This systematic review explores the effects of music on academic performance, focusing on neurophysiological evidence from electroencephalography (EEG). A qualitative methodology was employed to synthesize scientific findings and evaluate how music influences cognitive functions essential to learning. The review was structured using the PICO model: Population (P): Individuals exposed to musical stimuli. Intervention (I): Musical exposure (genres, rhythms, duration). Comparator (C): Absence of music or alternative auditory stimuli. Outcome (O): Changes in brain activity recorded via EEG. A comprehensive search was conducted in PubMed, Scopus, and Web of Science, using search terms such as “music” AND “EEG”, “auditory stimulation” AND “electroencephalography”, and “brain activity” AND “music therapy.” Inclusion criteria included studies published between 2010 and 2025, involving student or youth samples, using EEG to evaluate cognitive functions related to academic performance (attention, memory, executive functions). Clinical studies unrelated to education, those lacking full-text access or using non-EEG imaging methods without comparison, were excluded. The review followed a two-phase procedure: title/abstract screening and full-text analysis.. Key data extracted from each study included authorship, sample characteristics (age, size), type of musical intervention, EEG methodology (frequency bands, brain regions), and primary outcomes. For example, studies showed that listening to music increases alpha and beta wave activity, improving attention, mood, and memory. Others demonstrated that relaxing music enhances functional brain connectivity, particularly in the frontal cortex. In children, especially those with ADHD, steady rhythms improved attention and inhibitory control. Music also positively influenced neural responses in individuals with neurological disorders, indicating broader therapeutic potential. The results revealed that musical exposure—especially structured or preferred music—modulates EEG activity related to cognitive and emotional regulation. Neuroplasticity mechanisms, such as enhanced interhemispheric synchronization and functional reorganization, were evident in musically trained participants. However, effectiveness depended on variables such as music type, exposure duration, listener characteristics, and familiarity. Despite promising evidence, limitations were noted, including methodological inconsistencies, short-term designs, and variability in EEG protocols. Still, this review provides a strong neurophysiological basis for integrating music into educational settings, promoting cognitive enhancement through carefully designed interventions.