The current music education system in the UK is based on a Western aesthetic, which can lead to a lack of understanding

The gap

Evidence profile

Sourced from the inline gaps and recommendations and stated research gap of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 3 journals.

Supporting evidence — 4 representative gaps

• Pre-service Music Teachers’ Views on the Effectiveness and Implementation of the Undergraduate Program (2026) · Hacettepe University Journal of Education · doi

  Limitations This research is limited to the views of 105 students enrolled in the music teacher training programmes of seven different universities included in the study group. Furthermore, as the study concerns the most recent compulsory music teacher training degree programme, it is limited to analysing student responses regarding the number of courses and course content for the 2018 degree programme. However, student attitudes toward many of the other courses within the pool of Pedagogical Content Knowledge remain insufficient.

  generalinline gaps
  Keywords: limited music teacher training degree programme student courses content limitations views students enrolled programmes seven
• Assessment of the Music Content in the CCMAS Curriculum: Its Adequacy for 21st-Century Music Graduates in Nigerian Universities (2026) · East African Journal of Interdisciplinary Studies · doi

  METHODOLOGY The following changes are needed to improve the CCMAS Music Curriculum: Improvement in Music include Technology Training. Courses should digital audio production, music programming, and multimedia production. AI can be applied to music, too. To increase the opportunities for experiential learning, universities should establish industry internships, artist residencies, studio attachments, and community music projects. Project-Based Learning should include album production projects, concert management projects, music business plans, and

  generalrecommendations
  Keywords: music production projects include learning methodology following changes needed improve ccmas curriculum improvement technology training
• Assessment of the Music Content in the CCMAS Curriculum: Its Adequacy for 21st-Century Music Graduates in Nigerian Universities (2026) · East African Journal of Interdisciplinary Studies · doi

  In the study, it was recommended that: • The curriculum for the CCMAS should be reviewed periodically by NUC to incorporate the current industry realities. • Implementation of music technology, digital production, AI-assisted music composition, and multimedia studies into the curriculum. • Universities collaborative relationships studios, entertainment companies, and digital media companies. form recording should with • Promoting integration between music, media, film, and technology programmes. REFERENCES Adeogun, A. O. (2018). Current challenges in the curriculum in Nigerian music education. Journal of African Arts and Culture, 6(2), 45– 58. Burnard, P. (2012). Musical creativities in practice. Oxford University Press. Cain, T. (2004). Music education theory and of Music

  generalrecommendations
  Keywords: music curriculum current technology digital companies media education recommended ccmas reviewed periodically incorporate industry realities
• The common denominator: the case for an anthropocentric music education (2025) · British Journal of Music Education · doi

  The current music education system in the UK is based on a Western aesthetic, which can lead to a lack of understanding and appreciation of non-Western music. There is a need for a more inclusive and nuanced approach to music education, which takes into account the social and cultural conditions in which musicians create. The current system focuses on the musical product rather than the people involved in the musical process.

  generalstated research gapevidence 5/5
  Keywords: current music education system based western aesthetic lead

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