Construction standards across different countries provide technical guidelines to ensure the quality and safety of buildings and facilities, with periodic revisions to accommodate advances in construction technology. However, these standards often contain overlapping or conflicting content owing to their broad scope and interdependence, complicating the revision process and creating public inconvenience. Although current expert-driven manual approaches aim to mitigate these issues, they are time-consuming, costly, and error-prone. To address these challenges, we propose conflict and overlap classification in construction standards using a large language model (COSLLM), a framework that leverages a construction domain-adapted large language model for the semantic comparison of sentences in construction standards. COSLLM utilizes a two-step reasoning process that adaptively employs chain-of-thought reasoning for the in-depth analysis of sentences suspected of overlaps or conflicts, ensuring computational and temporal efficiency while maintaining high classification accuracy. The framework achieved an accuracy of 97.9% and a macro F1-score of 0.907 in classifying real-world sentence pairs derived from Korean construction standards as overlapping, conflicting, or neutral. Furthermore, we develop and deploy a real-time web-based system powered by COSLLM to facilitate the efficient establishment and revision of construction standards.

Recent advancements in educational platforms have emphasized the importance of personalized education. Accurately estimating question difficulty based on the ability of the student group is essential for personalized question recommendations. Several studies have focused on predicting question difficulty using student question-solving records or textual information about the questions. However, these approaches require a large amount of student question-solving records and fail to account for the subjective difficulties perceived by different student groups. To address these limitations, we propose the LLaSA framework that utilizes large language models to represent students at various levels. Our proposed method, LLaSA and the zero-shot LLaSA, can estimate question difficulty both with and without students’ question-solving records. In evaluations on the DBE-KT22 and ASSISTMents 2005–2006 benchmarks, the zero-shot LLaSA demonstrated a performance comparable to those of strong baseline models even without any training. When evaluated using the classification method, LLaSA outperformed the baseline models, achieving state-of-the-art performance. In addition, the zero-shot LLaSA showed a high correlation with the regressed IRT curve when compared to question difficulty derived from students’ question-solving records, highlighting its potential for real-world applications.