The Heterogeneity of Curiosity: Implications for Education, Academic Performance, and Lifelong Learning – A Scoping Review

Abstract

In today’s dynamic and complex world, adaptability, critical thinking, and lifelong learning are essential competencies—among which curiosity is proven to have a central role for overall performance. This scoping review explores the heterogeneous and multidimensional nature of curiosity and its implications in educational contexts and across the lifespan. Drawing on 33 peer-reviewed articles from 2009 to 2024, the review addresses three core research questions: (1) What types of curiosity are measured in relation to academic performance and across which age groups? (2) Is curiosity studied as a distinct construct in educational research? (3) What are the reported implications of curiosity on academic performance, and how can educational environments foster it? The review synthesizes psychological, biological, and pedagogical perspectives, emphasizing curiosity’s role in motivation, cognitive engagement, and overall development. Concerning academic performance six thematic research lines are identified, highlighting a notable gap: curiosity is rarely studied in early childhood despite its foundational influence and only cognitive or epistemic curiosity is in the research focus, while emotional and passive dimensions remain underexplored. The review advocates for rethinking curiosity not only as a cognitive trait but as a key educational competence and promotion of its passive – effortless and rewarding form, which is underdeveloped. Its strategic inclusion in teacher training, curriculum development, and educational policy is essential for supporting student engagement, academic success, and lifelong learning.