INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Building Digital Pedagogical Capacity for Music Teachers In VET:  
Challenges, Competencies, And Professional Learning in Chinese  
VET Colleges  
Zhou Jiayue1, Nornazira Suhairom2, Sharifah Maryam Syed Azman3  
1Faculty of Educational Sciences and Technology, University of Technology Malaysia, Malaysia  
2 Faculty of Educational Sciences and Technology, University of Technology Malaysia, Malaysia  
3 Faculty of Educational Sciences and Technology, University of Technology Malaysia, Malaysia  
*Corresponding author  
DOI: https://doi.org/10.47772/IJRISS.2025.91200014  
Received: 10 December 2025; Accepted: 17 December 2025; Published: 30 December 2025  
ABSTRACT  
Globally, music graduates face increasing challenges in employability due to market saturation and persistent  
misalignment between academic training and the demands of the job market. Although many aspire to  
traditional roles such as teaching or performing in state-supported ensembles, these positions are limited and  
highly competitive. At the same time, the rapid rise of digital technologies and the use of artificial intelligence  
is reshaping the professional landscape, introducing new opportunities while also threatening certain  
conventional roles within the music sector. These technological shifts have had a particularly strong impact on  
the delivery of music education in Vocational Education and Training (VET) colleges in China, where the  
industry’s growing reliance on digital production tools and AI-assisted composition requires educators to  
acquire new technological competencies. Yet, many VET music teachers continue to struggle with limited  
digital literacy, inadequate pedagogical strategies, and insufficient institutional support, which collectively  
hinder effective integration of technology into teaching. Despite national reforms aimed at strengthening  
digital capacity in education, challenges such as constrained professional development, outdated curricula, and  
inadequate infrastructure remain prevalent. This concept paper adopts a conceptual research design based on  
an integrative and thematic analysis of relevant literature to explore the competencies required for technology-  
based teaching among music teachers in VET colleges in China, examine barriers to professional learning, and  
propose a Competencies and Professional Learning Framework to support educators. Findings highlight  
competency gaps, the absence of structured training pathways, and institutional barriers. The proposed  
framework provides core digital competencies, professional learning strategies, institutional support  
mechanisms, and curriculum integration models, offering practical recommendations for enhancing  
technology-based music education in China’s VET sector.  
Keywords: Music Education, Technology Integration, Professional Learning, VET Colleges, Digital Competencies.  
INTRODUCTION  
Music education should prioritize music aesthetics as its core. For vocational and technical colleges  
specializing in music, in addition to emphasizing music aesthetics, greater focus should be placed on enabling  
students to apply professional knowledge and skills through practical experience relevant to their future work.  
The rapid advancement of information technology (IT) and artificial intelligence (AI) has reshaped multiple  
industries, including the music sector. As digitalization transforms music pedagogical practices, conventional  
teacher-centered instructional approaches have become increasingly inadequate for preparing students for  
contemporary careers, necessitating a shift toward technology-based educational models (Boateng et al., 2025;  
Dai, 2021). In this context, Vocational Education and Training (VET) colleges serve a vital function in  
providing students with practical skills that meet industry requirements.  
Page 151  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Educational reform in China put emphasis on IT-based instructional design to foster personalized learning,  
real-time feedback, and data-based teaching models (Z. Zhong & Juwaheer, 2024). Although technologies  
such as learning analytics, AI-assisted instruction, and Digital Audio Workstations (DAWs) offer significant  
pedagogical potential in music education (Grubaugh & Levitt, 2023; Wei et al., 2022) their effective  
integration remains constrained by teachers’ limited digital competencies, insufficient professional training,  
outdated curricula, and inadequate institutional support (Wei et al., 2022; X. Zhang et al., 2025).  
The role of music educators has transitioned from merely imparting knowledge to enabling technology-based  
learning (Sheffield et al., 2015). Research on IT integration in music education highlights its benefits in  
enhancing student engagement, expanding learning opportunities, and improving instructional efficiency (Wei  
et al., 2022). For instance, in composition courses, DAWs support music production, arranging, and mixing,  
enhancing students’ ability to create professional-quality compositions (Universiti Sains Malaysia et al., 2024).  
These advancements highlight the critical importance for educators to cultivate digital competencies, thereby  
maintaining the relevance of music instruction within an increasingly technology-based creative industry. To  
address these issues, this study adopts a conceptual research approach based on an integrative analysis of  
existing literature to develop a Competencies and Professional Learning Framework for technology-based  
music education in Chinese VET colleges.  
