Declining curiosity in classrooms erodes learning quality

Curiosity is identified as the essential spark that drives learning, enabling students to ask questions, explore ideas and develop deeper understanding. Recent commentary notes that many classrooms have lost this spark, becoming environments focused on memorisation and exam performance rather than genuine inquiry.

The decline is attributed to an exam‑oriented education system that prioritises test scores, rigid teaching methods that rely heavily on lectures, large class sizes that limit personalised attention, and the misuse of technology that can distract rather than engage. Fear of failure also discourages students from taking intellectual risks.

To restore curiosity, the authors recommend shifting to interactive, student‑centred approaches such as discussions, group activities and project‑based learning, encouraging questioning and critical thinking, and creating a classroom culture where mistakes are seen as learning opportunities.