Epistemic curiosity-the intrinsic drive to acquire knowledge—plays a critical role in learning and cognitive engagement. Recent neuroscientific studies demonstrate that curiosity is not only a motivational state but also a biologically grounded process involving networks for memory, reward, and cognitive control. This review synthesizes evidence from twelve studies employing fMRI, EEG, behavioral, and theoretical approaches to examine the neural underpinnings of curiosity. Findings highlight consistent patterns linking curiosity with enhanced memory formation, motivational drive, and decision-making, while also revealing divergences in how factors such as surprise and uncertainty influence learning outcomes. By consolidating these insights, the review identifies both convergences and tensions across the literature, clarifies how neural evidence extends psychological theories of curiosity, and draws practical implications for education. Specifically, curiosity-informed pedagogy-through scaffolding in the Region of Proximal Learning, balancing uncertainty, and integrating adaptive technologies-can foster deeper engagement and long-term retention. Future research should address methodological limitations, including ecological validity, developmental variation, and cultural diversity. This review thus bridges neuroscience and education, offering a consolidated framework for understanding how curiosity shapes cognition and how it may be cultivated in learning environments.
Nasreen et al. (Wed,) studied this question.