Research Problem  
Notwithstanding these advancements, the integration of information technology in music instruction inside  
China's vocational education and training colleges is still constrained (Liu & Zhang, 2024; Wan, 2022). The  
incorporation of information technology into music education continues to pose a challenge, as numerous  
educators lack the essential skills, specialized training, and institutional support required to effectively adopt  
technology-based learning (Hwang et al., 2022). Numerous schools possess inadequate infrastructure, and  
educators frequently encounter challenges in utilizing music technology software due to insufficient training  
and resource limitations.  
Based on surveys conducted within China, most colleges continue to rely heavily on traditional teaching  
models. For music programmes, instructional methods remain relatively limited and largely teacher-centred.  
Current music teaching practices generally fall into three common modes:  
(1) Large-class teaching (40–60 students), which primarily focuses on delivering foundational theoretical  
knowledge.  
(2) Small-group professional skills teaching, where one teacher instructs three to four students simultaneously.  
(3) One-to-one professional skills instruction, typically used for specialised areas such as vocal training, where  
a teacher works individually with a single student.  
Among these, large-class teaching remains the dominant method for music courses. In this model, students  
with diverse learning needs and varying levels of musical background are grouped together to receive uniform  
instruction in basic knowledge, singing techniques, or instrumental skills, and often engage with the same  
musical material regardless of individual readiness. As noted in Exploration of Information Technology  
Utilization in Music Teaching in Primary and Secondary Schools, this approach offers limited room for  
differentiation, fails to respect students’ subjectivity, restricts the development of individuality and creativity,  
and ultimately inhibits students’ musical and aesthetic growth. This traditional, receptive mode of instruction  
has resulted in many music courses devolving into lectures on composers, historical background, and  
contextual information, with the music itself no longer serving as the central focus. As Talking about  
Emotionality in Music Education notes, students in such environments become passive recipients of  
information, losing opportunities for active musical experience, expression, and creative engagement.  
Consequently, students often develop an excessive dependence on the teacher, who assumes the dominant role  
in the learning process and becomes the sole evaluator of students’ professional standards.  
Page 152  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
These dynamic produces two key problems. First, the teacher’s absolute authority discourages students from  
questioning or identifying inaccuracies in instruction, even when mistakes occur. Second, this authority fosters  
a form of respect rooted in compliance rather than genuine academic trust-students may refrain from  
expressing differing views for fear of negatively affecting their grades. Under such conditions, neither  
students’ musical competence nor teachers’ professional growth is likely to progress meaningfully, and the  
overall quality of music teaching cannot be guaranteed. Furthermore, the entrenched authority of teachers-  
combined with limited understanding of the music profession among administrators and departmental leaders-  
has led educators to import learning objectives from non-music disciplines into music courses. This often  
results in the neglect of the aesthetic, expressive, and vocational orientations that are fundamental to music  
education. Instruction becomes confined to the transmission of theoretical knowledge and the training of  
technical skills, while overlooking the cultivation of musical interest, creativity, personal development, and  
other distinctive contributions of music education to holistic growth.  
Against the backdrop of rapid social and technological change, the 21st century is widely recognized as an  
information society, marking a new stage of global development. This transformation creates a sense of  
urgency for music programmes in vocational and technical colleges, as traditional receptive teaching methods  
are increasingly incompatible with contemporary learning needs and risk becoming obsolete. At the same time,  
the information society offers valuable opportunities to enhance students’ professional competencies through  
the support of modern information technologies, enabling them to acquire current, in-demand skills relevant to  
the evolving music industry. To meet these emerging requirements, it is essential for vocational and technical  
colleges to integrate modern information technologies into the teaching of music majors. Such integration  
allows teaching and learning to be effectively connected and supported through digital platforms, facilitating  
more interactive, student-centred, and technologically enriched instructional practices. Through this process,  
students can develop stronger knowledge literacy and professional skills, positioning them to engage more  
effectively with the demands of the information society.  
Regardless of the specific focus, music students in vocational and technical colleges can use IT to enhance  
both their aesthetic appreciation and professional skills. For example, IT can support learning in vocal music,  
instrumental performance, piano practice, chorus, conducting and musical expression. Music composition -  
another essential professional skill for modern music majors - also benefits from technology. Current  
composition courses include melody and lyric writing, polyphonic music composition (covering various  
instruments and choral works), and computer-based music production, all of which rely heavily on IT.  
