ORIGINAL RESEARCH article
Front. Psychol.
Sec. Performance Science
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1554944
This article is part of the Research TopicMusic Education, Embodiment & Flourishing - Volume IIView all articles
Unravelling the Pathways of Sustainable Music Education: A Moderated Mediation Analysis of Environmental Awareness, Pedagogical Approaches, and Student Engagement
Provisionally accepted
Kun Luo
Yi Wang*- Guangdong Polytechnic Normal University, Guangzhou, China
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Given the significance of fostering sustainable practices in music education, the study proposes a relation between sustainable music education (SME) and environmental awareness (EA) in music learning through a moderated mediation mechanism of student engagement (SE) and innovative pedagogical approaches (IPA). The study employs a survey-based approach to empirically assess the hypothesized model. Data are collected through questionnaires from a sample of music students in China. Further, data are analyzed using multivariate analytical techniques to establish relationships among these variables. Our findings indicate that SME exhibits a significant influence on EA and consciousness among music students. Besides, SE significantly mediates the link between SME and EA. Furthermore, IPA moderates the association between SME and EA through the mediator effect of SE, such that at high levels of IPA, the associations are stronger (vice versa). This study contributes to the field of music education by unveiling the pathways through which SME can foster heightened EA. By establishing a moderated mediation model involving SE and IPA, this research highlights the interconnectedness of these variables in the context of music learning.
Keywords: sustainable music education, environmental awareness, innovative pedagogical approaches, student engagement in music learning, moderated mediation analysis
Received: 03 Jan 2025; Accepted: 15 Apr 2025.
Copyright: © 2025 Luo and Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Yi Wang, Guangdong Polytechnic Normal University, Guangzhou, China
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