformulated prompts: a Binary Candidate-included Question (BCQ) pairs one correct teacher response with one incorrect student response as anonymized candidates the student must discriminate, and a Negative Candidate-included Question (NCQ) aggregates the student's wrong rollouts into a single prompt to surface their shared failure modes. A prompt replay buffer recirculates each hard question until it either graduates-the student's mean rollout accuracy on it reaches half- or is FIFO-evicted under finite capacity, amplifying BCQ and NCQ inside the student's current zone of proximal development. On the Qwen3.5 family at four student scales (0.8B-9B) with a 27B teacher, post-trained as vision-language models and evaluated on a 31-benchmark suite (16 VLM, 10 LLM, 5 Video), ZPPO outperforms off/on-policy distillation and GRPO, with the largest gains at the smallest scale.

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.

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.

Reinforcement learning (RL) has become a central paradigm for post-training large language models (LLMs), particularly for complex reasoning tasks, yet it often suffers from exploration collapse: policies prematurely concentrate on a small set of dominant reasoning patterns, improving pass@1 while limiting rollout-level diversity and gains in pass@k. We argue that this failure stems from regularizing local token behavior rather than diversity over sets of solutions. To address this, we propose Uniqueness-Aware Reinforcement Learning, a rollout-level objective that explicitly rewards correct solutions that exhibit rare high-level strategies. Our method uses an LLM-based judge to cluster rollouts for the same problem according to their high-level solution strategies, ignoring superficial variations, and reweights policy advantages inversely with cluster size. As a result, correct but novel strategies receive higher rewards than redundant ones. Across mathematics, physics, and medical reasoning benchmarks, our approach consistently improves pass@k across large sampling budgets and increases the area under the pass@k curve (AUC@K) without sacrificing pass@1, while sustaining exploration and uncovering more diverse solution strategies at scale.

Reinforcement learning with verifiable rewards (RLVR) has emerged as a highly effective framework for improving LLM reasoning, with methods such as GRPO among its most successful instantiations. However, GRPO relies on repeated generation of long chain-of-thought rollouts. Training time scales with the number of rollouts, a large fraction of which are uninformative. Thus, GRPO is computationally expensive and unstable. To mitigate this, existing approaches either generate a larger pool of rollouts and filter the most informative prompts, or leverage historical signals for filtering at later stages of training. These strategies offer modest performance gains, but slow down the overall process. To address this, we propose VarIance Guided Online Rollout allocation (VIGOR) which instead of allocating a fixed rollout budget per example, begins with a small number of rollouts for all examples in a batch and iteratively allocates additional rollouts to those with the highest group reward variance until a fixed total rollout budget is reached. Theoretically, we show that under RLVR, reward variance controls the gradient magnitude, and derive VIGOR's closed-form speedup ratio over GRPO, which grows with refinement rounds under Pareto-distributed reward variance. Experiments on mathematical reasoning and coding tasks show that VIGOR reaches target accuracy with up to 2.3times fewer rollouts on math, reaches GRPO's final coding full pass rate with 1.49times fewer rollouts, and improves the coding average test pass rate by 3.4 points.

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.

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.

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

Large Language Model (LLM)-based agents have demonstrated remarkable capabilities in complex reasoning and multi-turn interactions but struggle to continuously improve and adapt when deployed in new environments. One promising approach is implementing skill libraries that allow agents to learn, validate, and apply new skills. However, current skill library approaches rely primarily on LLM prompting, making consistent skill library implementation challenging. To overcome these challenges, we propose a Reinforcement Learning (RL)-based approach to enhance agents' self-improvement capabilities with a skill library. Specifically, we introduce Skill Augmented GRPO for self-Evolution (SAGE), a novel RL framework that systematically incorporates skills into learning. The framework's key component, Sequential Rollout, iteratively deploys agents across a chain of similar tasks for each rollout. As agents navigate through the task chain, skills generated from previous tasks accumulate in the library and become available for subsequent tasks. Additionally, the framework enhances skill generation and utilization through a Skill-integrated Reward that complements the original outcome-based rewards. Experimental results on AppWorld demonstrate that SAGE, when applied to supervised-finetuned model with expert experience, achieves 8.9% higher Scenario Goal Completion while requiring 26% fewer interaction steps and generating 59% fewer tokens, substantially outperforming existing approaches in both accuracy and efficiency.

Reinforcement learning algorithms such as GRPO have driven recent advances in large language model (LLM) reasoning. While scaling the number of rollouts stabilizes training, existing approaches suffer from limited exploration on challenging prompts and leave informative feedback signals underexploited, due to context-independent rollout allocation across prompts (e.g., generating 16 rollouts per prompt) and relying heavily on sparse rewards. This paper presents XRPO(eXplore - eXploit GRPO), a unified framework that recasts policy optimization through the principled lens of rollout exploration-exploitation. To enhance exploration, XRPO introduces a mathematically grounded rollout allocator that adaptively prioritizes prompts with higher potential for uncertainty reduction. It further addresses stagnation on zero-reward prompts through an in-context seeding strategy that injects curated exemplars, steering the model into more difficult reasoning trajectories. To strengthen exploitation, XRPO develops a group-relative, novelty-aware advantage sharpening mechanism that leverages sequence likelihoods to amplify low-probability yet correct responses, thereby extending the policy's reach beyond sparse rewards. Experiments across diverse math and coding benchmarks on both reasoning and non-reasoning models demonstrate that XRPO outperforms existing advances (e.g., GRPO and GSPO) up to 4% pass@1 and 6% cons@32, while accelerating training convergence by up to 2.7X.

Large language models are increasingly used in K-12 education, but existing benchmarks mainly test exam question answering rather than understanding how curriculum knowledge is structured and visually presented. We call this capability curriculum cognition. It covers prerequisite chains, concept taxonomies, experiment-concept links, pedagogical sequencing, and visual grounding. We introduce K12-KGraph, a curriculum-aligned knowledge graph extracted from official People's Education Press textbooks in mathematics, physics, chemistry, and biology across primary, middle, and high school. It contains nine node types and fourteen relation types covering curriculum structure and visual grounding. From this graph, we derive K12-Bench, a 23,640-question multi-select benchmark with five task families: Ground, Prereq, Neighbor, Evidence, and Locate. We also build K12-Train, a graph-guided supervised fine-tuning corpus of 7,335 samples, including 2,267 text-only QA pairs and 5,068 multimodal VQA pairs. On K12-Bench, Gemini-3-Flash achieves only 57 percent exact match and Gemma-4-31B-IT reaches 46 percent, with Prereq and Neighbor being the hardest tasks. Our training experiments show that domain-specific supervision can reduce this gap. Under a matched 2,300-sample budget, K12-Train-Text consistently outperforms equally sized subsets of eight mainstream instruction-tuning corpora on GaokaoBench and EduEval. For vision-language models, K12-Train-Full achieves the best overall results on Gaokao-MM, MDK12-medium, and K12Vista among all compared training configurations, despite using fewer samples than the full DataFlow and WizardLM baselines. It also surpasses both text-only and multimodal-only variants, showing that textual and visual supervision are complementary. We release the graph, benchmark, training data, and complete construction pipeline.

Reinforcement learning (RL) is the dominant paradigm for post-training large language models. However, in the online, on-policy setting, rollout generation dominates the computational cost of training. Group-based policy optimization methods compute advantages from multiple rollouts per prompt, yet they indiscriminately allocate budget to prompts with collapsed reward distributions, wasting expensive rollouts on negligible learning signals. We demonstrate that group-based updates are most effective in regimes of high reward variance. Since the policy evolves throughout training, prompt informativeness must be estimated online rather than precomputed, but exhaustively evaluating every prompt is computationally prohibitive. We introduce Pilot-Commit, a budget-aware rollout allocation framework for group-based RL post-training. Pilot-Commit decouples prompt evaluation from exploitation: a pilot stage estimates per-prompt informativeness using a fraction of the budget, and the remaining rollouts are allocated to high-leverage prompts while low-signal prompts are skipped. Across multiple math reasoning benchmarks and model scales from 1.5B to 14B parameters, Pilot-Commit matches baseline accuracy with significantly lower sampling costs, reaching target accuracy up to 1.9times faster than GRPO and 4.0times faster than DAPO in cumulative rollouts.

Recent reinforcement learning methods for diffusion large language models (dLLMs) commonly rely on on-policy rollouts generated by the target dLLM itself. When successful on-policy rollouts are scarce, however, on-policy training may receive little positive reward and make only limited progress. To mitigate this problem, we explore incorporating higher-reward rollouts generated by a stronger external policy alongside on-policy rollouts from the target dLLM. However, directly incorporating these external rollouts introduces two practical challenges: differences in rollout length and instability when jointly processing rewards from on-policy and external rollouts. To address these challenges, we propose External Rollout Integration with Length Control and Source-Specific Processing (ERILS), which controls external-rollout length and processes the rewards of on-policy and external rollouts separately. Experiments on Sudoku, Countdown, and MATH500 under zero-shot evaluation show that ERILS improves multi-sample performance across all three tasks, with the largest gains on Sudoku. On Sudoku, ERILS achieves 98.4% best-of-4 completion accuracy, compared with 40.3% for the strongest baseline. ERILS also maintains approximately 90% deterministic single-completion accuracy on Sudoku across generation lengths of 128, 256, and 512 tokens. Our component analysis further shows that length-controlled external rollouts are more effective than uncontrolled external rollouts, and that source-specific reward processing avoids the training collapse observed with joint reward processing. These results show that rollout construction and reward processing are important design dimensions when integrating external rollouts into dLLM reinforcement learning.

Long-horizon agents are beginning to automate complete workflows that produce code, reports, and research artifacts. Medical imaging workflows are multi-stage and data-sensitive, while expert trajectories remain scarce and difficult to share. Structured benchmarks can localize failures through stage-level rubrics, but standard post-training discards these diagnostics before the next training round. We present Benchmark-as-Teacher (BaT), a recursive self-improvement system for agent post-training. BaT contains two linked components: the asynchronous Stage Bank data pipeline and BiCuRL (Bilevel Curriculum Reinforcement Learning), its self-improving post-training method. Stage Bank synthesizes content-isolated training states outside the policy-update loop. BiCuRL uses a fixed held-out evaluation to select the next stage curriculum, verifies rollouts with task rubrics, updates the policy with GRPO, and returns the candidate checkpoint to evaluation. On AutoMedBench-Lite, BaT-4B and BaT-9B more than double the Overall scores of their Qwen Instruct baselines. BaT-9B Agent reaches 79.6 Overall, exceeding Claude Opus 4.6 with Claude Code at 77.5.

