This paper describes our approaches for the BEA-2025 Shared Task on assessing pedagogical ability and attributing tutor identities in AI-powered tutoring systems. We explored three methodological paradigms: in-context learning (ICL), supervised fine-tuning (SFT), and reinforcement learning from human feedback (RLHF). Results indicate clear methodological strengths: SFT is highly effective for structured classification tasks such as mistake identification and feedback actionability, while ICL with advanced prompting excels at open-ended tasks involving mistake localization and instructional guidance. Additionally, fine-tuned models demonstrated strong performance in identifying tutor authorship. Our findings highlight the importance of aligning methodological strategy and task structure, providing insights toward more effective evaluations of educational AI systems.

Unsupervised relation extraction aims to extract the relationship between entities from natural language sentences without prior information on relational scope or distribution. Existing works either utilize self-supervised schemes to refine relational feature signals by iteratively leveraging adaptive clustering and classification that provoke gradual drift problems, or adopt instance-wise contrastive learning which unreasonably pushes apart those sentence pairs that are semantically similar. To overcome these defects, we propose a novel contrastive learning framework named HiURE, which has the capability to derive hierarchical signals from relational feature space using cross hierarchy attention and effectively optimize relation representation of sentences under exemplar-wise contrastive learning. Experimental results on two public datasets demonstrate the advanced effectiveness and robustness of HiURE on unsupervised relation extraction when compared with state-of-the-art models.