A Systematic Literature Review on Empirical Applications of Gordon’s Music Learning Theory and Aptitude Measures: Sino-International Perspectives (2005–2025)

Abstract

This study systematically reviews empirical research on Edwin Gordon’s Music Learning Theory (MLT) and associated music aptitude measures conducted between 2005 and 2025, particularly emphasizing contrasting international and Chinese research contexts. Gordon’s MLT, centered on audiation, has significantly influenced music pedagogy and aptitude assessment globally. However, the extent and rigor of empirical applications differ widely across cultural and educational systems. This review seeks to consolidate current evidence and illuminate how MLT’s utility has been examined, implemented, and interpreted internationally and in China. Following PRISMA guidelines, a comprehensive search across Scopus, ERIC, and CNKI yielded 38 empirical studies meeting inclusion criteria. Thematic synthesis revealed three dominant trends: (1) MLT-based interventions yield consistently positive outcomes in musical, cognitive, and affective domains; (2) international studies employ advanced psychometric analyses, while Chinese research remains largely in exploratory or theoretical stages; and (3) audiation aptitude shows strong interdisciplinary correlations, though such links are underexplored in China. This review highlights an urgent need to localize and empirically validate Gordon’s frameworks within Chinese education. It contributes to bridging the gap between theory and practice and offers implications for curriculum reform, teacher training, and cross-cultural educational research. The study is particularly beneficial for music educators, researchers, policymakers, and curriculum developers seeking evidence-based approaches to advance music aptitude development in diverse educational contexts.