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

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.

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

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.

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.

Inspired by human learning, researchers have proposed ordering examples during training based on their difficulty. Both curriculum learning, exposing a network to easier examples early in training, and anti-curriculum learning, showing the most difficult examples first, have been suggested as improvements to the standard i.i.d. training. In this work, we set out to investigate the relative benefits of ordered learning. We first investigate the implicit curricula resulting from architectural and optimization bias and find that samples are learned in a highly consistent order. Next, to quantify the benefit of explicit curricula, we conduct extensive experiments over thousands of orderings spanning three kinds of learning: curriculum, anti-curriculum, and random-curriculum -- in which the size of the training dataset is dynamically increased over time, but the examples are randomly ordered. We find that for standard benchmark datasets, curricula have only marginal benefits, and that randomly ordered samples perform as well or better than curricula and anti-curricula, suggesting that any benefit is entirely due to the dynamic training set size. Inspired by common use cases of curriculum learning in practice, we investigate the role of limited training time budget and noisy data in the success of curriculum learning. Our experiments demonstrate that curriculum, but not anti-curriculum can indeed improve the performance either with limited training time budget or in existence of noisy data.

Reinforcement learning (RL) is a critical stage in post-training large language models (LLMs), involving repeated interaction between rollout generation, reward evaluation, and centralized learning. Distributing rollout execution offers opportunities to leverage more cost-efficient inference resources, but introduces challenges in wide-area coordination and policy dissemination. We present ECHO-2, a distributed RL framework for post-training with remote inference workers and non-negligible dissemination latency. ECHO-2 combines centralized learning with distributed rollouts and treats bounded policy staleness as a user-controlled parameter, enabling rollout generation, dissemination, and training to overlap. We introduce an overlap-based capacity model that relates training time, dissemination latency, and rollout throughput, yielding a practical provisioning rule for sustaining learner utilization. To mitigate dissemination bottlenecks and lower cost, ECHO-2 employs peer-assisted pipelined broadcast and cost-aware activation of heterogeneous workers. Experiments on GRPO post-training of 4B and 8B models under real wide-area bandwidth regimes show that ECHO-2 significantly improves cost efficiency while preserving RL reward comparable to strong baselines.

Large-scale image generation has benefited from advances in data scale, quality, rebalancing, and recaptioning, yet conventional pipelines typically optimize task-specific datasets in isolation. A central challenge is not only how to curate each task-specific corpus, but also how to organize heterogeneous supervision according to the dependencies among generative capabilities. We present a capability-driven data infrastructure that couples capability-specific supervision construction with capability-aligned curriculum scheduling. Its three specialized yet interoperable data engines build complementary relational supervision for text-image grounding, inter-image transformation, and image-knowledge association, while caption experts align T2I and editing supervision across tasks and granularities. A multi-stage curriculum jointly evolves task composition, visual-concept distribution, data quality, and image resolution along the dependency order of capability acquisition, with capability-aware evaluation closing the loop through targeted retrieval, expert construction, and gap-aware resampling. At scale, the framework curates a 440M-image T2I corpus, 120M editing pairs, and over 27M image-entity pairs. With this infrastructure, we train multimodal diffusion models at two scales from scratch, with 3B and 6B sizes respectively. We conduct quantitative evaluation on CPI-Bench, along with qualitative evaluations across diverse text-to-image and editing scenarios. Experimental results present broad visual coverage, versatile rendering, and effective transfer across generative capabilities.

Distilling Chain-of-Thought (CoT) reasoning from large language models into compact student models presents a fundamental challenge: teacher rationales are often too verbose for smaller models to faithfully reproduce. Existing approaches either compress reasoning into single-step, losing the interpretability that makes CoT valuable. We present a three-stage curriculum learning framework that addresses this capacity mismatch through progressive skill acquisition. First, we establish structural understanding via masked shuffled reconstruction. Second, we apply Group Relative Policy Optimization (GRPO) on masked completion tasks, enabling the model to discover its own balance between accuracy and brevity. Third, we identify persistent failure cases and guide the student to internalize teacher knowledge through targeted rewriting, again optimized with GRPO. Experiments on GSM8K demonstrate that our approach enables Qwen2.5-3B-Base to achieve an 11.29 percent accuracy improvement while reducing output length by 27.4 percent, surpassing both instruction-tuned variants and prior distillation methods.

Reasoning large language models (LLMs) excel in complex tasks, which has drawn significant attention to reinforcement learning (RL) for LLMs. However, existing approaches allocate an equal number of rollouts to all questions during the RL process, which is inefficient. This inefficiency stems from the fact that training on simple questions yields limited gains, whereas more rollouts are needed for challenging questions to sample correct answers. Furthermore, while RL improves response precision, it limits the model's exploration ability, potentially resulting in a performance cap below that of the base model prior to RL. To address these issues, we propose a mechanism for dynamically allocating rollout budgets based on the difficulty of the problems, enabling more efficient RL training. Additionally, we introduce an adaptive dynamic temperature adjustment strategy to maintain the entropy at a stable level, thereby encouraging sufficient exploration. This enables LLMs to improve response precision while preserving their exploratory ability to uncover potential correct pathways. The code and data is available on: https://github.com/LiaoMengqi/E3-RL4LLMs

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

The foundational pretraining phase determines a model's capability ceiling, as post-training struggles to overcome capability foundations established during pretraining, yet it remains critically under-explored. This stems from a structural paradox: organizations with computational resources operate under commercial pressures that inhibit transparent disclosure, while academic institutions possess research freedom but lack pretraining-scale computational resources. daVinci-LLM occupies this unexplored intersection, combining industrial-scale resources with full research freedom to advance the science of pretraining. We adopt a fully-open paradigm that treats openness as scientific methodology, releasing complete data processing pipelines, full training processes, and systematic exploration results. Recognizing that the field lacks systematic methodology for data processing, we employ the Data Darwinism framework, a principled L0-L9 taxonomy from filtering to synthesis. We train a 3B-parameter model from random initialization across 8T tokens using a two-stage adaptive curriculum that progressively shifts from foundational capabilities to reasoning-intensive enhancement. Through 200+ controlled ablations, we establish that: processing depth systematically enhances capabilities, establishing it as a critical dimension alongside volume scaling; different domains exhibit distinct saturation dynamics, necessitating adaptive strategies from proportion adjustments to format shifts; compositional balance enables targeted intensification while preventing performance collapse; how evaluation protocol choices shape our understanding of pretraining progress. By releasing the complete exploration process, we enable the community to build upon our findings and systematic methodologies to form accumulative scientific knowledge in pretraining.

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

Uniform-state discrete diffusion models hold the promise of fast text generation due to their inherent ability to self-correct. However, they are typically outperformed by autoregressive models and masked diffusion models. In this work, we narrow this performance gap by leveraging a key insight: Uniform-state diffusion processes naturally emerge from an underlying Gaussian diffusion. Our method, Duo, transfers powerful techniques from Gaussian diffusion to improve both training and sampling. First, we introduce a curriculum learning strategy guided by the Gaussian process, doubling training speed by reducing variance. Models trained with curriculum learning surpass autoregressive models in zero-shot perplexity on 3 of 7 benchmarks. Second, we present Discrete Consistency Distillation, which adapts consistency distillation from the continuous to the discrete setting. This algorithm unlocks few-step generation in diffusion language models by accelerating sampling by two orders of magnitude. We provide the code and model checkpoints on the project page: http://s-sahoo.github.io/duo

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.

Can a model learn to escape its own learning plateau? Reinforcement learning methods for finetuning large reasoning models stall on datasets with low initial success rates, and thus little training signal. We investigate a fundamental question: Can a pretrained LLM leverage latent knowledge to generate an automated curriculum for problems it cannot solve? To explore this, we design SOAR: A self-improvement framework designed to surface these pedagogical signals through meta-RL. A teacher copy of the model proposes synthetic problems for a student copy, and is rewarded with its improvement on a small subset of hard problems. Critically, SOAR grounds the curriculum in measured student progress rather than intrinsic proxy rewards. Our study on the hardest subsets of mathematical benchmarks (0/128 success) reveals three core findings. First, we show that it is possible to realize bi-level meta-RL that unlocks learning under sparse, binary rewards by sharpening a latent capacity of pretrained models to generate useful stepping stones. Second, grounded rewards outperform intrinsic reward schemes used in prior LLM self-play, reliably avoiding the instability and diversity collapse modes they typically exhibit. Third, analyzing the generated questions reveals that structural quality and well-posedness are more critical for learning progress than solution correctness. Our results suggest that the ability to generate useful stepping stones does not require the preexisting ability to actually solve the hard problems, paving a principled path to escape reasoning plateaus without additional curated data.

Reinforcement learning (RL) has become essential for post-training large language models (LLMs) in reasoning tasks. While scaling rollouts can stabilize training and enhance performance, the computational overhead is a critical issue. In algorithms like GRPO, multiple rollouts per prompt incur prohibitive costs, as a large portion of prompts provide negligible gradients and are thus of low utility. To address this problem, we investigate how to select high-utility prompts before the rollout phase. Our experimental analysis reveals that sample utility is non-uniform and evolving: the strongest learning signals concentrate at the ``learning edge", the intersection of intermediate difficulty and high uncertainty, which shifts as training proceeds. Motivated by this, we propose HIVE (History-Informed and online-VErified prompt selection), a dual-stage framework for data-efficient RL. HIVE utilizes historical reward trajectories for coarse selection and employs prompt entropy as a real-time proxy to prune instances with stale utility. By evaluating HIVE across multiple math reasoning benchmarks and models, we show that HIVE yields significant rollout efficiency without compromising performance.

