High-quality, diverse data are vital for large language models (LLMs) but remain scarce and costly. Data synthesis is a viable alternative and succeeds on closed tasks, yet the humanities and social sciences (HSS) are overlooked, and their open-ended nature makes synthesis challenging. Moving beyond prior capability-centric, fragmented attempts, we adopt a subject-centric paradigm, define the first HSS domain system covering 14 mainstream fields, and introduce HSS-Synth, the first data synthesis pipeline for HSS. HSS-Synth comprises: (1) constructing seed documents from web corpora via multi-step filtering and text refinement evaluated by a judge; (2) specifying "requirements + persona" to backtranslate seed documents into diverse yet faithful instructions with a strict Q&A alignment check; and (3) breaking LLM response limits via teacher-forced Answering that feeds seed documents during response generation to anchor semantics, reduce hallucinations, and preserve tone and integrity. HSS-Synth yields 237k high-quality, diverse instruction-tuning samples that outperform 14 leading baselines on 16 benchmarks. The fine-tuned Qwen3-8B-Base sets a new SOTA and approaches the official Qwen3-8B, improving both human preference and knowledge capabilities without performance seesaws. Extensive experiments demonstrate HSS-Synth's robustness and transferability. Our code is publicly available at https://github.com/pengr/HSS-Synth.
While data synthesis for large language models (LLMs) is prevalent, it primarily targets domains with verifiable answers, overlooking open-ended humanities and social sciences (HSS), where nuanced quality judgments matter more than objective correctness. This makes preference alignment a natural paradigm for broad HSS tasks. Yet existing methods are either costly or not tailored to broad HSS disciplines. We thus propose BridgeAlign, among the first preference-alignment pipelines for broad HSS disciplines, with three phases: i) Seed Curation: curating HSS seed documents from web corpora via heuristic/LLM-based filtering and text refinement; ii) Preference Data Synthesis: generating preference triplets via persona-based instruction inversion with Q&A consistency checks; iii) Preference Optimization: moving beyond naive human-vs-model heuristics by first grounding preferences in HSS quality rubric, then generating transitional responses via controlled quality degradation to form near-boundary preference pairs for finer-grained quality discrimination. Aligning over 210k synthetic preference samples, BridgeAlign enables Qwen3-8B to achieve the best average across 17 benchmarks against 11 strong baselines; importantly, leading on both human-preference and knowledge-based capabilities at once, with no trade-off between them, as supported by extensive experiments and contextualized by existing theories.
Generative artificial intelligence(GenAI) is reshaping learning in higher education, with particularly pronounced implications for the humanities and social sciences(HSS), where learning outcomes are commonly expressed through written and interpretive forms that align closely with GenAI's capabilities. Yet, systematic evidence on the educational impacts of GenAI on HSS students remains limited. Addressing this gap, this study draws on a large-scale survey of HSS students in China to examine its role in academic development. Guided by relevant learning theories, this study focuses on four dimensions: patterns of use, effects on learning processes and academic performance, challenges associated with GenAI use, and preferred approaches to curricular integration. We found that more than half perceived enhanced learning motivation, independent thinking and creativity, although a substantial minority reported little change or even decline. Comparatively, a notably larger majority reported academic performance gains, although these gains may partly reflect limitations in conventional assessment practices. The study identifies variations in perceived learning and performance improvements among students with differing durations of GenAI experience, along with observable disciplinary differences and modest gender differences. While an overwhelming majority valued the importance of ethical considerations, only slightly more than half were satisfied with privacy protection. Limited accuracy and overreliance emerged as the most pressing concerns reported by students. Students favored partial or optional curricular integration supported by practice-oriented training, and widely recognized GenAI's significance for their future professional development. Grounded in student perspectives, this study offers evidence-based recommendations for the responsible and pedagogically meaningful integration of GenAI