Home⇛Isabela State University Linker: Journal of Education, Social Sciences and Allied Health⇛vol. 3 no. 1 (2026)

Innovating Vocal Music Education in Jilin Province, China: A Phenomenological Study

Zijian N/A. Zhao

 

Abstract:

Vocal music education in China is increasingly expected to preserve cultural heritage while responding to technological advancement, educational inclusivity, and globalization. Despite national policies encouraging the integration of traditional culture into arts education, limited research has examined how vocal music educators implement these expectations in their daily teaching practices. This study explored the lived experiences of vocal music teachers in Jilin Province, China, focusing on innovative pedagogical practices, challenges encountered, and future directions for vocal music education. Guided by descriptive phenomenology and informed by multicultural music education perspectives, the study employed purposive sampling to engage 12 experienced vocal music educators from three leading universities in Jilin Province as research participants. Data were collected through semi-structured interviews conducted in Chinese and analyzed using thematic phenomenological analysis. Trustworthiness was established through member checking, reflexive journaling, peer review, and participant validation of themes. Four major themes emerged: integration of ethnic musical heritage with contemporary vocal pedagogy; utilization of educational technology to enhance teaching precision and accessibility; adoption of personalized and inclusive teaching philosophies; and cultivation of collaborative and cross-cultural professional networks. Participants described balancing traditional Korean, Mongolian, and regional Chinese vocal practices with contemporary training methods while incorporating digital technologies, individualized instruction, and collaborative resource-sharing initiatives. The findings suggest that vocal music educators actively serve as cultural mediators, pedagogical innovators, and agents of educational transformation. The study contributes to understanding how localized educational practices support cultural preservation, technological adaptation, and inclusive arts education within contemporary Chinese higher education.



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