Reinforcement-Learning-based post-training has recently emerged as a promising paradigm for aligning text-to-image diffusion models with human preferences. In recent studies, increasing the rollout group size yields pronounced performance improvements, indicating substantial room for further alignment gains. However, scaling rollouts on large-scale foundational diffusion models (e.g., FLUX.1-12B) imposes a heavy computational burden. To alleviate this bottleneck, we explore the integration of FP4 quantization into Diffusion RL rollouts. Yet, we identify that naive quantized pipelines inherently introduce risks of performance degradation. To overcome this dilemma between efficiency and training integrity, we propose Sol-RL (Speed-of-light RL), a novel FP4-empowered Two-stage Reinforcement Learning framework. First, we utilize high-throughput NVFP4 rollouts to generate a massive candidate pool and extract a highly contrastive subset. Second, we regenerate these selected samples in BF16 precision and optimize the policy exclusively on them. By decoupling candidate exploration from policy optimization, Sol-RL integrates the algorithmic mechanisms of rollout scaling with the system-level throughput gains of NVFP4. This synergistic algorithm-hardware design effectively accelerates the rollout phase while reserving high-fidelity samples for optimization. We empirically demonstrate that our framework maintains the training integrity of BF16 precision pipeline while fully exploiting the throughput gains enabled by FP4 arithmetic. Extensive experiments across SANA, FLUX.1, and SD3.5-L substantiate that our approach delivers superior alignment performance across multiple metrics while accelerating training convergence by up to 4.64times, unlocking the power of massive rollout scaling at a fraction of the cost.

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.

We present WebGym, the largest-to-date open-source environment for training realistic visual web agents. Real websites are non-stationary and diverse, making artificial or small-scale task sets insufficient for robust policy learning. WebGym contains nearly 300,000 tasks with rubric-based evaluations across diverse, real-world websites and difficulty levels. We train agents with a simple reinforcement learning (RL) recipe, which trains on the agent's own interaction traces (rollouts), using task rewards as feedback to guide learning. To enable scaling RL, we speed up sampling of trajectories in WebGym by developing a high-throughput asynchronous rollout system, designed specifically for web agents. Our system achieves a 4-5x rollout speedup compared to naive implementations. Second, we scale the task set breadth, depth, and size, which results in continued performance improvement. Fine-tuning a strong base vision-language model, Qwen-3-VL-8B-Instruct, on WebGym results in an improvement in success rate on an out-of-distribution test set from 26.2% to 42.9%, significantly outperforming agents based on proprietary models such as GPT-4o and GPT-5-Thinking that achieve 27.1% and 29.8%, respectively. This improvement is substantial because our test set consists only of tasks on websites never seen during training, unlike many other prior works on training visual web agents.

Rubric-based RL has recently shown promise in improving LLMs on open-ended tasks. A widely recognized limitation of rubric-based RL is limited exploration: criteria that no rollout manages to satisfy (Unexplored Criteria, UC) receive no optimization signal. Recent methods address this by incorporating rubric information as external guidance during rollout, yet they introduce a train-inference mismatch: the policy is optimized on rollouts produced under external guidance while this guidance is absent at inference time, causing error accumulation through autoregressive decoding. Moreover, these exploration-focused approaches overlook a fundamentally different failure mode that we term Suppressed Criteria (SC) -- criteria that are satisfied by some rollouts yet whose learning signals are lost during optimization because scalar reward aggregation assigns them non-positive aggregate advantages. Our analysis reveals that SC are remarkably prevalent: over 57% of samples exhibit this failure mode throughout training, with an average of 1.8 SC per sample. To simultaneously address both UC and SC without introducing training-inference mismatch, we propose Criterion-Distilled Policy Optimization (CriPO), which enhances rubric-based RL via on-policy self-distillation. For UC, CriPO constructs a criterion-injection self-teacher and computes a localized forward-KL loss to inject missing behaviors into the policy. For SC, CriPO employs a counterfactual self-teacher to locate criterion-relevant tokens in negative-advantage rollouts and flips their token-level advantages to positive values, preserving useful patterns that would otherwise be suppressed. Experiments on medicine and science benchmarks demonstrate that CriPO consistently outperforms rubric-based RL, achieving stronger final performance with approximately 2times fewer optimization steps.

On-policy distillation (OPD) trains a student on prefixes sampled from its own policy while matching a stronger teacher. This addresses the prefix mismatch of offline distillation, but early student rollouts can still be poor, placing teacher supervision on weak or low-quality prefixes. We propose Trust-Region behavior Blending (TRB), a warmup method that replaces the early rollout policy with the closest-to-teacher behavior policy inside a student-centered KL trust region, while keeping the per-prefix reverse-KL OPD loss unchanged. The KL budget is annealed to zero, so training returns to pure student rollouts after warmup. Across two math-reasoning distillation settings, TRB attains the strongest average among the compared methods.

Where do learning signals come from when there is no ground truth in post-training? We propose turning exploration into supervision through Compute as Teacher (CaT), which converts the model's own exploration at inference-time into reference-free supervision by synthesizing a single reference from a group of parallel rollouts and then optimizing toward it. Concretely, the current policy produces a group of rollouts; a frozen anchor (the initial policy) reconciles omissions and contradictions to estimate a reference, turning extra inference-time compute into a teacher signal. We turn this into rewards in two regimes: (i) verifiable tasks use programmatic equivalence on final answers; (ii) non-verifiable tasks use self-proposed rubrics-binary, auditable criteria scored by an independent LLM judge, with reward given by the fraction satisfied. Unlike selection methods (best-of-N, majority, perplexity, or judge scores), synthesis may disagree with the majority and be correct even when all rollouts are wrong; performance scales with the number of rollouts. As a test-time procedure, CaT improves Gemma 3 4B, Qwen 3 4B, and Llama 3.1 8B (up to +27% on MATH-500; +12% on HealthBench). With reinforcement learning (CaT-RL), we obtain further gains (up to +33% and +30%), with the trained policy surpassing the initial teacher signal.

Reinforcement learning with verifiable rewards (RLVR) has been extended from single-domain training to multi-domain reasoning suites spanning mathematics, programming, and science. However, the training curriculum (how often each domain is sampled) is typically fixed or hand-tuned, even though reasoning skills transfer unevenly across domains. Existing learnability-based curricula adapt to where the policy is currently improving, but are blind to whether a gradient step on the selected domain benefits the remaining domains. In this paper, we propose Transfer-Aware Curriculum (TAC), a bandit-style online curriculum that prioritizes domains whose updates broadly benefit the rest of the training suite. TAC repurposes signals already produced by RL training: per-domain advantages capture local learnability, and projected gradients, taken from the GRPO step being computed, estimate cross-domain transferability via gradient-geometry alignment, at negligible cost (<1% wall-clock overhead). Across a six-domain reasoning suite, TAC achieves the best macro-averaged accuracy on both Qwen3-1.7B and Llama3.2-3B, outperforming proportional random sampling, a hand-designed schedule, and a learnability-only bandit, and improving over the last of these by up to 2.8 points (10% relative). Ablations show performance degrades sharply when the transferability term is removed, and TAC remains robust on imbalanced training mixtures where learnability-only curricula over-commit to dominant domains. Our findings establish cross-domain transferability as a key signal for curriculum design in multi-domain RLVR.

We present a method for using previously-trained 'teacher' agents to kickstart the training of a new 'student' agent. To this end, we leverage ideas from policy distillation and population based training. Our method places no constraints on the architecture of the teacher or student agents, and it regulates itself to allow the students to surpass their teachers in performance. We show that, on a challenging and computationally-intensive multi-task benchmark (DMLab-30), kickstarted training improves the data efficiency of new agents, making it significantly easier to iterate on their design. We also show that the same kickstarting pipeline can allow a single student agent to leverage multiple 'expert' teachers which specialize on individual tasks. In this setting kickstarting yields surprisingly large gains, with the kickstarted agent matching the performance of an agent trained from scratch in almost 10x fewer steps, and surpassing its final performance by 42 percent. Kickstarting is conceptually simple and can easily be incorporated into reinforcement learning experiments.

Closed-loop driving simulation requires real-time interaction beyond short offline clips, pushing current driving world models toward autoregressive (AR) rollout. Existing AR distillation approaches typically rely on frame sinks or student-side degradation training. The former transfers poorly to driving due to fast ego-motion and rapid scene changes, while the latter remains bounded by the teacher's single-pass output length and thus provides only a limited supervision horizon. A natural question is: can the teacher itself be extended via AR rollout to provide unbounded-horizon supervision at bounded memory cost? The key difficulty is that a standard teacher drifts under its own predictions, contaminating the supervision it provides. Our key insight is to make the teacher rollout-capable, ensuring reliable supervision from its own AR rollouts. This is instantiated as HorizonDrive, an anti-drifting training-and-distillation framework for AR driving simulation. First, scheduled rollout recovery (SRR) trains the base model to reconstruct ground-truth future clips from prediction-corrupted histories, yielding a teacher that remains stable across long AR rollouts. Second, the rollout-capable teacher is extended via AR rollout, providing long-horizon distribution-matching supervision under bounded memory, while a short-window student aligns to it with teacher rollout DMD (TRD) for efficient real-time deployment. HorizonDrive natively supports minute-scale AR rollout under bounded memory; on nuScenes, HorizonDrive reduces FID by 52% and FVD by 37%, and lowers ARE and DTW by 21% and 9% relative to the strongest long-horizon streaming baselines, while remaining competitive with single-pass driving video generators.

Training capable Large Language Model (LLM) agents is critically bottlenecked by the high cost and static nature of real-world interaction data. We address this by introducing GenEnv, a framework that establishes a difficulty-aligned co-evolutionary game between an agent and a scalable, generative environment simulator. Unlike traditional methods that evolve models on static datasets, GenEnv instantiates a dataevolving: the simulator acts as a dynamic curriculum policy, continuously generating tasks specifically tailored to the agent's ``zone of proximal development''. This process is guided by a simple but effective α-Curriculum Reward, which aligns task difficulty with the agent's current capabilities. We evaluate GenEnv on five benchmarks, including API-Bank, ALFWorld, BFCL, Bamboogle, and TravelPlanner. Across these tasks, GenEnv improves agent performance by up to +40.3\% over 7B baselines and matches or exceeds the average performance of larger models. Compared to Gemini 2.5 Pro-based offline data augmentation, GenEnv achieves better performance while using 3.3times less data. By shifting from static supervision to adaptive simulation, GenEnv provides a data-efficient pathway for scaling agent capabilities.

