Abstract:

Curiosity is widely recognized as a driver of learning, yet its role in neurodivergent populations remains underexplored in educational research. This study presents preliminary findings from a qualitative investigation into curiosity-driven learning among students with ADHD, with a particular focus on what we term “hypercuriosity”: an intense, persistent, and often difficult-to-regulate drive to explore and understand. Semi-structured interviews were analyzed using reflexive thematic analysis to explore how participants experience and manage curiosity within academic contexts. Three key themes emerged. First, curiosity was experienced as a double-edged sword: it acted as a powerful motivator that supported deep focus, creative thinking, and academic engagement, but also led to distraction, task-switching, and difficulties with prioritization. Second, participants described actively managing their curiosity using strategies such as time-boxing, note-taking, structuring their environment, and leveraging deadlines to balance exploration with academic demands. Third, educational environments played a critical role in shaping how curiosity was expressed. Flexible project-based formats enabled curiosity-driven learning, whereas rigid, exam-focused, and passive teaching formats were experienced as constraining and demotivating. These findings suggest that hypercuriosity is not inherently beneficial or detrimental, but context-dependent. Rather than suppressing curiosity, educational systems may benefit from designing learning environments that channel it productively. Preliminary implications include designing learning environments that combine clear structure with opportunities for exploration, alongside assessment formats that reward depth and originality. These findings contribute to emerging discussions on neurodiversity in education by exploring curiosity as a central driver of learning in ADHD.

Keywords:

Education, neurodiversity, learning, curiosity.