Class-Incremental Learning (CIL) aims to continually learn new classes without forgetting previously acquired knowledge. Vision-language models such as CLIP offer strong transferable representations via multi-modal supervision, making them a promising choice for CIL. However, applying CLIP to CIL poses two major challenges: (1) adapting to downstream tasks often requires additional learnable modules, increasing model complexity and susceptibility to forgetting; and (2) while multi-modal representations offer complementary strengths, existing methods have not fully exploited the synergy between visual and textual modalities. To address these issues, we propose BOFA (Bridge-layer Orthogonal Fusion for Adaptation), a novel framework for CIL. BOFA restricts adaptation to CLIP’s existing cross-modal bridge layer, keeping the core learning process parameter-free and avoiding any extra adaptation modules. To prevent forgetting within this layer, it leverages Orthogonal Low-Rank Fusion, a mechanism that constrains parameter updates to a low-rank ``safe subspace" that is mathematically constructed to be approximately orthogonal to the feature subspace of past tasks. This encourages stable knowledge accumulation and mitigates interference between new and previously learned classes. Furthermore, BOFA employs a cross-modal hybrid prototype that fuses stable textual prototypes with dynamic visual counterparts derived from our adapted bridge layer, resulting in a more robust and discriminative classifier. Extensive experiments on standard benchmarks demonstrate that BOFA achieves superior accuracy and efficiency compared to existing methods.

Domain-Incremental Learning (DIL) focuses on continual learning in non-stationary environments, requiring models to adjust to evolving domains while preserving historical knowledge. DIL faces two critical challenges in the context of imbalanced data: intra-domain class imbalance and cross-domain class distribution shifts. These challenges significantly hinder model performance, as intra-domain imbalance leads to underfitting of few-shot classes, while cross-domain shifts require maintaining well-learned many-shot classes and transferring knowledge to improve few-shot class performance in old domains. To overcome these challenges, we introduce the Dual-Balance Collaborative Experts (DCE) framework. DCE employs a frequency-aware expert group, where each expert is guided by specialized loss functions to learn features for specific frequency groups, effectively addressing intra-domain class imbalance. Subsequently, a dynamic expert selector is learned by synthesizing pseudo-features through balanced Gaussian sampling from historical class statistics. This mechanism navigates the trade-off between preserving many-shot knowledge of previous domains and leveraging new data to improve few-shot class performance in earlier tasks. Extensive experimental results on four benchmark datasets demonstrate DCE’s state-of-the-art performance.

Differing from traditional semi-supervised learning, class-imbalanced semi-supervised learning presents two distinct challenges: (1) The imbalanced distribution of training samples leads to model bias towards certain classes, and (2) the distribution of unlabeled samples is unknown and potentially distinct from that of labeled samples, which further contributes to class bias in the pseudo-labels during the training. To address these dual challenges, we introduce a novel approach called Twice Class Bias Correction (TCBC). We begin by utilizing an estimate of the class distribution from the participating training samples to correct the model, enabling it to learn the posterior probabilities of samples under a class-balanced prior. This correction serves to alleviate the inherent class bias of the model. Building upon this foundation, we further estimate the class bias of the current model parameters during the training process. We apply a secondary correction to the model's pseudo-labels for unlabeled samples, aiming to make the assignment of pseudo-labels across different classes of unlabeled samples as equitable as possible. Through extensive experimentation on CIFAR10/100-LT, STL10-LT, and the sizable long-tailed dataset SUN397, we provide conclusive evidence that our proposed TCBC method reliably enhances the performance of class-imbalanced semi-supervised learning.

Due to the advantages of leveraging unlabeled data and learning meaningful representations, semi-supervised learning and contrastive learning have been progressively combined to achieve better performances in popular applications with few labeled data and abundant unlabeled data. One common manner is assigning pseudo-labels to unlabeled samples and selecting positive and negative samples from pseudo-labeled samples to apply contrastive learning. However, the real-world data may be imbalanced, causing pseudo-labels to be biased toward the majority classes and further undermining the effectiveness of contrastive learning. To address the challenge, we propose Contrastive Learning with Augmented Features (CLAF). We design a class-dependent feature augmentation module to alleviate the scarcity of minority class samples in contrastive learning. For each pseudo-labeled sample, we select positive and negative samples from labeled data instead of unlabeled data to compute contrastive loss. Comprehensive experiments on imbalanced image classification datasets demonstrate the effectiveness of CLAF in the context of imbalanced semi-supervised learning.

In class-imbalanced learning, the scarcity of information about minority classes presents challenges in obtaining generalizable features for these classes. Leveraging large-scale pre-trained models with powerful generalization capabilities as teacher models can help fill this information gap. Traditional knowledge distillation transfers the label distribution $p(\boldsymbol{y}|\boldsymbol{x})$ predicted by the teacher model to the student model. However, this method falls short on imbalanced data as it fails to capture the class-conditional probability distribution $p(\boldsymbol{x}|\boldsymbol{y})$ from the teacher model, which is crucial for enhancing generalization. To overcome this, we propose Class-Conditional Knowledge Distillation (CCKD), a novel approach that enables learning of the teacher model’s class-conditional probability distribution during the distillation process. Additionally, we introduce Augmented CCKD (ACCKD), which involves distillation on a constructed class-balanced dataset (formed through data mixing) and feature imitation on the entire dataset to further facilitate the learning of features. Experimental results on various imbalanced datasets demonstrate an average accuracy improvement of 7.4% using our method.