Large language models (LLMs) and vision-language models (VLMs) are expanding the range of behaviors that can be represented in agent-based simulations, but many contemporary platforms are difficult to study, modify, or run on ordinary computers. We present two intentionally minimal simulation foundations for education and rapid prototyping. SD-AgentFoundry-2D provides a two-dimensional multi-agent environment in which locally hosted LLM agents move, communicate, respond to place occupancy, and encounter spatially localized fire events. SD-AgentFoundry-3D provides a three-dimensional digital-twin environment in which a locally hosted VLM receives first-person images and produces natural-language movement instructions. Both codebases are designed to run locally on macOS, Windows, and Linux and are deliberately left open to modification rather than developed as finished applications. Together, they offer accessible starting points for learning about generative social simulation and for building domain-specific extensions.
AGENTONOMICS is a framework that treats AI agents as economic entities that can be designed, managed, and governed through an integrated management architecture. Dr. AGENTONOMICS is its first application: a lecture agent developed in the context of the TUM course on AI agents in business administration. Conceived during the winter semester 2025/26 and first introduced to students in the summer semester 2026, it serves as a didactic experiment in which the agent is both the object that students study and the medium through which they learn and apply the framework. The current prototype is a web-based, retrieval-grounded tutor that explains AGENTONOMICS concepts and supports student questions. This report argues that the same system can grow beyond tutoring into three additional cumulative roles: an avatar lecturer that delivers multimodal instruction, a design consultant that guides students through the AGENTONOMICS Design & Management Reference Framework (ADMRF), and a meta-agent that helps construct the agents students have specified. These roles are cumulative because they share the same interface, intelligence layer, tools, knowledge base, and ecosystem connection, while an orchestrator selects the role-specific algorithm required for each task. We present the architecture of the prototype, outline its development roadmap, and discuss its implications for a polycentric AI economy. This report is intended to invite further discussion on how agents can teach, apply, and eventually reproduce the frameworks by which they are designed.
Large language models (LLMs) power educational applications from tutoring to essay scoring, but each is a point solution to a single task, and only recently have these point solutions been integrated into agents operating over a learning management system (LMS). Yet tutoring is long-horizon, since a learner improves over days and weeks rather than in a single turn, and no benchmark evaluates an agent tutor across a sustained relationship. We introduce EduClaw-Bench, a benchmark that places an agent tutor in a continuous 30-day relationship with a simulated learner grounded in knowledge tracing (KT), whose knowledge-concept mastery, from a KT model trained on real-student data, drives its answers and is probed for learning gain across 55 scenarios. Each agent is scored on three primary axes (learning gain, responsiveness, and helpfulness) and two curriculum-design axes (Gagné and Rosenshine), with helpfulness and the curriculum axes judged by a cross-family panel of three LLM judges. Evaluating 10 agent adapters over three base-model tiers yields two findings that single-tier, single-session evaluation cannot reach. First, tutoring quality belongs to the base model and the agent harness together rather than either alone. Second, almost no combination sustains good tutoring over the full horizon. A calibration check ($\text{ECE}=0.049$) and a live-classroom field study confirm that the simulated learner and its measurements track reality. Our work is a step toward trustworthy AI tutors for future education.
Ensuring the quality of educational materials requires more than standard proofreading: textbooks must be audited for factual accuracy, domain-specific technical correctness, and linguistic quality simultaneously -- a task that general-purpose grammar checkers cannot address. We present \textbf{AI Textbook Auditor}, a modular multi-agent pipeline for automated quality assurance of educational materials across subject domains. The system accepts a textbook PDF and produces a structured, human-reviewable report via two analysis tracks: a \textbf{Factual and Technical Track} in which an ensemble of specialized LLM agents detects factual inaccuracies, code errors, incorrect definitions, and conceptual inconsistencies, augmented with web search for humanities domains; and a \textbf{Grammar Track} operating PDF-natively to preserve diacritical encoding. A \textbf{Judge Agent} filters false positives using domain-specific rules before presenting findings to a human reviewer. The pipeline supports two ingestion modes -- vision-native page rendering and PyMuPDF text extraction -- and is domain-adaptable via custom prompts encoding subject-specific error taxonomies. We demonstrate the system on two Romanian upper-secondary textbooks: a CS textbook (56 technical findings across seven categories, with an expert-validated precision of 62.5\%) and a history and social sciences textbook (72 findings spanning factual errors, ideological bias, and grammar). The system is designed as a triage tool that reduces the manual effort of locating candidate issues, with human expert validation required before any editorial action.