However, such IT-integrated music courses remain scarce in vocational institutions. There are two main  
reasons for the limited availability of it-integrated music courses:  
(1) Insufficient infrastructure: To teach music using IT effectively, colleges need adequate resources, such as  
computers for student use, pianos for music production, and specialized software. Currently, most  
institutions only provide basic multimedia equipment, such as projectors, all-in one computers, and stereos,  
which are insufficient for hands-on IT-based music learning.  
(2) Limited teacher capacity: Many music teachers in vocational colleges rely on outdated course materials  
(often 2-3 years old) and have not updated their teaching methods to match societal and industry  
developments. This gap leads to a misalignment between teaching content and current professional  
demands.  
Given the nature of vocational and technical education and the profound impact of IT on daily life (X. Zhang  
et al., 2025), colleges must recognize societal needs, move beyond traditional receptive teaching methods, and  
implement technology-integrated learning programs. With IT, the ways music is presented and disseminated  
have expanded, providing students with broader opportunities to learn and master music knowledge and skills.  
Often, students can absorb new concepts more quickly and deeply than teachers. Therefore, the information  
society requires educators not only to continually update their professional knowledge and IT skills but also to  
effectively transfer their teaching experience and expertise to students through technology.  
Studies indicate that cultivating authentic technology-based pedagogical competences is crucial for enhancing  
the quality of music instruction in vocational education and training institutions (Antera, 2021; Partti et al.,  
Page 153  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
2021). Music educators are urged to pursue ongoing study and engage in practical training to enhance their  
competencies and understanding of music education technology. To ensure career sustainability, tailored  
professional learning pathways are essential for facilitating instructors’ ongoing development in IT-based  
pedagogy, thereby guaranteeing that students have industry-relevant training in music technology (Wei et al.,  
2022).  
Research Focus  
This study examines the pedagogical competencies and professional learning strategies required to support  
effective technology-based music education in VET colleges. Specifically, it seeks to identify the barriers that  
hinder IT integration, evaluate current teaching practices, and develop a competency-based framework to  
enhance educators’ digital and pedagogical skills. As traditional music education models become increasingly  
insufficient in meeting contemporary industry and learner needs, the shift toward intelligent teaching models  
that is supported by AI and information technologies has become essential for cultivating a digitally capable  
generation of music professionals. By addressing these emerging demands, this study contributes to ongoing  
discussions on educational transformation. It also highlights the need for improved professional learning  
structures and stronger institutional support to support meaningful and sustainable IT integration in music  
education.  
Research Aim and Research Questions  
This study aims to explore the competencies and professional learning strategies required for authentic  
technology-based teaching and learning in music education within VET colleges in China. It seeks to identify  
barriers to technology integration, assess current teaching practices, and develop a structured professional  
learning framework to enhance educators’ digital skills and pedagogical competencies. The findings will  
contribute to the development of effective training models and institutional policies to support the successful  
adoption of technology-based music education. To achieve this aim, the study will address the following  
research questions:  
RQ1: What digital and pedagogical competencies do music educators in VET colleges need in order to  
implement technology-based teaching and learning effectively?  
RQ2: How are digital tools such as DAWs, virtual instruments, and online collaboration platforms currently  
being used in VET music education, and what challenges do educators face in integrating these technologies?  
RQ3: What professional learning opportunities and institutional supports are required to strengthen music  
educators’ competencies for technology-based music education in VET colleges?  
LITERATURE REVIEW  
International research widely recognizes the integration of information technology into education as a strategic  
priority for enhancing teaching and learning (Gnana Jothi J & D. Ponrani, 2024). In the field of music  
education in vocational and technical colleges (Cheng et al., 2022), cultivating music professionals with high-  
level skills and competencies to meet the evolving demands of society has become an important research focus  
in China in recent years. The “Implementation Program of Vocational Education Industry-Teaching  
Integration Empowerment and Enhancement Actions (2023-2025)” (Y. Zhang & Hall, 2024), enacted in 2023,  
emphasizes that “based on the grand perspective of building a strong educational nation, vocational education  
should focus on comprehensive student development, serve economic and social progress, and promote  
professional teaching reforms centred on talent cultivation”.  
