@inproceedings{shi-etal-2025-educationq,
    title = "{E}ducation{Q}: Evaluating {LLM}s' Teaching Capabilities Through Multi-Agent Dialogue Framework",
    author = "Shi, Yao  and
      Liang, Rongkeng  and
      Xu, Yong",
    editor = "Che, Wanxiang  and
      Nabende, Joyce  and
      Shutova, Ekaterina  and
      Pilehvar, Mohammad Taher",
    booktitle = "Proceedings of the 63rd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers)",
    month = jul,
    year = "2025",
    address = "Vienna, Austria",
    publisher = "Association for Computational Linguistics",
    url = "https://preview.aclanthology.org/ingestion-acl-25/2025.acl-long.1576/",
    pages = "32799--32828",
    ISBN = "979-8-89176-251-0",
    abstract = "Large Language Models (LLMs) increasingly serve as educational tools, yet evaluating their teaching capabilities remains challenging due to the resource-intensive, context-dependent, and methodologically complex nature of teacher-student interactions. We introduce EducationQ, a multi-agent dialogue framework that efficiently assesses teaching capabilities through simulated dynamic educational scenarios, featuring specialized agents for teaching, learning, and evaluation. Testing 14 LLMs across major AI Organizations (OpenAI, Meta, Google, Anthropic, and others) on 1,498 questions spanning 13 disciplines and 10 difficulty levels reveals that teaching effectiveness does not correlate linearly with model scale or general reasoning capabilities - with some smaller open-source models outperforming larger commercial counterparts in teaching contexts. This finding highlights a critical gap in current evaluations that prioritize knowledge recall over interactive pedagogy. Our mixed-methods evaluation, combining quantitative metrics with qualitative analysis and expert case studies, identifies distinct pedagogical strengths employed by top-performing models (e.g., sophisticated questioning strategies, adaptive feedback mechanisms). Human expert evaluations show 78{\%} agreement with our automated qualitative analysis of effective teaching behaviors, validating our methodology. EducationQ demonstrates that LLMs-as-Teachers require specialized optimization beyond simple scaling, suggesting next-generation educational AI prioritize targeted enhancement of specific pedagogical effectiveness."
}