21st-Century Skills in Vocal Pedagogy: A Scoping Review

Abstract

This study examines how 21st-century skills are conceptualized and applied in vocal pedagogy in response to increasing demands for reflective, technology-mediated, and culturally responsive approaches in music education. Using a scoping review guided by Arksey and O'Malley's framework and the Joanna Briggs Institute methodology, literature published between 2014 and 2025 was systematically mapped from the Scopus and EBSCOhost databases. Following PRISMA-based screening, nine studies met the inclusion criteria. Extracted data were charted and thematically analyzed to identify conceptual definitions, pedagogical approaches, and implementation challenges. Findings indicate emerging shifts in vocal pedagogy from tradition-bound, repertoire-driven instruction toward more reflective, student-centered, and digitally supported learning environments, although available evidence remains limited and context dependent. Integration of 21st-century competencies, including critical thinking, creativity, collaboration, communication, and cultural literacy, occurs through diverse strategies such as AI-assisted feedback, microlearning, and cross-cultural pedagogical practices. However, curriculum rigidity, insufficient teacher preparation, and limited professional development continue to constrain wider adoption. The review proposes a conceptual framework positioning cognitive, creative, technological, emotional-social, and cultural dimensions as interdependent foundations of contemporary vocal education. This model highlights the need to cultivate reflective and adaptive learners capable of navigating complex artistic, digital, and intercultural contexts. The study offers implications for curriculum innovation, teacher education, and future research on integrating emerging technologies and intercultural competencies in music education.