Objective: This review systematically examines the application of hyperscanning techniques in educational neuroscience over the past five years. It aims to elucidate the multidimensional cognitive–neural mechanisms underlying Interpersonal Brain Synchronization (IBS) during teacher–student interactions and to evaluate its potential causal role in pedagogical effectiveness.

Methods: A systematic search was conducted across academic databases, including Web of Science, PubMed, and Google Scholar, for core journal articles published between 2020 and 2025. The focus was on empirical studies employing hyperscanning techniques such as fNIRS, EEG, and fMRI to investigate teacher–student interactions. The selected literature underwent inductive, comparative, and integrative analysis.

Results: The findings indicate that IBS serves as a robust “biomarker” of effective teaching, emerging from the interplay of multi-level cognitive processes including joint attention, mentalizing, and behavioral coordination. The prefrontal cortex and temporo-parietal junction serve as key coupling regions. However, the current evidence remains predominantly correlational. A significant scholarly debate persists regarding whether IBS drives enhanced pedagogical outcomes or whether high-quality interactions and learning processes facilitate IBS. Direct experimental evidence establishing causality is still in its nascent stages.

Conclusion: Interpersonal brain synchronization represents a complex neural phenomenon associated with enhanced teaching efficacy. Future research should integrate experimental manipulations with neuromodulation techniques to resolve causal questions and develop dynamic mechanistic models. This effort will pave the way for novel approaches to precision education and teacher training grounded in neuroscientific evidence.