Computerized Adaptive Testing (CAT), as a key technology for personalized education, aims to accurately assess examinee proficiency by retrieving exercises dynamically matching current ability estimates. However, existing CAT research is constrained by limitations of static offline data and isolated component optimization. Restricted by partial labels in offline logs, researchers degrade the dynamic assessment process into static sequence prediction. Current research focuses on isolated perspectives, e.g., selection or diagnosis, neglecting the overall CAT interaction process. To address this, we propose AgentCAT, a Large Language Model-based multi-agent simulation system, to construct a high-fidelity benchmarking environment for dynamic testing. This framework comprises three modules: (1) The examinee agent with memory retrieval and Chain-of-Thought reasoning simulates responses based on cognitive profiles; (2) The selection agent uses coarse-to-fine bucketing and knowledge graph exploration to balance local difficulty and global coverage; (3) The supervisor uses dual-auditing and robust update to ensure convergence and validity. To validate the framework, we evaluated on two real-world datasets across three dimensions: macro-level ability convergence, micro-level interaction logic, and data sparsity resilience. Results show AgentCAT achieves effective ability estimation, and its selection strategy balances difficulty adaptation and instructional coherence, aligning with human pedagogical intuition.
Effective personalized AI-assisted learning demands systems that can not only generate accurate learner-specific educational materials, but also dynamically adapt their instruction to diverse learners. However, existing educational agents have primarily focused on lecture content automation and simulations, which often fall short of modelling multimodal and embodied instructional methods tailored for the individual learner. To this end, we propose LectūraAgents - a multi-agent framework that enables personalized learning through end-to-end adaptive embodied teaching. At its core, LectūraAgents mirrors a professor-student relationship, in which a ProfessorAgent leads a collaborative team of specialized subordinate agents through research, planning, review, and embodied delivery of lecture contents that adapt to a learner's needs. The framework offers three main contributions: (1) a hierarchical multi-agent architecture for end-to-end personalized learning; (2) an adaptive embodied teaching mechanism, wherein the ProfessorAgent executes visible and pedagogically motivated teaching actions (e.g., handwrite, highlight, underline, etc.) over contents in a teaching environment; and (3) a Teaching Action-Speech Alignment (TASA) algorithm that employs salience-based heuristics and temporal semantic segmentation to generate coherent teaching action sequences aligned with learner profiles. We evaluate LectūraAgents on diverse courses at high school, undergraduate, and graduate levels using sample-specific rubric-based analysis; with generated lecture materials and teaching actions assessed and validated by expert educators. Experimental results show consistent gains in lecture content quality, embodied teaching quality, assessment, and personalization over existing approaches, positioning LectūraAgents as a pedagogically well-grounded framework for personalized learning at scale.
Large-scale learner-task interaction data are crucial for intelligent educational systems but are costly to collect and constrained by privacy and learner engagement. Learner simulators play a critical role in simulating scalable learner behavior without the need for continuous involvement of real learners. However, existing methods are predominantly \textbf{individual-centric}, pairing a simulator with each learner to iteratively infer latent knowledge states from dense interaction histories, which is both data- and computation-intensive, and fragile in cold-start scenarios. We propose a \textbf{cohort-aware roll-call simulation paradigm} that first constructs cohort-level proficiency priors and refines individual learner states through a small number of targeted diagnostic queries. Based on this paradigm, we introduce \textbf{Edu-Theater}, an LLM-powered agent system that performs cohort-aware learner simulation via a teacher agent and retrospective roll-call probing over learner logs. Edu-Theater enables scalable future behavior simulation without the need for dense per-learner histories. Experiments on two real-world datasets demonstrate that Edu-Theater achieves higher simulation accuracy with significantly fewer LLM calls, producing synthetic data that enhances downstream applications such as adaptive testing.