Recent advances in Large Language Models (LLMs) have demonstrated strong capabilities in tasks such as code generation and mathematical reasoning. However, their potential to internalize structured spatial knowledge remains underexplored. This study investigates whether LLMs, grounded in locally relative human observations, can construct coherent global spatial cognition by integrating fragmented relational descriptions. We focus on two core aspects of spatial cognition: spatial perception, where models infer consistent global layouts from local positional relationships, and spatial navigation, where models learn road connectivity from trajectory data and plan optimal paths between unconnected locations. Experiments conducted in a simulated urban environment demonstrate that LLMs not only generalize to unseen spatial relationships between points of interest (POIs) but also exhibit latent representations aligned with real-world spatial distributions. Furthermore, LLMs can learn road connectivity from trajectory descriptions, enabling accurate path planning and dynamic spatial awareness during navigation.

Large Language Model (LLM) agents are transforming education by automating complex pedagogical tasks and enhancing both teaching and learning processes. In this survey, we present a systematic review of recent advances in applying LLM agents to address key challenges in educational settings, such as feedback comment generation, curriculum design, etc. We analyze the technologies enabling these agents, including representative datasets, benchmarks, and algorithmic frameworks. Additionally, we highlight key challenges in deploying LLM agents in educational settings, including ethical issues, hallucination and overreliance, and integration with existing educational ecosystems. Beyond the core technical focus, we include in Appendix A a comprehensive overview of domain-specific educational agents, covering areas such as science learning, language learning, and professional development.

Multimodal Large Language Models (MLLMs) have advanced in integrating diverse modalities but frequently suffer from hallucination. A promising solution to mitigate this issue is to generate text with citations, providing a transparent chain for verification. However, existing work primarily focuses on generating citations for text-only content, leaving the challenges of multimodal scenarios largely unexplored. In this paper, we introduce MCiteBench, the first benchmark designed to assess the ability of MLLMs to generate text with citations in multimodal contexts. Our benchmark comprises data derived from academic papers and review-rebuttal interactions, featuring diverse information sources and multimodal content. Experimental results reveal that MLLMs struggle to ground their outputs reliably when handling multimodal input. Further analysis uncovers a systematic modality bias and reveals how models internally rely on different sources when generating citations, offering insights into model behavior and guiding future directions for multimodal citation tasks.