Education, still dependent on traditional methods of indoctrination and ‘spoon feeding’, is unilateral (one-sided learning) from employing different teaching tools to delivering the disciplinary content. Unfortunately, schools have been shielding overly orchestrated, overly scrutinized, and extremely controlled students and teachers. Ahmed was intellectually reaching out to the swirling leaves to perceive with his hands, ignoring his teacher’s artistic illustration of a green leaf on the whiteboard to transmit information on photosynthesis. Well, why is he constrained to visually and palpably explore the phenomenon while it is possible to? This scenario tends to nurture a potentially curious child into a passive and sedentary recipient. If the world is not separated to educational or non-educational, the child wants to learn everything. They make learning as an integral and organic part of their learning. Instructor centered teaching promotes rote learning – thereby nullifying curiosity in students leading to a decline in problem –solving and critical thinking skills. Creativity nurtured through hands on experience along with curiosity, agility, critical thinking and problem solving are among the key techniques that could change this landscape promising a better tomorrow of employability for the next generation. Science is a process of exploration and innovation that roots from the basic inquiry and stems through application to evaluation. Scientific inquiry is an efficient tool to vitalize curiosity. Hence, we employ scientific workshops in our STEM pedagogy. The structure of our program is designed as follows; 1- STIMULATING CURIOSITY: We make a show to flare up curiosity through a scientific experiment. 2- ASK: Students pop up quality questions; ‘why’, ‘what if’ and ‘how’ and research and hunt to note their findings. 3- HANDS ON EXPERIENCE: They perform technical experiments to gain an advantage in scientific knowledge. 4 – MOCK DESIGN PROJECT: Apply their acquired knowledge by employing in an already designed project to verse them on the steps to an independently design a project. 5- INSPIRE: convert the acquired knowledge into a real-life application (an independent design project) and it follows the order; A: brainstorm on a real-life problem, B: decision-making, C: planning and designing, D: creation (real-working prototypes) and 6- EVALUATION: these working prototypes are presented to community leaders thereby subjecting the students in the real world realizations. This whole process has succeeded in embedding curiosity in each student resulting in an upgraded logical performance.