An Investigation of Self-Directed Learning Skills of Undergraduate Music Education

Abstract

Self-Directed Learning  (SDL)  is the core competence of lifelong learning, especially in the era of rapid development of the knowledge economy. SDL skills are increasingly necessary in global education reform. SDL refers to learners' autonomy in learning,  including setting learning goals,  selecting resources,  implementing strategies and evaluating results. Learners play an active and proactive role in this process. For music education, the importance of SDL is even more significant. Music learning requires students to have solid technical ability and much independent practice to enhance creativity and artistic expression. Therefore, cultivating the SDL ability of music undergraduates can help them improve their academic performance and lay the foundation for their future career development, enabling them to cope with the complex and changing professional requirements. The purpose of this paper is not only to explore the differences in the SDL ability of music undergraduates and to analyse the influence of gender and regional background on learning outcomes but also to provide a theoretical basis and practical suggestions for educational practice, which can potentially transform the way music education is approached.