Teaching Competencies of Music Educators  
The integration of IT and AI into education has significantly transformed pedagogical approaches, particularly  
in music education. As digital technologies become more embedded in the creative industries, there is an  
increasing demand for technology-based teaching and learning strategies in VET colleges (Wei et al., 2022).  
Page 154  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Educators are now expected to incorporate digital tools, online platforms, and AI-assisted music composition  
technologies into their instruction, ensuring students develop industry relevant skills. However, many VET  
music educators in China lack the necessary competencies, training, and institutional support to integrate these  
technologies effectively into their teaching practices (Seegobin, 2024). Despite efforts to modernize the  
education system, research indicates that many VET institutions still rely on traditional, face-to-face  
instructional methods, limiting the full potential of IT-based music education (Y. Zhang et al., 2024). This  
section critically reviews the theoretical framework, global trends in digital music pedagogy, barriers to  
technology integration, and professional learning strategies necessary for enhancing music educators’  
competencies.  
Theoretical Framework: TPACK in Music Education  
The Technological Pedagogical Content Knowledge (TPACK) framework provides a comprehensive structure  
for understanding how educators integrate technology into their teaching. Originally developed by Mishra and  
Koehler (Mishra & Koehler, 2006), the TPACK model outlines three core areas of knowledge: Technological  
Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK) (H. Yang, 2025). TK refers to  
educators’ ability to use and integrate digital tools into their teaching practices, while PK encompasses the  
strategies necessary for engaging students and enhancing learning outcomes. CK represents the subject-  
specific expertise required to teach music effectively. In the context of technology-based music education,  
TPACK highlights the importance of blending all three components to create a holistic and engaging learning  
experience (Universiti Sains Malaysia et al., 2024). Recent research by Frytsiuk (Frytsiuk et al., 2025) found  
that VET music educators lack Technological Knowledge (TK), which hinders their ability to effectively  
implement digital tools, such as Digital Audio Workstations (DAWs), virtual instruments, and AI based music  
composition platforms. Without a solid understanding of how to use technology in a pedagogically meaningful  
way, educators may struggle to fully utilize digital resources (Beirnes & Randles, 2023). This gap underscores  
the need for structured professional learning pathways to equip music teachers with the skills required to  
successfully integrate technology into their instruction (Wei et al., 2022).  
Research on Technology-based and IT-supported Music Instruction  
The broader TVET literature also underscores the importance of digital skills. Song & Xu (Song & Xu, 2024)  
argues that ICT competencies are essential for improving individuals’ employability and highlights initiatives  
aimed at strengthening ICT skills among TVET students and graduates. Research in the field of music  
education has also begun to explore the pedagogical potential of emerging technologies in music classrooms  
such as artificial intelligence (Merchán Sánchez-Jara et al., 2023) with inspiring modern reflective practices  
that can be used as guidance for other educators. For example, a study by Dai (Dai, 2021) examines how  
artificial intelligence can support music teaching by leveraging intelligent perception, learning analytics, and  
affective computing (Dey et al., 2025). The study proposes an intelligent music teaching model and illustrates  
how big-data-based online learning platforms provide teachers with diverse instructional tools while offering  
students personalized evaluation and adaptive learning pathways to enhance teaching efficiency. Similarly,  
Rexhepi and Lam (Gagica Rexhepi et al., 2024; Sancar et al., 2021) investigate the implementation of digital  
technologies in music training, emphasizing their role in creating a more flexible, self-directed learning  
environment. These studies highlight how computer-based tools support continuous skill development and  
strengthen professional competence in music.  
More directly related to music education, various studies have demonstrated that students respond positively to  
multimedia-supported instruction. In Yang (R. Yang, 2020) and Rexhepi (Gagica Rexhepi et al., 2024) studies,  
music students perceive such lessons as practical, engaging, understandable, dynamic and aligned with  
contemporary teaching needs. The study concludes that the effective use of multimedia can significantly  
enhance students’ knowledge, skills, and competencies. It also stresses the need for both teachers and students  
to be adequately trained in the use of educational technologies to ensure pedagogical effectiveness and the  
quality of multimedia materials (Gentile et al., 2023).  
