Therefore one of the main goals of education in a changing an uncertain world should be to form adaptable and versatile people who can, and want to, make the most of their capabilities. The conclusion I draw is that, despite the relatively high genetic heritability shown in most brain processes associated with learning, educational practices are a key contributor to student development, allowing genetically based skills to be enhanced or alternatively diminished. Thus, the importance of education, in the context of the inheritability of learning processes, will be discussed. I will argue that, despite most if not all aspects related to learning having a clear genetic background, innate abilities can be enhanced or diminished through educational processes. In this review, aimed especially at education professionals, I discuss the genetic and epigenetic contributions to mental aspects related to learning processes in terms of heritability. Both brain formation and function, as well as neural plasticity, are influenced by the activity of a variety of genes and also by epigenetic modifications, which contribute to the regulation of gene expression by adapting it to environmental conditions. Neural connections that generate and support mental functions are formed throughout life, which enables lifelong learning of new concepts and skills. Mental functions, including most if not all aspects of human behavior, such as those related to learning, arise from the activity of the brain. It implicitly includes the processes of learning. The word thought is defined as the act of thinking about or considering something: an idea or opinion, or a set of ideas about a particular subject. Biomedical, Evolutionary, and Developmental Genetics Section, Faculty of Biology, University of Barcelona, Barcelona, Spain.