arXiv:2605.24154v1 Announce Type: new Abstract: Current safety alignment of foundation models largely follows a \emph{one-size-fits-all} paradigm, applying the same refusal policy across users and contexts. As a result, models may refuse requests that are unsafe for general users but legitimate for authorized professionals, limiting helpfulness in specialized professional settings. Existing approaches either require costly realignment or rely on inference-time steering that suffers from imprecise control and added latency. To this end, we propose \textsc{Palette}, a modular, controllable, and efficient framework that selectively relaxes refusal behavior on authorized target domains while preserving standard safety elsewhere. Our method identifies a refusal direction via multi-objective search and internalizes it into the model through lightweight adaptation. \textsc{Palette} further supports modular composition: it learns domain-specific safety controls independently and composes them through parameter merging, enabling on-demand multi-domain authorization without retraining. Experiments across four safety benchmarks, multiple model variants, and both LLMs and VLMs show that \textsc{Palette} delivers precise safety control without sacrificing general utility, offering a practical path toward foundation models that adapt to diverse professional needs.

arXiv:2603.06659v1 Announce Type: cross Abstract: This chapter examines the potential of generative AI in enhancing science literacy across the K-16+ grade span, including its benefits as well as the conceptual and practical challenges that doing so presents. It begins with a discussion of what defines science literacy in the era of AI, including how AI has changed science and the demand for future citizens to be scientifically literate when AI is applied in their careers and lives. The chapter further discusses why science literacy presents such a challenge in K-16+ educational settings. It then develops an argument for the type of architecture needed for AI to assist in solving the problem by bringing coherence to the teaching, learning, and assessment of science knowledge and reasoning. Components of this architecture are illustrated with respect to the AI tools and capabilities needed for design and implementation. The chapter concludes with a consideration of what has been learned regarding both science literacy and AI, as well as what remains to be learned, including the research and development (R&D) needed, and the generalizability of this science literacy case to other disciplinary learning and knowledge domains.

arXiv:2602.18451v1 Announce Type: cross Abstract: Contemporary science education reforms such as the Next Generation Science Standards (NGSS) demand assessments to understand students' ability to use science knowledge to solve problems and design solutions. To elicit such higher-order ability, educators need performance-based assessments, which are challenging to develop. One solution that has been broadly adopted is Evidence-Centered Design (ECD), which emphasizes interconnected models of the learner, evidence, and tasks. Although ECD provides a framework to safeguard assessment validity, its implementation requires diverse expertise (e.g., content and assessment), which is both costly and labor-intensive. To address this challenge, this study proposed integrating the ECD framework into Multi-Agent Systems (MAS) to generate NGSS-aligned assessment items automatically. This integrated MAS system ensembles multiple large language models with varying expertise, enabling the automation of complex, multi-stage item generation workflows traditionally performed by human experts. We examined the quality of AI-generated NGSS-aligned items and compared them with human-developed items across multiple dimensions of assessment design. Results showed that AI-generated items have overall comparable quality to human-developed items in terms of alignment with NGSS three-dimensional standards and cognitive demands. Divergent patterns also emerged: AI-generated items demonstrated a distinct strength in inclusivity, while also exhibiting limitations in clarity, conciseness, and multimodal design. AI- and human-developed items both showed weaknesses in evidence collectability and student interest alignment. These findings suggest that integrating ECD into MAS can support scalable and standards-aligned assessment design, while human expertise remains essential.

arXiv:2602.18469v1 Announce Type: cross Abstract: This introductory chapter explores the transformative role of artificial intelligence (AI) in reshaping the landscape of science education. Positioned at the intersection of tradition and innovation, AI is altering educational goals, procedures, learning materials, assessment practices, and desired outcomes. We highlight how AI-supported tools, such as intelligent tutoring systems, adaptive learning platforms, automated feedback, and generative content creation--enhance personalization, efficiency, and equity while fostering competencies essential for an AI-driven society, including critical thinking, creativity, and interdisciplinary collaboration. At the same time, this chapter examines the ethical, social, and pedagogical challenges that arise, particularly issues of fairness, transparency, accountability, privacy, and human oversight. To address these tensions, we argue that a Responsible and Ethical Principles (REP) framework is needed to offer guidance for aligning AI integration with values of fairness, scientific integrity, and democratic participation. Through this lens, we synthesize the changes brought to each of the five transformative aspects and the approaches introduced to meet the changes according to the REP framework. We argue that AI should be viewed not as a replacement for human teachers and learners but as a partner that supports inquiry, enriches assessment, and expands access to authentic scientific practices. Aside from what is changing, we conclude by exploring the roles that remain uniquely human, engaging as moral and relational anchors in classrooms, bringing interpretive and ethical judgement, fostering creativity, imagination, and curiosity, and co-constructing meaning through dialogue and community, and assert that these qualities must remain central if AI is to advance equity, integrity, and human flourishing in science education.

arXiv:2602.18470v1 Announce Type: cross Abstract: The integration of artificial intelligence (AI) into science education is transforming the design and function of learning materials, offering new affordances for personalization, authenticity, and accessibility. This chapter examines how AI technologies are transforming science learning materials across six interrelated domains: 1) integrating AI into scientific practice, 2) enabling adaptive and personalized instruction, 3) facilitating interactive simulations, 4) generating multimodal content, 5) enhancing accessibility for diverse learners, and 6) promoting co-creation through AI-supported content development. These advancements enable learning materials to more accurately reflect contemporary scientific practice, catering to the diverse needs of students. For instance, AI support can enable students to engage in dynamic simulations, interact with real-time data, and explore science concepts through multimodal representations. Educators are increasingly collaborating with generative AI tools to develop timely and culturally responsive instructional resources. However, these innovations also raise critical ethical and pedagogical concerns, including issues of algorithmic bias, data privacy, transparency, and the need for human oversight. To ensure equitable and meaningful science learning, we emphasize the importance of designing AI-supported materials with careful attention to scientific integrity, inclusivity, and student agency. This chapter advocates for a responsible, ethical, and reflective approach to leveraging AI in science education, framing it as a catalyst for innovation while upholding core educational values.

arXiv:2602.18471v1 Announce Type: cross Abstract: This concluding chapter explores how artificial intelligence (AI) is reshaping the purposes, practices, and outcomes of science education, and proposes a human-centered framework for its responsible integration. Drawing on insights from international collaborations and the Advancing AI in Science Education (AASE) committee, the chapter synthesizes developments across five dimensions: educational goals, instructional procedures, learning materials, assessment, and outcomes. We argue that AI offers transformative potential to enrich inquiry, personalize learning, and support teacher practice, but only when guided by Responsible and Ethical Principles (REP). The REP framework, emphasizing fairness, transparency, privacy, accountability, and respect for human values, anchors our vision for AI-supported science education. Key discussions include the redefinition of scientific literacy to encompass AI literacy, the evolving roles of teachers and learners in AI-supported classrooms, and the design of adaptive learning materials and assessments that preserve authenticity and integrity. We highlight both opportunities and risks, stressing the need for critical engagement with AI to avoid reinforcing inequities or undermining human agency. Ultimately, this chapter advances a vision in which science education prepares learners to act as ethical investigators and responsible citizens, ensuring that AI innovation aligns with human dignity, equity, and the broader goals of scientific literacy.