Page 155  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Global Trends in Technology-based Music Pedagogy  
International research highlights the growing role of digital tools in music education. In Finland and the UK,  
blended learning models that combine face-to-face instruction with technology-based learning have been  
shown to increase student engagement and creativity (Sartori et al., 2015). In Australia, cloud-based  
collaboration tools allow students to compose and perform music remotely, making music education more  
interactive and accessible (Skantz-Åberg et al., 2022). Studies also show that integrating AI-based composition  
tools and digital performance platforms enhances students’ ability to experiment with music production and  
sound design Perception of the ternary arch-form in Western concert music: evidence from college music  
education. However, in China’s VET colleges, digital adoption remains limited and inconsistent. According to  
Xin (Xin et al., 2024), music educators in rural areas face significant challenges in accessing technology, while  
urban institutions have more resources but lack standardized training programs. Many teachers continue to rely  
on traditional, non-digital teaching methods, which restrict students’ exposure to industry relevant tools and  
techniques (Liu & Zhang, 2024). These disparities highlight the urgent need for structured professional  
development programs to support technology adoption in music education.  
Information Technology Adoption in Music Education in China  
Currently, many colleges have begun implementing IT training for educators and adopting tools such as  
electronic smart classrooms (“e-white class”) and online learning platforms. These efforts reflect teachers’  
attempts to respond to the rapid development of the information society driven by digital technologies. In  
music education specifically, numerous institutions have already incorporated IT into teaching practices, and  
these initiatives have been positively received by both teachers and students (Lin, 2021).  
Teachers note that, compared with traditional instructional approaches, modern IT allows the use of diverse  
audio visual materials and dynamic sound image presentations that enhance classroom interaction. The ability  
to capture, replay, and analyze audio supports deeper musical analysis, facilitates personalized learning, and  
addresses many limitations of conventional music teaching methods.  
In China, numerous music colleges and teacher training institutions have also established new digital music  
related specialties, such as MIDI music production, computer-based composition, and sound recording.  
Distance music education, multimedia instruction, and other technology-supported learning modes are  
becoming increasingly widespread. Additionally, the development of digital courseware, software design, and  
theoretical research in music education has entered a period of rapid growth (Jääskeläinen, 2022).  
Barriers to Technology Integration in Music Education  
Research indicates that VET music educators face multiple challenges in adopting digital tools in their  
teaching. Bingimlas (Bingimlas, 2009) and Wan (Wan, 2022) categorize these challenges into technical,  
institutional, and personal barriers (Figure 1).  
Figure1: Barriers to Technology Integration in Music Education  
Page 156  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Technical Barriers  
One of the major challenges is the lack of access to high quality digital tools and software. Many VET  
institutions do not have fully equipped music technology labs, and educators struggle with limited internet  
connectivity, outdated hardware, and insufficient funding (Liu & Zhang, 2024).  
Institutional Barriers  
At the institutional level, curriculum misalignment and policy constraints limit the adoption of technology-  
based teaching methods. Despite national efforts to modernize education, many VET curricula still do not  
prioritize digital music training (J. Zhong, 2023). Educators report a lack of structured professional  
development programs, leaving them without clear guidelines on how to integrate technology into their lessons  
(Wei et al., 2022).  
Personal Barriers  
On a personal level, many educators lack the confidence to integrate technology into their teaching. Research  
by Wei (Wei et al., 2022) shows that teachers who did not receive formal training in digital music technology  
are often hesitant to adopt new instructional strategies, fearing that technology requires extensive expertise.  
Professional Learning Strategies for Music Educators  
To address these barriers, research highlights the need for structured professional learning pathways for music  
educators. Previous studies suggest a multi-dimensional approach to professional development, which includes:  
(1) Workshops and Hands-On Training - Training educators in DAW operation, AI-assisted composition, and  
virtual performance tools.  
(2) Mentorship and Collaborative Learning - Creating peer-learning networks where educators can exchange  
knowledge and best practices.  
(3) Industry Partnerships - Engaging with music technology companies to provide training in emerging digital  
tools.  
(4) Blended Professional Development Models - Offering a combination of online courses, practical  
workshops, and industry-based projects.  
These strategies align with research findings that emphasize the importance of continuous learning in  
technology-based music education. By implementing structured professional learning initiatives, educators can  
develop the skills and confidence needed to integrate IT into their pedagogy (David J. Lucian, 2025),  
ultimately enhancing student learning outcomes (Ertmer & Ottenbreit-Leftwich, 2010).  