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

Reinforcement learning (RL) is becoming increasingly important for post-training large language models (LLMs). Previous RL pipelines for LLMs were mostly synchronous and batch-interleaved, which is inefficient for long-horizon agentic tasks. Recently, asynchronous RL has emerged as a more efficient alternative by updating the model as rollouts arrive. However, existing asynchronous RL systems often emphasize throughput, while leaving training stability and task effectiveness largely underexplored. For example, a key challenge is that group-wise sampling in the widely-used GRPO framework does not naturally fit asynchronous agentic training. In this paper, we present Single-rollout Asynchronous Optimization (SAO) to address the stability and off-policy challenges in asynchronous RL. To reduce off-policy effects and improve generalization, we replace group-wise sampling with single-rollout sampling, that is, using one rollout per prompt. We further improve this single-rollout strategy with practical value-model training designs. To improve optimization stability, we introduce a strict double-side token-level clipping strategy. SAO is able to train stably for one thousand steps and consistently outperform GRPO and its variants on agentic coding and reasoning benchmarks, such as SWE-Bench Verified, BeyondAIME, and IMOAnswerBench. We also demonstrate that single-rollout RL is particularly effective in a simulated online learning setting, where the model must adapt to changing evolving environments. To this end, SAO is successfully deployed in the agentic RL pipeline for training the open GLM-5.2 model (750B-A40B).

Large language models (LLMs) have created new opportunities to assist teachers and support student learning. Methods such as chain-of-thought (CoT) prompting enable LLMs to grade formative assessments in science, providing scores and relevant feedback to students. However, the extent to which these methods generalize across curricula in multiple domains (such as science, computing, and engineering) remains largely untested. In this paper, we introduce Chain-of-Thought Prompting + Active Learning (CoTAL), an LLM-based approach to formative assessment scoring that (1) leverages Evidence-Centered Design (ECD) principles to develop curriculum-aligned formative assessments and rubrics, (2) applies human-in-the-loop prompt engineering to automate response scoring, and (3) incorporates teacher and student feedback to iteratively refine assessment questions, grading rubrics, and LLM prompts for automated grading. Our findings demonstrate that CoTAL improves GPT-4's scoring performance, achieving gains of up to 24.5% over a non-prompt-engineered baseline. Both teachers and students view CoTAL as effective in scoring and explaining student responses, each providing valuable refinements to enhance grading accuracy and explanation quality.

When pretrained VLA policies are fine-tuned through online RL, each rollout episode produces only a single binary outcome (success or failure), yet the actor update requires per-transition supervision. Existing approaches commonly reduce this sparse outcome to a single scalar reward or advantage signal, which conflates distinct forms of transition-level feedback and provides limited guidance once basic task success becomes achievable. First, a single scalar signal conflates the two objectives of viability and efficiency; once basic success is achieved, the binary label provides no gradient to distinguish efficient completions from slow ones. Second, real-world rollouts mix autonomous and intervention segments; naively assigning episode outcomes across these boundaries introduces incorrect credit assignment. To address these issues, we propose Hierarchical Advantage-Weighted Behavior Cloning (HABC), which trains separate critic heads for these two objectives on different data subsets and combines their outputs with a state-adaptive balance. A state-adaptive gate g_t merges their one-step advantages, prioritizing viability when success is uncertain and shifting to efficiency only when viability is high, and converts the result into per-transition weights on the actor loss. Intervention-aware credit assignment further restricts outcome labels to segments executed by the current policy, preventing supervision from leaking across intervention boundaries. In real-robot experiments on three contact-rich bimanual tasks, HABC raises success from supervised fine-tuning (SFT) baselines of 36%, 44%, and 12% to 92%, 88%, and 38%.

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.

Reinforcement learning with verifiable rewards (RLVR) is a promising approach for enhancing reasoning and agentic behavior in large language models. However, rollout-intensive policy optimization is often limited by insufficient reward contrast, arising when overly simple or complex prompts generate low-variance feedback and when outcome-only rewards assign the same terminal assessment to every decision in a multi-turn rollout. Past efforts have focused on allocating available rollout resources to promising prompts, yet they only leverage sample informativeness at the prompt level and neglect variation in prefix-level informativeness across turns within the same rollout. This work targets multi-turn agentic RL by modeling each ReAct-style thought-action-observation turn as a semantically distinct node, allowing budget allocation to extend from prompt roots to turn-level prefixes with further continuations, which naturally forms tree-structured rollouts. We introduce Tree Rollout Allocation for Contrastive Exploration (TRACE), a unified rollout allocation framework that enhances reward contrast within a fixed sampling budget. Technically, TRACE allocates rollout budget to both prompt roots and intermediate prefixes that are most likely to yield mixed terminal rewards. A shared generalizable predictor estimates conditional success probability at these anchors from prefix histories to guide this allocation. The resulting adaptive tree structure enriches outcome-only feedback and amplifies the policy-update signal. Empirically, TRACE achieves competitive performance and efficiency gains on typical agentic benchmarks, e.g., improving Qwen3-14B Multi-Hop QA average accuracy by 2.8 points over competitive baselines at equal sampling cost.

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

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

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

Agentic large language models often rely on skills, reusable natural language procedures that guide planning, action, and tool use. In practice, skills are typically improved through prompt engineering or by aligning the task LLM itself, which is costly, model-specific, and often infeasible for closed-source models. Skill optimization is not a one-step problem but a recurrent process with two coupled levels of credit assignment: a useful skill must improve rollout quality under current conditioning, while a useful revision must turn observed outcomes into a better skill for the next round. We propose Skill-R1, a reinforcement learning framework for instance-level recurrent skill optimization from verifiable rewards. Rather than updating the task LLM, Skill-R1 trains a lightweight skill generator that conditions on the task context, prior rollouts, and their verified outcomes to produce skills that steer a frozen task LLM. This preserves black-box compatibility with both open- and closed-source models while making adaptation substantially cheaper than model-level updates. Skill-R1 proceeds over multiple generations: at each step, the current skill induces rollouts whose verified outcomes are fed back to produce the next revision. To optimize this recurrent process, we introduce a bi-level group-relative policy optimization objective combining intra-generation and inter-generation advantages. The intra-generation term compares rollouts under shared skill conditioning, while the inter-generation term rewards revisions that improve behavior across successive generations. Together, these provide a principled objective for directional skill evolution rather than one-shot self-refinement. Empirically, Skill-R1 achieves consistent gains over no-skill baselines and standard GRPO across benchmarks with verifiable rewards, with particularly strong improvements on complex, multi-step tasks.

Synchronous Reinforcement Learning (RL) post-training has emerged as a crucial step for enhancing Large Language Models (LLMs) with diverse capabilities. However, many systems designed to accelerate RL post-training still suffer from low resource utilization and limited scalability. We present ROLL Flash, a system that extends ROLL with native support for asynchronous RL post-training. ROLL Flash is built upon two core design principles: fine-grained parallelism and rollout-train decoupling. Guided by these principles, ROLL Flash provides flexible programming interfaces that enable a fully asynchronous training architecture and support efficient rollout mechanisms, including queue scheduling and environment-level asynchronous execution. Through comprehensive theoretical analysis and extensive experiments, we demonstrate that ROLL Flash significantly improves resource utilization and scalability over synchronous RL post-training. ROLL Flash achieves up to 2.24x speedup on RLVR tasks and 2.72x on agentic tasks, using the same GPU budget as synchronous baselines. Furthermore, we implement several popular off-policy algorithms and verify that asynchronous training can achieve performance on par with synchronous training.

Distilling reasoning capabilities from Large Reasoning Models (LRMs) into smaller models is typically constrained by the limitation of rejection sampling. Standard methods treat the teacher as a static filter, discarding complex "corner-case" problems where the teacher fails to explore valid solutions independently, thereby creating an artificial "Teacher Ceiling" for the student. In this work, we propose Hindsight Entropy-Assisted Learning (HEAL), an RL-free framework designed to bridge this reasoning gap. Drawing on the educational theory of the Zone of Proximal Development(ZPD), HEAL synergizes three core modules: (1) Guided Entropy-Assisted Repair (GEAR), an active intervention mechanism that detects critical reasoning breakpoints via entropy dynamics and injects targeted hindsight hints to repair broken trajectories; (2) Perplexity-Uncertainty Ratio Estimator (PURE), a rigorous filtering protocol that decouples genuine cognitive breakthroughs from spurious shortcuts; and (3) Progressive Answer-guided Curriculum Evolution (PACE), a three-stage distillation strategy that organizes training from foundational alignment to frontier breakthrough. Extensive experiments on multiple benchmarks demonstrate that HEAL significantly outperforms traditional SFT distillation and other baselines.

Reinforcement learning (RL) has emerged as a standard post-training paradigm for shaping large language models (LLMs) into capable agents. In agentic RL, the rollout stage generates trajectories while invoking tools, producing long-tailed and non-stationary workloads that expose two fundamental challenges in resource management. First, due to the long-tail distribution, a small fraction of trajectories dominates rollout makespan. Second, rollout and training are subject to cross-stage imbalance, as they exhibit strong asymmetry in compute patterns, memory demands, and sensitivity to sequence length. Compounding this asymmetry, the sequence length distribution drifts continuously as the policy evolves, rendering any static resource split progressively suboptimal. We present Libra, a resource management system to address both challenges via two core mechanisms. The first is a global resource planner that jointly optimizes GPU allocation across rollout and training clusters. It leverages an elastic hybrid pool to enable lightweight, non-blocking worker reallocation between stages. The second is a causality-driven multi-level feedback queue (C-MLFQ) scheduler, which routes requests to heterogeneous rollout buckets based on causal signals derived from tool-return outcomes, rather than relying on fragile length predictions. Evaluated on 48 A800 GPUs, Libra achieves up to 3.0x higher throughput and converges up to 2.5x faster in reward compared to the baselines.

Reinforcement learning (RL) is a central approach for improving reasoning capabilities in large language models (LLMs), where training efficiency depends critically on how problems are sampled during optimization. Existing adaptive curriculum learning methods typically prioritize prompts of intermediate difficulty, treating problem selection as a standard bandit problem with independent arms and overlooking the structured, heterogeneous nature of the task space. In this work, we frame problem sampling as a manifold-structured bandit problem with endogenous non-stationarity: problems are related through the model's latent representation space, and sampling decisions can steer how learning signals evolve across that space. To operationalize this perspective, we introduce Bayesian Manifold Curriculum (BMC), a structure-aware framework that organizes problems into a hierarchical task tree and applies Bayesian learning to guide sampling. Empirically, we find that different sampling strategies induce non-trivial tradeoffs between productivity (learning signal), diversity (coverage of the task manifold), and utility (evaluation relevance). These results show that prioritizing difficulty alone is insufficient for strong downstream performance, highlighting the importance of incorporating structure and type-awareness into problem sampling.

