The advancement of Large Language Models (LLMs) has led to significant improvements in various service domains, including search, recommendation, and chatbot applications.However, applying state-of-the-art (SOTA) research to industrial settings presents challenges, as it requires maintaining flexible conversational abilities while also strictly complying with service-specific constraints.This can be seen as two conflicting requirements due to the probabilistic nature of LLMs.In this paper, we propose our approach to addressing this challenge and detail the strategies we employed to overcome their inherent limitations in real-world applications.We conduct a practical case study of a conversational agent designed for the e-commerce domain, detailing our implementation workflow and optimizations.Our findings provide insights into bridging the gap between academic research and real-world application, introducing a framework for developing scalable, controllable, and reliable AI-driven agents.

The growing use of large language models (LLMs) for AI-powered tutors in education highlights the need for reliable evaluation of their pedagogical abilities. In this work, we propose a reasoning-based evaluation methodology that leverages pedagogical domain knowledge to assess LLM-generated feedback in mathematical dialogues while providing insights into why a particular evaluation is given. We design structured prompts to invoke pedagogically-informed reasoning from LLMs and compare base model candidates selected for their strengths in reasoning, mathematics, and overall instruction-following. We employ Group Relative Policy Optimization (GRPO), a reinforcement learning method known to improve reasoning performance, to train models to perform evaluation in four pedagogically motivated dimensions, Mistake Identification, Mistake Location, Providing Guidance, and Actionability. Experimental results show that our GRPO-based models consistently outperform the base model and GPT-4.1, and surpass models trained using supervised fine-tuning in three out of four dimensions. Notably, our method achieved top-ranked performance in Actionability and competitive performance in two other dimensions in the BEA 2025 Shared Task under the team name bea-jh, underscoring the value of generating pedagogically grounded rationales for improving the quality of educational feedback evaluation.