METHODOLOGY  
Research Design  
This study adopts a conceptual research design grounded in an integrative literature review approach to  
examine technology-based teaching competencies and professional learning among music educators in VET  
colleges in China, with the aim of developing a structured conceptual framework based on existing research  
(Sartori et al., 2015).  
Within the field of vocational and music education, conceptual approaches have been widely used to  
consolidate research on teacher competencies, digital transformation, and professional development (Antera,  
2023; Skantz-Åberg et al., 2022). Accordingly, this study focuses on systematically organizing existing  
knowledge related to music teachers’ digital and pedagogical competencies, barriers to technology integration,  
and professional learning strategies in VET contexts.  
Page 157  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Literature Selection and Scope  
The literature reviewed in this study was drawn from peer reviewed journal articles, policy oriented research,  
and authoritative conceptual studies related to four core domains:  
(1) Digital and technological competencies of teachers in Vocational and Technical education  
(2) Technology-based and AI-supported music education  
(3) Professional learning and development of music educators  
(4) Institutional and systemic factors influencing technology integration in VET settings  
Priority was given to studies that explicitly address music education, vocational or technical education, and  
teacher digital competencies, including both international research and studies situated in the Chinese  
educational context (Wan, 2022; Wei et al., 2022; Xin et al., 2024). Foundational theoretical frameworks, such  
as TPACK, were included due to their established relevance in explaining technology integration in teaching  
practice (Mishra & Koehler, 2006; Sheffield et al., 2015).  
Analytical Approach  
An integrative thematic synthesis was used to analyze the selected literature. Relevant studies were reviewed  
comparatively to identify recurring themes related to technology-based music teaching in vocational education  
contexts, with attention to teaching competencies, barriers to technology integration, and professional learning  
approaches (Skantz-Åberg et al., 2022).  
In line with common approaches in the literature, factors influencing technology integration were examined  
across technical, institutional, and personal dimensions (Bingimlas, 2009; Wan, 2022). Professional learning  
strategies were synthesized from studies emphasizing structured training, collaborative learning, institutional  
support, and reflective professional development in music and vocational education (Partti et al., 2021; West,  
2024; Z. Zhong & Juwaheer, 2024). This thematic synthesis provided the analytical basis for developing the  
conceptual framework presented in the following section.  
Conceptual Framework Development  
The Competencies and Professional Learning Framework was developed through conceptual integration of  
themes identified in the literature synthesis, including music teachers’ digital and pedagogical competencies,  
factors influencing technology integration, and professional learning approaches (Antera, 2023; Mishra &  
Koehler, 2006; Skantz-Åberg et al., 2022). Recurring emphases across studies on teacher preparation,  
classroom practice, reflective evaluation, and ongoing professional inquiry informed the identification of four  
interrelated dimensions: Training, Implementation, Evaluation, and Research (Partti et al., 2021; West, 2024; Z.  
Zhong & Juwaheer, 2024).  
The Training dimension reflects literature highlighting structured professional development and competency-  
building for music educators (Sartori et al., 2015; Skantz-Åberg et al., 2022). The Implementation dimension  
draws on research addressing the integration of digital technologies into music teaching practice and  
curriculum design (Dai, 2021; Wei et al., 2022; J. Zhong, 2023). The Evaluation dimension is informed by  
studies emphasizing reflective practice and competency-oriented assessment in teacher development (West,  
2024). The Research dimension reflects literature that positions continuous inquiry and engagement with  
emerging technologies as central to sustained professional learning in music education (Partti et al., 2021;  
Sirek & Sefton, 2024).  
Together, these four dimensions provide a concise conceptual structure for understanding how competencies  
and professional learning processes discussed in the literature can be organized to respond to key influencing  
factors in technology-based music education within Chinese VET colleges.  
Page 158  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
CONCEPTUAL FRAMEWORK DISCUSSION  
Building on the conceptual framework developed in the preceding section, this discussion focuses on how the  
framework clarifies technology-based teaching competencies and professional learning pathways for music  
educators in Chinese VET colleges. The discussion emphasizes the internal logic of the framework and its  
alignment with factors influencing technology integration and competency development identified in prior  
research (Antera, 2023; Skantz-Åberg et al., 2022). Accordingly, a Conceptual Framework (Figure 2) was  
developed in this study to provide a coherent research pathway for examining the authentic technology-based  
teaching and learning competencies of music teachers in VET colleges in China (Antera, 2023).  