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.

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

Recent advances in test-time scaling have led to the emergence of thinking LLMs that exhibit self-reflective behaviors and multi-step reasoning. While RL drives this self-improvement paradigm, a recent study (Gandhi et al., 2025) shows that RL alone does not truly instill these new reasoning abilities - it merely draws out behaviors already present in the base models. This raises a question: How can we train the models that don't exhibit such thinking behavior to develop it in the first place? To this end, we propose ThinkTuning, a GRPO-based interactive training approach where we augment the rollouts of a student model with the guidance from a teacher model. A simple idea from classroom practice inspires our method: a teacher poses a problem, lets the student try an answer, then gives corrective feedback -- enough to point the mind in the right direction and then show the solution. Each piece of feedback reshapes the student's thoughts, leading them to arrive at the correct solution. Similarly, we find that this type of implicit supervision through feedback from a teacher model of the same size improves the reasoning capabilities of the student model. In particular, on average, our method shows a 3.85% improvement over zero-shot baselines across benchmarks, and on MATH-500, AIME and GPQA-Diamond it shows 2.08%, 2.23% and 3.99% improvements over the vanilla-GRPO baseline. Source code is available at https://github.com/3rdAT/ThinkTuning.

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.

Standard Reinforcement Learning with Verifiable Rewards (RLVR) training allocates a fixed rollout budget to every query, without regard for what each query's difficulty means for the current policy. This leads to two symmetric failure modes: easy queries produce near-zero advantage because the policy already solves them, while unsolvable queries produce no signal because the policy never solves them. Both regimes waste training FLOPs without contributing to a learning gradient. We introduce sorted Group Policy Optimization (sGPO), a compute-efficient strategy that trades a small budget of inference FLOPs for a large reduction in wasted training FLOPs. The key insight is that cheap inference compute can serve as a single offline proxy for query difficulty. By generating a small batch of parallel samples per query under the initial policy, we obtain a model-aware empirical success rate. This motivates setting the training rollout group size to the inverse of this success rate, a practical rule that maximizes sample efficiency by extracting the most advantage per generated rollout. This single profiling pass simultaneously drives data filtering (removing trivial queries and sub-sampling unsolvable ones), adaptive group size allocation, and curriculum construction (scheduling queries from easy to hard). sGPO matches or exceeds baseline performance while reducing total training compute by a factor of three, with the upfront inference profiling cost included.

Despite algorithm-level innovations for multi-agent reinforcement learning (MARL), the underlying networked infrastructure for large-scale MARL training remains underexplored. Existing training frameworks primarily optimize for single-agent scenarios and fail to address the unique system-level challenges of MARL, including rollout-training synchronization barriers, rollout load imbalance, and training resource underutilization. To bridge this gap, we propose FlexMARL, the first end-to-end training framework that holistically optimizes rollout, training, and their orchestration for large-scale LLM-based MARL. Specifically, FlexMARL introduces the joint orchestrator to manage data flow under the rollout-training disaggregated architecture. Building upon the experience store, a novel micro-batch driven asynchronous pipeline eliminates the synchronization barriers while providing strong consistency guarantees. Rollout engine adopts a parallel sampling scheme combined with hierarchical load balancing, which adapts to skewed inter/intra-agent request patterns. Training engine achieves on-demand hardware binding through agent-centric resource allocation. The training states of different agents are swapped via unified and location-agnostic communication. Empirical results on a large-scale production cluster demonstrate that FlexMARL achieves up to 7.3x speedup and improves hardware utilization by up to 5.6x compared to existing frameworks.

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

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.

Reinforcement learning from verifiable rewards (RLVR) has shown strong promise for LLM reasoning, but outcome-based RLVR remains inefficient on hard problems because correct final-answer rollouts are rare and sample-level credit assignment cannot use partial progress in failed attempts. We introduce SCRL (Subproblem Curriculum Reinforcement Learning), a curriculum RL framework that derives verifiable subproblems from reference reasoning chains and fixes the final subproblem as the original problem. This turns partial progress on hard problems into verifiable learning signals. Algorithmically, SCRL uses subproblem-level normalization, which normalizes rewards independently at each subproblem position and assigns the resulting advantages to the corresponding answer spans, enabling finer-grained credit assignment without external rubrics or reward models. Our analysis shows that subproblem curricula lift hard problems out of gradient dead zones, with larger relative gains as the original problem becomes harder. Across seven mathematical reasoning benchmarks, SCRL outperforms strong curriculum-learning baselines, improving average accuracy over GRPO by +4.1 points on Qwen3-4B-Base and +1.9 points on Qwen3-14B-Base. On AIME24, AIME25, and IMO-Bench, SCRL further improves pass@1 by +3.7 points and pass@64 by +4.6 points on Qwen3-4B-Base, indicating better exploration on hard reasoning problems.

The process of instruction tuning aligns pre-trained large language models (LLMs) with open-domain instructions and human-preferred responses. While several studies have explored autonomous approaches to distilling and annotating instructions from more powerful proprietary LLMs, such as ChatGPT, they often neglect the impact of task distributions and the varying difficulty of instructions of the training sets. This oversight can lead to imbalanced knowledge capabilities and poor generalization powers of small student LLMs. To address this challenge, we introduce Task-Aware Curriculum Planning for Instruction Refinement (TAPIR), a multi-round distillation framework with balanced task distributions and dynamic difficulty adjustment. This approach utilizes an oracle LLM to select instructions that are difficult for a student LLM to follow and distill instructions with balanced task distributions. By incorporating curriculum planning, our approach systematically escalates the difficulty levels, progressively enhancing the student LLM's capabilities. We rigorously evaluate TAPIR using two widely recognized benchmarks, including AlpacaEval 2.0 and MT-Bench. The empirical results demonstrate that the student LLMs, trained with our method and less training data, outperform larger instruction-tuned models and strong distillation baselines. The improvement is particularly notable in complex tasks, such as logical reasoning and code generation.

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.

Reinforcement learning with verifiable rewards (RLVR) has emerged as a scalable paradigm for improving the reasoning capabilities of large language models. However, its effectiveness is fundamentally limited by exploration: the policy can only improve on trajectories it has already sampled. While increasing the number of rollouts alleviates this issue, such brute-force scaling is computationally expensive, and existing approaches that modify the optimization objective provide limited control over what is explored. In this work, we propose NudgeRL, a framework for structured and diversity-driven exploration in RLVR. Our approach introduces Strategy Nudging, which conditions each rollout on lightweight, strategy-level contexts to induce diverse reasoning trajectories without relying on expensive oracle supervision. To effectively learn from such structured exploration, we further propose a unified objective, which decomposes the reward signal into inter- and intra-context components and incorporates a distillation objective to transfer discovered behaviors back to the base policy. Empirically, NudgeRL outperforms standard GRPO with up to 8 times larger rollout budgets, while outperforming oracle-guided RL baseline on average across five challenging math benchmarks. These results demonstrate that structured, context-driven exploration can serve as an efficient and scalable alternative to both brute-force rollout scaling and feasibility-oriented methods based on privileged information. Our code is available at https://github.com/tally0818/NudgeRL.

Long-horizon tool-using agents must reason over user goals, domain policies, tool calls, simulator state, and delayed verifiable rewards. Reinforcement learning (RL) is a natural fit for this setting, but multi-turn on-policy rollouts create long contexts, while model-specific attention layers may require custom masks and learned sink normalization. We present SINKFLEX-RL, a modular training system for RL in dual-control tool-use environments. The system combines a Gymnasium-compatible environment wrapper, a VERL-style rollout dataflow, group-relative policy optimization without a separate value model, and a sink-aware FlexAttention path designed to preserve model-specific sink scaling under causal and sliding-window masks. In a preliminary Tau2Bench retail run, validation reward (mean@1) rises from 0.25 early in training to 0.44 later in the observed training window, while training-score and trajectory-reward proxies also trend upward. In a fixed-configuration memory benchmark, the optimized attention path reduces peak VRAM from 28.06GB to 22.52GB at 4096 tokens, a 19.7% reduction, and runs the measured 8192-token configuration using 25.53~GB where the eager baseline runs out of memory. These results illustrate the value of integrating environment interfaces, RL dataflow, and attention-kernel design for memory-feasible long-horizon agent training.

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

Reinforcement learning (RL) has become a cornerstone in advancing large-scale pre-trained language models (LLMs). Successive generations, including GPT-o series, DeepSeek-R1, Kimi-K1.5, Grok 4, and GLM-4.5, have relied on large-scale RL training to enhance reasoning and coding capabilities. To meet the community's growing RL needs, numerous RL frameworks have been proposed. However, RL training remains computationally expensive, with rollout generation accounting for more than 90% of total runtime. In addition, its efficiency is often constrained by the long-tail distribution of rollout response lengths, where a few lengthy responses stall entire batches, leaving GPUs idle and underutilized. As model and rollout sizes continue to grow, this bottleneck increasingly limits scalability. To address this challenge, we propose Active Partial Rollouts in Reinforcement Learning (APRIL), which mitigates long-tail inefficiency. In the rollout phase, APRIL over-provisions rollout requests, terminates once the target number of responses is reached, and recycles incomplete responses for continuation in future steps. This strategy ensures that no rollouts are discarded while substantially reducing GPU idle time. Experiments show that APRIL improves rollout throughput by 22.5% on average (at most 44%) across commonly used RL algorithms (GRPO, DAPO, GSPO), accelerates convergence, and achieves 2.1% on average(at most 8%) higher final accuracy across tasks. Moreover, APRIL is both framework and hardware agnostic, already integrated into the slime RL framework, and deployable on NVIDIA and AMD GPUs alike. Taken together, this work unifies system-level and algorithmic considerations in proposing APRIL, with the aim of advancing RL training efficiency and inspiring further optimizations in RL systems. Our codebase is available at https://github.com/RLsys-Foundation/APRIL

