Progressive Curriculum Learning With Teacher-Student Collaboration for Source-Free Unsupervised Domain Adaptation

In the present environment where privacy protection is increasingly emphasized, source-free unsupervised domain adaptation (SFUDA) has garnered more attention compared to standard unsupervised domain adaptation (UDA). It concentrates on transferring knowledge directly from well-trained source models to unlabeled target domains without requiring the involvement of source domain like UDA, greatly enhancing data protection capabilities. Many existing methods employ pseudo-labeling to guide this process, but due to domain shift, pseudo-labels often introduce significant noise. Although there are methods to filter out this noise and mitigate its impact, they may also result in the loss of crucial sample knowledge, leading to performance deterioration. In contrast, we propose a novel approach called Progressive Curriculum Learning with Teacher-Student Collaboration (PCTSC) method to mitigate the adverse influence of noisy labels in SFUDA. Inspired by curriculum learning, PCTSC assesses samples’ learning difficulty and trains models in an incremental manner from easy to hard, thereby enhancing the capability of model to against noise. Furthermore, PCTSC employs a two-stage learning approach: initially, a teacher model directs the student model, and later, the student model transitions to independent learning. We assess the effectiveness of PCTSC by conducting extensive experiments across three benchmark datasets, demonstrating its robustness against pseudo-label noise in SFUDA setting.