Figure 2: Conceptual Framework-Competencies and Professional Learning for Technology-based Music  
Education for Music Educators in VET colleges  
In line with the perspectives of West (West, 2024) and Sirek and Sirek (Sirek & Sefton, 2024), music teacher  
professional development takes into account several key factors, including technological tools, software  
applications, and teachers’ professional abilities. The conceptual framework illustrates the dynamic  
interrelationships among teacher competencies, technological integration, and authentic music education  
practices within the context of Music Editing and Production (MEP) courses in VET colleges. Aligned with  
the overarching aim of enhancing both music teachers’ authentic teaching competence and their professional  
learning competencies, the framework comprises four central dimensions: Training, Implementation.  
Evaluation and Research.  
The four interrelated dimensions provide a structured lens for understanding how technology-based teaching  
and professional learning are sustained over time. The Training dimension reflects the role of structured  
professional development in supporting teachers’ digital and pedagogical competency development (Sartori et  
al., 2015; Skantz-Åberg et al., 2022). Implementation emphasizes the integration of digital resources, music  
software, and curriculum design to enact technology-based teaching in vocational music contexts, particularly  
within MEP courses (Dai, 2021; Wei et al., 2022; J. Zhong, 2023). Evaluation foregrounds reflective practice  
and competency-oriented assessment as mechanisms for continuous professional growth (Ertmer & Ottenbreit-  
Leftwich, 2010; West, 2024). The Research dimension frames ongoing inquiry as a cyclical process that  
supports adaptation to emerging technologies and evolving vocational demands in music education (Partti et  
al., 2021; Sirek & Sefton, 2024).  
Page 159  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
At the center of the framework is competency development, understood as a relational process linking music  
teachers’ instructional practice with students’ vocational skill formation. This positioning reflects research  
highlighting the interdependence between teacher competencies and student learning outcomes in vocational  
and music education contexts (Antera, 2021; Mishra & Koehler, 2006).  
Overall, this framework provides a holistic and systemic perspective on how technology-supported authentic  
teaching practices can be effectively designed, enacted, and evaluated to cultivate music educators’  
professional growth and enhance teachers’ competency development in VET colleges.  
CONCLUSIONS AND IMPLICATIONS  
This study contributes to the field of vocational music education by conceptually clarifying the competencies  
and professional learning dimensions required for authentic technology-based teaching in Chinese VET  
colleges. Through an integrative synthesis of existing literature, the study highlights that effective technology-  
based music teaching depends on the alignment of teacher competencies, authentic learning with technology,  
and sustained professional learning processes rather than on digital skills alone (Antera, 2023; Skantz-Åberg et  
al., 2022). The proposed Competencies and Professional Learning Framework organizes these insights into  
four interrelated dimensions: Training, Implementation, Evaluation and Research, providing a coherent  
reference for understanding how technology-based teaching can be supported in vocational music contexts.  
The framework offers practical value for policymakers in aligning professional development policies with  
technology-based and industry-oriented education, for VET institutions in structuring integrated support  
systems for music teachers, and for educators in reflecting on their instructional practices and professional  
learning needs. Overall, the study provides a concise conceptual foundation for advancing technology-based  
music education and supporting the modernization of teaching and learning in Chinese VET colleges.  
ACKNOWLEDGEMENTS  
This research is supported by Universiti Teknologi Malaysia, which provided an essential academic  
environment and resources for this study.  
REFERENCES  
1. Albassam, S. A. (2018). Users’ Relevance Criteria for Videos in Leisure Contexts.  
https://doi.org/10.1108/JD-06-2017-0081  
2. Antera, S. (2021). Professional Competence of Vocational Teachers: A Conceptual Review. Vocations  
and Learning, 14(3), 459–479. https://doi.org/10.1007/s12186-021-09271-7  
3. Antera, S. (2023). Vocational Teachers’ Professional Competence at the Intersection of Two Regimes  
of Competence.  
