Designing meaningful learning in music higher education through the integration of socio-political perspectives

Abstract

Integrating ideological and political education (IPE) into higher education curricula represents a major transformation in China’s moral and character education agenda. This study aims to: (1) examine students’ learning needs and expectations regarding the integration of IPE into music professional courses at Tongren College; (2) explore teachers’ and students’ perceptions of this pedagogical integration; and (3) develop and evaluate a pedagogical model that fosters meaningful learning through IPE in music education. The research was conducted in three stages. First, a survey was administered to identify students’ expectations toward IPE integration. Second, thematic interviews with educators and students were conducted to obtain more profound qualitative insights. A pedagogical model was created, implemented, and refined through a Design-Based Research (DBR) methodology grounded in educational theory and empirical evidence. The final model consists of seven stages: Pre-Activities, Introduction, Simulation Execution, Critical Discussion, Creative Project-Based Scenarios, Reflection and Assessment, and Post-Activities. The findings demonstrate that this methodology successfully incorporates ideological perspectives into music education, thereby facilitating significant learning outcomes. The integration of artistic practice with socio-political contemplation among students is enhanced through simulation-based exercises, critical discourse, and innovative initiatives. The study indicates that incorporating IPE into music education improves students' social awareness, analytical skills, and character growth, alongside their instrumental abilities.