Reinforcement learning (RL) is the dominant paradigm for sharpening strategic tool use capabilities of LLMs on long-horizon, sparsely-rewarded agent tasks, yet it faces a fundamental challenge of exploration-exploitation trade-off. Existing studies stimulate exploration through the lens of policy entropy, but such mechanical entropy maximization is prone to RL training instability due to the multi-turn distribution shifting. In this paper, we target the progressive exploration-exploitation balance under the guidance of the agent own experiences without succumbing to either entropy collapsing or runaway divergence. We propose SPEAR, a curriculum-based self-imitation learning (SIL) recipe for training agentic LLMs. It extends the vanilla SIL framework, where a replay buffer stores self-generated promising trajectories for off-policy update, by gradually steering the policy evolution within a well-balanced range of entropy across stages. Specifically, our approach incorporates a curriculum to manage the exploration process, utilizing intrinsic rewards to foster skill-level exploration and facilitating action-level exploration through SIL. At first, the auxiliary tool call reward plays a critical role in the accumulation of tool-use skills, enabling broad exposure to the unfamiliar distributions of the environment feedback with an upward entropy trend. As training progresses, self-imitation gets strengthened to exploit existing successful patterns from replayed experiences for comparative action-level exploration, accelerating solution iteration without unbounded entropy growth. To further stabilize training, we recalibrate the advantages of experiences in the replay buffer to address the potential policy drift. Reugularizations such as the clipping of tokens with high covariance between probability and advantage are introduced to the trajectory-level entropy control to curb over-confidence.

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

As autonomous agents become adept at understanding and interacting with graphical user interface (GUI) environments, a new era of automated task execution is emerging. Recent studies have demonstrated that Reinforcement Learning (RL) can effectively enhance agents' performance in dynamic interactive GUI environments. However, these methods face two key limitations: (1) they overlook the significant variation in difficulty across different GUI tasks by treating the entire training data as a uniform set, which hampers the agent's ability to adapt its learning process; and (2) most approaches collapse task-specific nuances into a single, coarse reward, leaving the agent with a uniform signal that yields inefficient policy updates. To address these limitations, we propose CRAFT-GUI, a curriculum learning framework based on Group Relative Policy Optimization (GRPO) that explicitly accounts for the varying difficulty across trajectories. To enable more fine-grained policy optimization, we design a reward function that combines simple rule-based signals with model-judged evaluation, providing richer and more nuanced feedback during training. Experimental results demonstrate that our method achieves significant improvements over previous state-of-the-art approaches, outperforming them by 5.6% on public benchmarks Android Control and 10.3% on our internal online benchmarks, respectively. These findings empirically validate the effectiveness of integrating reinforcement learning with curriculum learning in GUI interaction tasks.

Recent reasoning-first models (e.g., OpenAI o1, DeepSeek R1) have spurred a resurgence of interest in RLVR. Nevertheless, advances are dominated by mathematics (e.g., AIME), with competitive-programming code generation underexplored and data curation receiving less attention than RL algorithm design. We investigate how to construct RLVR datasets (i.e., RL prompts) and present practical training techniques that yield strong performance on competitive-programming code generation. Our pipeline begins with supervised fine-tuning (SFT) distilled from strong open-source models, augmented with general-purpose and reasoning-intensive data. RL then follows a two-stage process with executable, testcase-driven rewards: first, training on a large, uniformly distributed set of competitive-programming problems using Group Relative Policy Optimization (GRPO) with 8 rollouts per prompt and a relatively short response-generation window (e.g., 32k during SFT and 24k in this stage) to expand entropy and mitigate repetition and truncation; second, we perform Pre-GRPO: updating on a small, high-quality set of challenging problems with a large rollout budget (64 rollouts per prompt) under a hard-focus curriculum that continuously retains the most difficult instances throughout training. We implement our method on Qwen2.5-32B and evaluate on LeetCode and Codeforces weekly contests to avoid data leakage. The resulting model achieves state-of-the-art performance among models of similar scale and is comparable to leading systems such as DeepSeek v3.1 and Doubao-1.5-Thinking. We also examine scaling trends and observe strong RL scaling on an internal large-scale MoE model. Our study distills concise best practices for data curation, entropy expansion, and curriculum design in RLVR for competitive-programming code generation.

Research in Curriculum Learning has shown better performance on the task by optimizing the sequence of the training data. Recent works have focused on using complex reinforcement learning techniques to find the optimal data ordering strategy to maximize learning for a given network. In this paper, we present a simple yet efficient technique based on continuous optimization trained with auto-encoding procedure. We call this new approach Training Sequence Optimization (TSO). With a usual encoder-decoder setup we try to learn the latent space continuous representation of the training strategy and a predictor network is used on the continuous representation to predict the accuracy of the strategy on the fixed network architecture. The performance predictor and encoder enable us to perform gradient-based optimization by gradually moving towards the latent space representation of training data ordering with potentially better accuracy. We show an empirical gain of 2AP with our generated optimal curriculum strategy over the random strategy using the CIFAR-100 and CIFAR-10 datasets and have better boosts than the existing state-of-the-art CL algorithms.

Reinforcement Learning from Verifiable Rewards (RLVR) has emerged as a powerful paradigm for enhancing the complex reasoning capabilities of Large Reasoning Models. However, standard outcome-based supervision suffers from a critical limitation that penalizes trajectories that are largely correct but fail due to several missteps as heavily as completely erroneous ones. This coarse feedback signal causes the model to discard valuable largely correct rollouts, leading to a degradation in rollout diversity that prematurely narrows the exploration space. Process Reward Models have demonstrated efficacy in providing reliable step-wise verification for test-time scaling, naively integrating these signals into RLVR as dense rewards proves ineffective.Prior methods attempt to introduce off-policy guided whole-trajectory replacement that often outside the policy model's distribution, but still fail to utilize the largely correct rollouts generated by the model itself and thus do not effectively mitigate the narrowing of the exploration space. To address these issues, we propose SCOPE (Step-wise Correction for On-Policy Exploration), a novel framework that utilizes Process Reward Models to pinpoint the first erroneous step in suboptimal rollouts and applies fine-grained, step-wise off-policy rectification. By applying precise refinement on partially correct rollout, our method effectively salvages partially correct trajectories and increases diversity score by 13.5%, thereby sustaining a broad exploration space. Extensive experiments demonstrate that our approach establishes new state-of-the-art results, achieving an average accuracy of 46.6% on math reasoning and exhibiting robust generalization with 53.4% accuracy on out-of-distribution reasoning tasks.

Large Language Models (LLMs) increasingly rely on reinforcement learning with verifiable rewards (RLVR) to elicit reliable chain-of-thought reasoning. However, the training process remains bottlenecked by the computationally expensive rollout stage. Existing acceleration methods-such as parallelization, objective- and data-driven modifications, and replay buffers-either incur diminishing returns, introduce bias, or overlook redundancy across iterations. We identify that rollouts from consecutive training epochs frequently share a large portion of overlapping segments, wasting computation. To address this, we propose SPEC-RL, a novel framework that integrates SPECulative decoding with the RL rollout process. SPEC-RL reuses prior trajectory segments as speculative prefixes and extends them via a draft-and-verify mechanism, avoiding redundant generation while ensuring policy consistency. Experiments on diverse math reasoning and generalization benchmarks, including GSM8K, MATH-500, OlympiadBench, MMLU-STEM, and others, demonstrate that SPEC-RL reduces rollout time by 2-3x without compromising policy quality. As a purely rollout-stage enhancement, SPEC-RL integrates seamlessly with mainstream algorithms (e.g., PPO, GRPO, DAPO), offering a general and practical path to scale RLVR for large reasoning models. Our code is available at https://github.com/ShopeeLLM/Spec-RL

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

Code language models have emerged as useful tools for various programming tasks, yet they often struggle when it comes to complex ones. In this paper, we explore the potential of curriculum learning in enhancing the performance of these models. While prior research has suggested that curriculum learning does not necessarily help in improving the performance of language models, our results surprisingly show that this may not be the case for code language models. We demonstrate that a well-designed curriculum learning approach significantly improves the accuracy of small decoder-only code language models on the task of code execution, while its effect on code completion is less significant. To explore the potential of curriculum learning, we train multiple GPT models with 1 million parameters each to predict the next token and evaluate them on code completion and execution tasks. Our contributions include proposing a novel code difficulty assessment metric by combining software code measures, investigating the effectiveness of Curriculum Learning for code language models, and introducing a Novel Curriculum Learning schedule that enhances the performance of small decoder-only language models in code execution tasks. The results of this paper open the door for more research on the use of curriculum learning for code language models.

Reinforcement Learning with Verifiable Rewards (RLVR) enhances Large Language Model (LLM) reasoning but suffers from advantage collapse on ``hard samples'' where all rollouts fail. This lack of variance eliminates crucial learning signals. For these intractable samples, simply scaling up rollout budgets offers limited gains. We introduce Joint Policy and Prompt Optimization (P^2O) to mitigate this collapse by alternating continuous policy updates with discrete prompt evolution. P^2O leverages the GEPA algorithm to discover successful reasoning prompts for intractable instances. Via context distillation, the model internalizes these prompt-induced gains directly into its parameters, removing the need for inference-time prompting. Empirically, P^2O restores critical advantage signals, significantly outperforming standard GRPO and surpassing baselines with doubled rollout budgets, ultimately yielding strong out-of-distribution generalization and an up to 9.5% performance improvement. Our findings expose the limits of standard exploration in sparse-reward environments, illuminating the potential of unifying evolutionary algorithms with reinforcement learning. This integration of discrete semantic search and continuous parameter updates establishes a self-reinforcing paradigm for autonomous LLM alignment.

