Education neuroscience merges insights from education, psychology, and neuroscience to understand how the brain learns, processes information, and retains knowledge. While this field entails aspects like individual cognitive development and skill acquisition, it lacks clarity on the mechanisms for true social learning and teaching. To fill this gap, our article examines how the rapidly growing area of interpersonal educational neuroscience, which shifts the focus from single learners to learning interactions between individuals, is (and could be) contributing to a refined account for learning in social settings. We conducted a literature review of interpersonal neuroscience in relation to learning and instruction, through databases including Pubmed, Scopus, and Google Scholar. We found that interpersonal brain synchronization (IBS), within a widespread fronto-temporo-parietal network, between teachers and students and among students, can predict learning performance and is biased by characteristics of teaching. The functional implications of IBS, its challenges, and future opportunities for its applications to pedagogical practices are discussed.

教育神经科学融合了教育、心理学和神经科学的见解，以了解大脑如何学习、处理信息和保留知识。虽然该领域涉及个人认知发展和技能获取等方面，但它对真正的社会学习和教学的机制缺乏明确性。为了填补这一空白，我们的文章探讨了快速发展的人际教育神经科学领域（它将焦点从单一学习者转移到学习个体之间的互动）如何（并且可能）有助于对社会环境中的学习进行完善的解释。我们通过 Pubmed、Scopus 和 Google Scholar 等数据库对与学习和教学相关的人际神经科学进行了文献综述。我们发现，在教师和学生之间以及学生之间广泛存在的额颞顶网络中，人际大脑同步（IBS）可以预测学习成绩，并且会受到教学特征的影响。讨论了 IBS 的功能含义、其挑战以及其在教学实践中应用的未来机遇。