ABSTRACT

Purpose: Global music education is developing rapidly, but the music learning of non-music major undergraduates (NMMUs) seems to be stagnant. This study discusses the factors (self-efficacy, communication, perception, motivation, learning environment, culture and AI) that influence NMMUs music learning and proposes diversified music learning. Methodology: This study adopted mixed research design, applied on a stratified sample (n=463) of undergraduates of Dalian Maritime University; and the relationship between these factors and NMMS music learning was discussed through statistical analysis. A few participants (n=38) were invited to semi-structured interviews. The thematic analysis further verified the statistical results and developed the diversity of music learning. Findings: NMMUs has a positive attitude toward diversified music learning, which can reduce learning difficulties, increase practical opportunities, provide personalized learning experiences, and in-depth exploration of knowledge and achieve a deeper learning effect. Implication for Research and Practice: This study shows the way to promote music learning by diversifying music learning. This provides new insights for the development of music education and fills in the current discourse on the effective music learning of NMMUs. This study also highlights the importance of understanding the actual music learning needs of NMMUs. We suggest further expansion of the sample size and geographic scope to broaden the applicability of the research findings.