Behavior-cloned diffusion policies are expressive but remain vulnerable to covariate shift: small deviations from demonstrated states can compound into task failure. Existing methods address this either by expanding the training distribution through expert corrections or synthetic augmentation, or by steering a frozen policy at test time with guidance from a learned model. The former can be expensive or assumption-dependent, while the latter discards the corrected trajectories after execution. We introduce ReGuide, a self-improving framework that treats guided rollouts as reusable on-policy recovery data. ReGuide first uses Phase-Conditioned Guidance (PCG) to generate corrective rollouts: it constructs phase-specific latent targets, applies guidance only in the drifted-but-recoverable regime, and guides through the estimated clean action to match the dynamics model's training distribution. Successful guided rollouts are then absorbed back into the policy through ReGuide-FT, which fine-tunes the current checkpoint, or ReGuide-FS, which retrains from scratch on the augmented dataset; the two can also be composed and iterated. On Robomimic Can, Square, Transport, and Tool Hang, ReGuide improves base-policy success by 1.3--7.7times, outperforms LPB in the test-time-only setting, and matched-data ablations show that the gains come from guided recovery data rather than additional rollouts alone.

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.

Vision-language model (VLM) based GUI agents show promise for automating complex desktop and mobile tasks, but face significant challenges in applying reinforcement learning (RL): (1) slow multi-turn interactions with GUI environments for policy rollout, and (2) insufficient high-quality agent-environment interactions for policy learning. To address these challenges, we propose DART, a Decoupled Agentic RL Training framework for GUI agents, which coordinates heterogeneous modules in a highly decoupled manner. DART separates the training system into four asynchronous modules: environment cluster, rollout service, data manager, and trainer. This design enables non-blocking communication, asynchronous training, rollout-wise trajectory sampling, and per-worker model synchronization, significantly improving the system efficiency: 1.6*GPU utilization for rollout, 1.9* training throughput, and 5.5* environment utilization. To facilitate effective learning from abundant samples, we introduce an adaptive data curation scheme: (1) pre-collecting successful trajectories for challenging tasks to supplement sparse success in online sampling; (2) dynamically adjusting rollout numbers and trajectory lengths based on task difficulty; (3) training selectively on high-entropy steps to prioritize critical decisions; (4) stabilizing learning via truncated importance sampling for policy mismatch between policy rollout and updating. On the OSWorld benchmark, DART-GUI-7B achieves a 42.13% task success rate, a 14.61% absolute gain over the base model, and 7.34% higher than open-source SOTA. We will fully open-source our training framework, data, and model checkpoints via computer-use-agents.github.io/dart-gui, which we believe is a timely contribution to the open-source community of agentic RL training.

Direct Preference Optimisation (DPO) is widely used for safety alignment in large language models. However, prior work shows it is brittle and exhibits poor out-of-distribution (OOD) generalisation. In this paper, we investigate whether Curriculum Learning can improve the robustness of DPO-based safety alignment. We propose Staged-Competence, a curriculum-based framework that organises preference data by difficulty, employs competence-based sampling, and progressively updates the reference model during training. Averaged across three model families, Staged-Competence reduces OOD harmful response rates by 16% and jailbreak attack success rates by 20%, while preserving general capabilities with near-zero over-refusal. We further show that Staged-Competence (1) matches baseline safety with only 75% of the training data and (2) yields better separation between safe and unsafe responses. Staged-Competence is agnostic to the policy optimisation loss and can extend to other DPO variants and alignment domains. Our code and data are available at https://github.com/Sandeep5500/curriculum-learning-for-safety.

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

Recent video diffusion models have enhanced video editing, but it remains challenging to handle instructional editing and diverse tasks (e.g., adding, removing, changing) within a unified framework. In this paper, we introduce VEGGIE, a Video Editor with Grounded Generation from Instructions, a simple end-to-end framework that unifies video concept editing, grounding, and reasoning based on diverse user instructions. Specifically, given a video and text query, VEGGIE first utilizes an MLLM to interpret user intentions in instructions and ground them to the video contexts, generating frame-specific grounded task queries for pixel-space responses. A diffusion model then renders these plans and generates edited videos that align with user intent. To support diverse tasks and complex instructions, we employ a curriculum learning strategy: first aligning the MLLM and video diffusion model with large-scale instructional image editing data, followed by end-to-end fine-tuning on high-quality multitask video data. Additionally, we introduce a novel data synthesis pipeline to generate paired instructional video editing data for model training. It transforms static image data into diverse, high-quality video editing samples by leveraging Image-to-Video models to inject dynamics. VEGGIE shows strong performance in instructional video editing with different editing skills, outperforming the best instructional baseline as a versatile model, while other models struggle with multi-tasking. VEGGIE also excels in video object grounding and reasoning segmentation, where other baselines fail. We further reveal how the multiple tasks help each other and highlight promising applications like zero-shot multimodal instructional and in-context video editing.

Enabling large language models to achieve stable self-improvement without external expert supervision remains a central challenge in complex reasoning tasks. Existing self-distillation and reinforcement learning methods lack explicit mechanisms for tracking problem-level learning progress and adapting optimization strategies accordingly. Consequently, training may over-optimize easy problems, receive weak supervision from hard problems, and fail to sufficiently explore borderline cases. To resolve these issues, we propose DRIFT, an online self-evolution policy optimization framework for large language models. DRIFT regulates the model's self-improvement process through the joint use of Difficulty Routing and Rhythm Gating. The former identifies the model's learning state at the problem level and dynamically allocates self-distillation and reinforcement learning signals, while the latter refines policy updates at the token level, concentrating exploration on critical reasoning positions. By further incorporating a success buffer and a two-stage curriculum learning strategy, DRIFT preserves high-quality historical experience while progressively guiding the model from reliable behavior acquisition toward stable policy evolution. Evaluated across five benchmarks and three model scales, DRIFT surpasses the peak performance of both GRPO and SDPO across all evaluated metrics. On the average score over the five benchmarks, DRIFT achieves 79.5%, outperforming GRPO by 9.5% and SDPO by 7.5%, establishing a new state-of-the-art result. Notably, on ToolUse, DRIFT reaches an accuracy of 79.2%, improving over GRPO by 13.5% and SDPO by 10.7%, setting a new state-of-the-art and substantially outperforming all concurrent methods.

Reinforcement learning with verifiable rewards (RLVR) has emerged as a promising paradigm for enhancing the reasoning capabilities of large language models (LLMs). In this context, models explore reasoning trajectories and exploit rollouts with correct answers as positive signals for policy optimization. However, these rollouts might involve flawed patterns such as answer-guessing and jump-in-reasoning. Such flawed-positive rollouts are rewarded identically to fully correct ones, causing policy models to internalize these unreliable reasoning patterns. In this work, we first conduct a systematic study of flawed-positive rollouts in RL and find that they enable rapid capability gains during the early optimization stage, while constraining reasoning capability later by reinforcing unreliable patterns. Building on these insights, we propose Flawed-Aware Policy Optimization (FAPO), which presents a parameter-free reward penalty for flawed-positive rollouts, enabling the policy to leverage them as useful shortcuts in the warm-up stage, securing stable early gains, while gradually shifting optimization toward reliable reasoning in the later refinement stage. To accurately and comprehensively detect flawed-positive rollouts, we introduce a generative reward model (GenRM) with a process-level reward that precisely localizes reasoning errors. Experiments show that FAPO is effective in broad domains, improving outcome correctness, process reliability, and training stability without increasing the token budget.

Reinforcement learning (RL) finetuning has become a key technique for enhancing the reasoning abilities of large language models (LLMs). However, its effectiveness critically depends on the selection of training data. Recent advances underscore the importance of online prompt selection methods, which typically concentrate training on partially solved or moderately challenging examples under the current policy, thereby yielding more effective model updates. While significantly accelerating RL finetuning in terms of training steps, they also incur substantial computational overhead by requiring extensive LLM rollouts over large candidate batches to identify informative samples, an expense that can outweigh the finetuning process itself. To address this challenge, this work proposes Dynamics-Predictive Sampling (DPS), which online predicts and selects informative prompts by inferring their learning dynamics prior to costly rollouts. Specifically, we introduce a new perspective by modeling each prompt's solving progress during RL finetuning as a dynamical system, where the extent of solving is represented as the state and the transition is characterized by a hidden Markov model. Using historical rollout reward signals, we perform online Bayesian inference to estimate evolving state distributions, and the inference outcome provides a predictive prior for efficient prompt selection without rollout-intensive filtering. Empirical results across diverse reasoning tasks, including mathematics, planning, and visual geometry, demonstrate that DPS substantially reduces redundant rollouts, accelerates the training process, and achieves superior reasoning performance.

Large Language Models are increasingly deployed as educational tools, yet existing benchmarks focus on narrow skills and lack grounding in learning sciences. We introduce OpenLearnLM Benchmark, a theory-grounded framework evaluating LLMs across three dimensions derived from educational assessment theory: Knowledge (curriculum-aligned content and pedagogical understanding), Skills (scenario-based competencies organized through a four-level center-role-scenario-subscenario hierarchy), and Attitude (alignment consistency and deception resistance). Our benchmark comprises 124K+ items spanning multiple subjects, educational roles, and difficulty levels based on Bloom's taxonomy. The Knowledge domain prioritizes authentic assessment items from established benchmarks, while the Attitude domain adapts Anthropic's Alignment Faking methodology to detect behavioral inconsistency under varying monitoring conditions. Evaluation of seven frontier models reveals distinct capability profiles: Claude-Opus-4.5 excels in practical skills despite lower content knowledge, while Grok-4.1-fast leads in knowledge but shows alignment concerns. Notably, no single model dominates all dimensions, validating the necessity of multi-axis evaluation. OpenLearnLM provides an open, comprehensive framework for advancing LLM readiness in authentic educational contexts.

On-policy distillation (OPD) trains a student on its own rollouts with token-level supervision from teacher models, but its effectiveness can depend strongly on the warm-up stage before OPD. In this paper, we demystify warm-up for OPD from both data and training perspectives. For data, we find that effective warm-up relies on teacher-compatible chain-of-thought supervision, and that even incorrect teacher rollouts can provide comparable benefits to correct ones. This suggests that warm-up primarily transfers a teacher-compatible thinking pattern rather than merely correct answers. For training, we show that low-rank adaptation (LoRA) with a near-saturation training duration better balances in-domain adaptation and out-of-distribution generalization than full-parameter SFT. Based on these findings, we propose Simple-OPD, a plug-and-play initialization method that warms up the student on teacher-generated CoT with LoRA before OPD. Experiments across diverse settings demonstrate the effectiveness and robustness of Simple-OPD.

