arXiv:2607. 22996v1 Announce Type: cross Abstract: Large language models (LLMs) deployed in educational settings often behave as direct answerers: they disclose target concepts in the opening turn instead of guiding students through progressive inquiry, as Socratic pedagogy prescribes.
arXiv:2607. 19371v1 Announce Type: new Abstract: Large language model (LLM)-based Socratic tutors increasingly guide students through multi-turn questioning, but they can suffer from scaffolding collapse: under sustained student pressure, a tutor gradually abandons guided inquiry and reveals solutions directly.
arXiv:2606. 09887v1 Announce Type: cross Abstract: Reinforcement learning (RL) for large language models usually supervises reasoning with scalar outcome rewards, such as binary correctness.
arXiv:2606. 11744v1 Announce Type: cross Abstract: Large language models are now widely used for everyday learning, but the underlying interactions are typically unstructured chats rather than following a curriculum.
arXiv:2606. 18257v1 Announce Type: cross Abstract: While LLMs show promise in automating educational content creation, their ability to generate questions that stimulate higher-order thinking remains understudied.
arXiv:2608. 17804v1 Announce Type: new Abstract: Practical LLM unlearning is usually evaluated through two objectives: suppress target-specific knowledge and preserve non-target utility.
arXiv:2606. 09052v1 Announce Type: cross Abstract: Self-evolution offers a scalable path to stronger reasoning: a pretrained language model improves itself with only minimal external supervision.
Large language models (LLMs) are predominantly aligned to function as passive, sycophantic assistants. We challenge this default paradigm by empirically evaluating the cognitive plasticity of open-weight architectures when subjected to rigorous behavioral reprogramming.
arXiv:2608. 03952v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly used to provide conversational practice for English-as-a-second-language (ESL) learners.
arXiv:2606. 01584v1 Announce Type: cross Abstract: Conversational tutoring agents have been shown to improve learning engagement and student outcomes, and large language models (LLMs) are increasingly used in these systems to provide scalable, personalized feedback.
arXiv:2608. 16907v1 Announce Type: cross Abstract: Generative AI (GenAI) is rapidly reshaping education by unlocking the potential for personalized tutoring.
arXiv:2606. 32002v1 Announce Type: new Abstract: Language models are increasingly taught from synthetic question--answer (QA) supervision: a model generates questions about a document, answers them from the same text, and the resulting pairs are used to fine-tune, distill, or compress knowledge into another model.
arXiv:2608. 07509v1 Announce Type: cross Abstract: LLMs are increasingly used for conversational tutoring, but effective tutoring requires more than correct answers.