The Role of Artificial Intelligence in Transforming Music Education

Abstract

Conventional music teaching and learning have been based on embodied communication among educators, learners, performers, and audiences. Nevertheless, the growing diversity of learners, unequal access to quality instruction, and the rising need for personalized learning have revealed limitations in the structure typical of traditional pedagogical models. The emergence of Artificial Intelligence (AI) in education is both an opportunity and a concern, with several pedagogical and cultural implications. The paper attempts to critically trace the emergent role of AI in music education by questioning its instructional effectiveness, its cultural impact, and the relational aspects of musical practice, rather than assuming its use as a solution. Following constructivist learning theory, the research employs a qualitative case study design, using structured questionnaires distributed to learners and semi-structured interviews with music teachers at the sampled schools that implement AI-supported music learning. The results indicate that AI solutions can be applied to provide individualized feedback, enhance learner engagement, and extend access in situations where professional resources are limited. Concurrently, the statistics demonstrate systemic issues, such as uneven digital infrastructure, a lack of teacher training, AI bias and the dominance of Western musical models within AI systems. The paper says that AI in music education must be viewed not as a neutral change, but as a sociotechnical intervention that transforms pedagogical relations, hierarchies of knowledge, and cultural representation. It can be appreciated through being critically integrated, contextually sensitive, and under constant human supervision. This study, by foregrounding affordances and constraints, can contribute to current discussions on the ethical and culturally sensitive application of AI in higher-education creativity.