Recent progress in Large Language Model (LLM) reasoning is increasingly driven by the refinement of post-training loss functions and alignment strategies. However, standard Reinforcement Learning (RL) paradigms like Group Relative Policy Optimization (GRPO) remain constrained by static uniformity: uniform prompt sampling and a fixed number of rollouts per prompt. For heterogeneous, heavy-tailed reasoning data, this creates structural inefficiencies that waste compute on already-solved patterns while under-training the long tail of hard problems. To address this, we propose Multi-Adversary Group Distributionally Robust Optimization (GDRO), an optimization-first framework that moves beyond uniform reasoning models by dynamically adapting the training distribution. We introduce an Online Difficulty Classifier that partitions prompts into dynamic pass@k difficulty groups. We then propose two independent GDRO games for post-training: (1) Prompt-GDRO, which employs an EMA-debiased multiplicative-weights bandit sampler to target the intensive difficulty margin and upweight persistently hard groups without frequency bias; and (2) Rollout-GDRO, which uses a shadow-price controller to reallocate rollouts across groups, maximizing gradient variance reduction on hard tasks under a fixed mean budget (compute-neutral). We provide no-regret guarantees for both controllers and additionally a variance-proxy analysis motivating a square-root optimal rollout allocation for Rollout-GDRO. We validate our framework on the DAPO 14.1k dataset using Qwen3-Base models. Prompt-GDRO and Rollout-GDRO achieve average relative gains of +10.6% and +10.1%, respectively, in pass@8 accuracy across 1.7B, 4B, and 8B scales compared to the GRPO baseline. Qualitative analysis shows an emergent curriculum: the adversaries shift resources to the evolving reasoning frontier, enhancing the reasoning model's performance.

Multi-Agent Reinforcement Learning (MARL) algorithms are widely adopted in tackling complex tasks that require collaboration and competition among agents in dynamic Multi-Agent Systems (MAS). However, learning such tasks from scratch is arduous and may not always be feasible, particularly for MASs with a large number of interactive agents due to the extensive sample complexity. Therefore, reusing knowledge gained from past experiences or other agents could efficiently accelerate the learning process and upscale MARL algorithms. In this study, we introduce a novel framework that enables transfer learning for MARL through unifying various state spaces into fixed-size inputs that allow one unified deep-learning policy viable in different scenarios within a MAS. We evaluated our approach in a range of scenarios within the StarCraft Multi-Agent Challenge (SMAC) environment, and the findings show significant enhancements in multi-agent learning performance using maneuvering skills learned from other scenarios compared to agents learning from scratch. Furthermore, we adopted Curriculum Transfer Learning (CTL), enabling our deep learning policy to progressively acquire knowledge and skills across pre-designed homogeneous learning scenarios organized by difficulty levels. This process promotes inter- and intra-agent knowledge transfer, leading to high multi-agent learning performance in more complicated heterogeneous scenarios.

Reinforcement learning (RL) for large language models (LLMs) is dominated by the cost of rollout generation, which has motivated the use of low-precision rollouts (e.g., FP8) paired with a BF16 trainer to improve throughput and reduce memory pressure. This introduces a rollout-training mismatch that biases the policy gradient and can cause training to collapse outright on reasoning benchmarks. We show that the mismatch is non-stationary and acts as a double-edged sword: early in training it provides a stochastic exploration bonus, exposing the gradient to trajectories the trainer would otherwise under-sample, but the same perturbation transitions into a destabilizing source of bias as the policy concentrates. To solve this, we propose Adaptive Importance Sampling (AIS), a correction framework that adjusts the strength of its intervention on a per-batch basis. AIS combines three real-time diagnostics, namely weight reliability, divergence severity, and variance amplification, into a single mixing coefficient that interpolates between the uncorrected and fully importance-weighted gradients, suppressing the destabilizing component of the mismatch while preserving its exploratory benefit. We integrate AIS into GRPO and evaluate it on the diffusion-based LLaDA-8B-Instruct and the autoregressive Qwen3-8B and Qwen3.5-9B across mathematical reasoning and planning benchmarks. AIS matches the BF16 baseline on most tasks while retaining the 1.5 to 2.76x rollout speedup of FP8.

Despite the success of reinforcement learning for large language models, a common failure mode is reduced sampling diversity, where the policy repeatedly generates similar erroneous behaviors. Classical entropy regularization encourages randomness under the current policy, but does not explicitly discourage recurrent failure patterns across rollouts. We propose MEDS, a Memory-Enhanced Dynamic reward Shaping framework that incorporates historical behavioral signals into reward design. By storing and leveraging intermediate model representations, we capture features of past rollouts and use density-based clustering to identify frequently recurring error patterns. Rollouts assigned to more prevalent error clusters are penalized more heavily, encouraging broader exploration while reducing repeated mistakes. Across five datasets and three base models, MEDS consistently improves average performance over existing baselines, achieving gains of up to 4.13 pass@1 points and 4.37 pass@128 points. Additional analyses using both LLM-based annotations and quantitative diversity metrics show that MEDS increases behavioral diversity during sampling.

Large Language Models (LLMs) have demonstrated remarkable capabilities in understanding and generating human-like content. This has revolutionized various sectors such as healthcare, software development, and education. In education, LLMs offer potential for personalized and interactive learning experiences, especially in regions with limited teaching resources. However, adapting these models effectively to curriculum-specific content, such as the National Council of Educational Research and Training (NCERT) syllabus in India, presents unique challenges in terms of accuracy, alignment, and pedagogical relevance. In this paper, we present the framework "PustakAI"Pustak means `book' in many Indian languages. for the design and evaluation of a novel question-answering dataset "NCERT-QA" aligned with the NCERT curriculum for English and Science subjects of grades 6 to 8. We classify the curated QA pairs as Factoid, Inferential, and Others (evaluative and reasoning). We evaluate the dataset with various prompting techniques, such as meta-prompt, few-shot, and CoT-style prompting, using diverse evaluation metrics to understand which approach aligns more efficiently with the structure and demands of the curriculum. Along with the usability of the dataset, we analyze the strengths and limitations of current open-source LLMs (Gemma3:1b, Llama3.2:3b, and Nemotron-mini:4b) and high-end LLMs (Llama-4-Scout-17B and Deepseek-r1-70B) as AI-based learning tools in formal education systems.

Reinforcement Learning with Verifiable Rewards (RLVR) has emerged as a dominant paradigm for enhancing Large Language Models (LLMs) reasoning, yet its reliance on external verifiers limits its scalability. Recent findings suggest that RLVR primarily functions by eliciting latent capabilities, motivating the development of verifier-free algorithms. However, in such settings, standard methods like Group Relative Policy Optimization face a critical challenge: destructive gradient variance that often leads to training collapse. To address this issue, we introduceVerifier-Independent Curriculum Reinforcement Learning (VI-CuRL), a framework that leverages the model's intrinsic confidence to construct a curriculum independent from external verifiers. By prioritizing high-confidence samples, VI-CuRL effectively manages the bias-variance trade-off, specifically targeting the reduction of action and problem variance. We provide a rigorous theoretical analysis, proving that our estimator guarantees asymptotic unbiasedness. Empirically, VI-CuRL promotes stability and consistently outperforms verifier-independent baselines across six challenging benchmarks with/without verifiers.

Recent works train agents by constructing large-scale multimodal environment pools. However, we find that simply increasing the number of multimodal environments does not always benefit. We further analyze the limitations in current multimodal environment distributions through a series of experiments. Based on these findings, we study how to build more effective training environment distributions from two dimensions: **diversity** and **difficulty structure**. For diversity, we propose **Ability-aware Environment Selection (AES)** to obtain diverse environment sets. For difficulty structure, we propose **Hierarchical Difficulty Curriculum (HDC)**, which organizes curriculum learning through two difficulty levels: harness weakening and state-scale progression. Experiments show that AES and HDC effectively improve multimodal agent training.

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

Large language model (LLM) based agents are increasingly used to tackle software engineering tasks that require multi-step reasoning and code modification, demonstrating promising yet limited performance. However, most existing LLM agents typically operate within static execution frameworks, lacking a principled mechanism to learn and self-improve from their own experience and past rollouts. As a result, their performance remains bounded by the initial framework design and the underlying LLM's capabilities. We propose Self-Abstraction from Grounded Experience (SAGE), a framework that enables agents to learn from their own task executions and refine their behavior through self-abstraction. After an initial rollout, the agent induces a concise plan abstraction from its grounded experience, distilling key steps, dependencies, and constraints. This learned abstraction is then fed back as contextual guidance, refining the agent's policy and supporting more structured, informed subsequent executions. Empirically, SAGE delivers consistent performance gains across diverse LLM backbones and agent architectures. Notably, it yields a 7.2% relative performance improvement over the strong Mini-SWE-Agent baseline when paired with the GPT-5 (high) backbone. SAGE further achieves strong overall performance on SWE-Bench Verified benchmark, reaching 73.2% and 74% Pass@1 resolve rates with the Mini-SWE-Agent and OpenHands CodeAct agent framework, respectively.

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

While reinforcement learning (RL) can empower large language model (LLM) agents by enabling self-improvement through interaction, its practical adoption remains challenging due to costly rollouts, limited task diversity, unreliable reward signals, and infrastructure complexity, all of which obstruct the collection of scalable experience data. To address these challenges, we introduce DreamGym, the first unified framework designed to synthesize diverse experiences with scalability in mind to enable effective online RL training for autonomous agents. Rather than relying on expensive real-environment rollouts, DreamGym distills environment dynamics into a reasoning-based experience model that derives consistent state transitions and feedback signals through step-by-step reasoning, enabling scalable agent rollout collection for RL. To improve the stability and quality of transitions, DreamGym leverages an experience replay buffer initialized with offline real-world data and continuously enriched with fresh interactions to actively support agent training. To improve knowledge acquisition, DreamGym adaptively generates new tasks that challenge the current agent policy, enabling more effective online curriculum learning. Experiments across diverse environments and agent backbones demonstrate that DreamGym substantially improves RL training, both in fully synthetic settings and in sim-to-real transfer scenarios. On non-RL-ready tasks like WebArena, DreamGym outperforms all baselines by over 30%. And in RL-ready but costly settings, it matches GRPO and PPO performance using only synthetic interactions. When transferring a policy trained purely on synthetic experiences to real-environment RL, DreamGym yields significant additional performance gains while requiring far fewer real-world interactions, providing a scalable warm-start strategy for general-purpose RL.