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Cultivating Intercultural and Entrepreneurial Competencies in Undergraduate Music Education: An Advanced Framework for Future-Ready Instrumental and Vocal Pedagogy

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Title: Cultivating Intercultural and Entrepreneurial Competencies in Undergraduate Music Education: An Advanced Framework for Future-Ready Instrumental and Vocal Pedagogy
Language: English
Authors: Ma Bin (ORCID 0009-0009-9384-7123)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Music Education, Cultural Awareness, Entrepreneurship, Undergraduate Study, Musical Instruments, Singing, College Curriculum, Undergraduate Students, College Faculty, Core Competencies, Transformative Learning, Employment Potential, Dance Education, Culturally Relevant Education
DOI: 10.1111/ejed.70590
ISSN: 0141-8211
1465-3435
Abstract: This research addresses a series of critical questions around the need for dance educators of an interculturally informed and entrepreneurial kind who can effectively navigate global contexts. The traditional conservatoire methodology is still overly performance/examination focused and lacks structured approaches to train students to teach in diverse contexts. To address this gap, the study employed a qualitative action research methodology combined with a phenomenological approach to capture the lived experiences of students and teachers. A new undergraduate instrumental and vocal pedagogy curriculum was developed and evaluated, integrating intercultural and entrepreneurial competencies. Data were collected through reflective journals, group discussions and mentor observations over a 14-week pilot. Thematic analysis revealed that 95% of participants demonstrated enhanced intercultural sensitivity and confidence in engaging with diverse repertoires, and 90% strengthened their sense of entrepreneurship by taking initiative in community projects and employing innovative teaching methodologies. Experimenting and all participants crafted reflective processes, adopting adaptable and pupil-centred dispositions essential for future-proof dance teachers. Unlike the traditional conservatoire models, it offers a flexible, reflective pathway to embed core competences throughout dance curricula, aligned with transformative learning theory and global employability criteria. Results illustrate how reflective, practice-based curriculum design fosters entrepreneurial and culturally responsive pedagogical stances for dance teachers. Limitations include the study's focus on one institution and absence of long-term follow-up post-graduation. Future research should explore scaling the implementation and integrating technology for enhanced intercultural competence.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506887
Database: ERIC
FullText Text:
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  Data: Cultivating Intercultural and Entrepreneurial Competencies in Undergraduate Music Education: An Advanced Framework for Future-Ready Instrumental and Vocal Pedagogy
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  Data: <searchLink fieldCode="AR" term="%22Ma+Bin%22">Ma Bin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-9384-7123">0009-0009-9384-7123</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Entrepreneurship%22">Entrepreneurship</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Musical+Instruments%22">Musical Instruments</searchLink><br /><searchLink fieldCode="DE" term="%22Singing%22">Singing</searchLink><br /><searchLink fieldCode="DE" term="%22College+Curriculum%22">College Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Competencies%22">Core Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Potential%22">Employment Potential</searchLink><br /><searchLink fieldCode="DE" term="%22Dance+Education%22">Dance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink>
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  Data: 10.1111/ejed.70590
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research addresses a series of critical questions around the need for dance educators of an interculturally informed and entrepreneurial kind who can effectively navigate global contexts. The traditional conservatoire methodology is still overly performance/examination focused and lacks structured approaches to train students to teach in diverse contexts. To address this gap, the study employed a qualitative action research methodology combined with a phenomenological approach to capture the lived experiences of students and teachers. A new undergraduate instrumental and vocal pedagogy curriculum was developed and evaluated, integrating intercultural and entrepreneurial competencies. Data were collected through reflective journals, group discussions and mentor observations over a 14-week pilot. Thematic analysis revealed that 95% of participants demonstrated enhanced intercultural sensitivity and confidence in engaging with diverse repertoires, and 90% strengthened their sense of entrepreneurship by taking initiative in community projects and employing innovative teaching methodologies. Experimenting and all participants crafted reflective processes, adopting adaptable and pupil-centred dispositions essential for future-proof dance teachers. Unlike the traditional conservatoire models, it offers a flexible, reflective pathway to embed core competences throughout dance curricula, aligned with transformative learning theory and global employability criteria. Results illustrate how reflective, practice-based curriculum design fosters entrepreneurial and culturally responsive pedagogical stances for dance teachers. Limitations include the study's focus on one institution and absence of long-term follow-up post-graduation. Future research should explore scaling the implementation and integrating technology for enhanced intercultural competence.
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        Value: 10.1111/ejed.70590
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      – Text: English
    PhysicalDescription:
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    Subjects:
      – SubjectFull: Music Education
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: Entrepreneurship
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      – SubjectFull: Undergraduate Study
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      – SubjectFull: Musical Instruments
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      – SubjectFull: Singing
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: College Faculty
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      – SubjectFull: Core Competencies
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      – SubjectFull: Transformative Learning
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      – SubjectFull: Dance Education
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      – SubjectFull: Culturally Relevant Education
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      – TitleFull: Cultivating Intercultural and Entrepreneurial Competencies in Undergraduate Music Education: An Advanced Framework for Future-Ready Instrumental and Vocal Pedagogy
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