The Role of Music Education in the Formation of Cultural Identity in the Modern World
Bibliographic record
Abstract
The modern development of art education, which has been influenced by globalisation, demonstrates the relevance of studying music education processes, mainly because of the importance of musical art for the dialogue of cultures at the present stage. The article's purpose is to explore the role of music education in forming cultural identity in the modern world. A purposive sampling survey was used to achieve this goal. This method made it possible to study the opinions of teachers with experience in music education. The purposive sampling was also based on expertise, which resulted in the selection of 15 participants with different experiences in music teaching. The results indicate that ethnic culture in the music education curriculum has made it possible to teach students historical experience that supports an appropriate level of patriotism and contributes to the most common elements that influence the development of cultural identity: research on folk music, work on the study of musical history and the work of leading national composers, and the use of traditional musical instruments. The survey revealed that music education is highly effective in building cultural identity. The majority of respondents (60% of respondents) pointed to the particular importance of music education. Interactive learning, the project method, the immersion method, role-playing and dramatisation are used to develop cultural identity. The conclusions emphasise the importance of music education in the modern educational process, including the development of cultural competence.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".