4. Beirnes, S., & Randles, C. (2023). A Music Teacher’s Blended Teaching and Learning Experience  
during COVID-19: Autoethnography of Resilience. International Journal of Music Education, 41(1),  
69–83. https://doi.org/10.1177/02557614221091829  
5. Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning  
Environments: A Review of the Literature. Eurasia Journal of Mathematics, 5(3), 235–245.  
https://doi.org/10.12973/ejmste/75275  
6. Boateng, R., Boateng, S. L., & Budu, J. (2025). AI and the Music Industry: Transforming Production,  
Platforms, and Practice (1st ed.). Productivity Press. https://doi.org/10.4324/9781003595656  
7. Cheng, L., Leung, C. H., & Pang, W. Y. J. (2022). The International Conference on Music Education  
Technology 2023: A report. Journal of Music, Technology & Education, 15(2), 223–231.  
https://doi.org/10.1386/jmte_00055_1  
8. Dai, D. D. (2021). Artificial Intelligence Technology Assisted Music Teaching Design. Scientific  
Programming, 2021, 1–10. https://doi.org/10.1155/2021/9141339  
9. David J. Lucian. (2025). Leadership Vision for Technology Use Post COVID-19 [University of  
Kentucky Libraries]. https://doi.org/10.13023/ETD.2025.38  
Page 160  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
10. Dey, M. T., Patra, S., & Mitra, S. (2025). Enhancing Music Education With Innovative Tools and  
Techniques: The Role of Artificial Intelligence in Musical Works. In N. A. Lebedeva (Ed.), Enhancing  
Music  
Education  
With  
Innovative  
Tools  
and  
Techniques  
(pp.  
19–50).  
IGI  
Global.  
https://doi.org/10.4018/979-8-3693-8432-9.ch002  
11. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge,  
Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3),  
255–284. https://doi.org/10.1080/15391523.2010.10782551  
12. Frytsiuk, V., Kshyvak, I., Baranovska, I., Teplova, O., Novosadova, A., & Khilya, A. (2025).  
DIGITAL ECOSYSTEMS FOR MUSIC TEACHER TRAINING: ICT, SOCIAL MEDIA, AND  
ONLINE LEARNING ENVIRONMENTS. ENVIRONMENT. TECHNOLOGY. RESOURCES.  
Proceedings  
of  
the  
International  
Scientific  
and  
Practical  
Conference,  
2,  
137–144.  
https://doi.org/10.17770/etr2025vol2.8598  
13. Gagica Rexhepi, F., Kryeziu Breznica, R., & Reshat Rexhepi, B. (2024). Evaluating the Effectiveness  
of Using Digital Technologies in Music Education. Journal of Educational Technology Development  
and Exchange, 17(1), 273–289. https://doi.org/10.18785/jetde.1701.16  
14. Gentile, M., Città, G., Perna, S., & Allegra, M. (2023). Do we still need teachers? Navigating the  
paradigm shift of the teacher’s role in the AI era. Frontiers in Education, 8, 1161777.  
https://doi.org/10.3389/feduc.2023.1161777  
15. Gnana Jothi J & D. Ponrani. (2024). BARRIERS AND BENEFITS OF TECHNOLOGY  
INTEGRATION IN EDUCATION: PERSPECTIVES FROM HIGHER SECONDARY STUDENTS.  
ShodhKosh:  
Journal  
of  
Visual  
and  
Performing  
Arts,  
5(6).  
https://doi.org/10.29121/shodhkosh.v5.i6.2024.2778  
16. Grubaugh, S., & Levitt, G. (2023). Artificial Intelligence and the Paradigm Shift: Reshaping Education  
to Equip Students for Future Careers. International Journal of Social Sciences and Humanities  
Invention, 10(06), 7931–7941. https://doi.org/10.18535/ijsshi/v10i06.02  
17. Hwang, G.-J., Tu, Y.-F., & Tang, K.-Y. (2022). AI in Online-Learning Research: Visualizing and  
Interpreting the Journal Publications from 1997 to 2019. The International Review of Research in Open  
and Distributed Learning, 23(1), 104–130. https://doi.org/10.19173/irrodl.v23i1.6319  
18. Jääskeläinen, T. (2022). Music students’ workload, stress, and coping in higher education: Evidence-  
based policymaking. Frontiers in Psychology, 13, 846666. https://doi.org/10.3389/fpsyg.2022.846666  
19. Lin, T.-H. (2021). Revelations of service-learning project: Multiple perspectives of college students’  
reflection. PLOS ONE, 16(9), e0257754. https://doi.org/10.1371/journal.pone.0257754  
20. Liu, X., & Zhang, L. (2024). Exploring the relationship between teachers’ professional capital and  
technology-enhanced teaching innovation: The mediating role of constructivist belief. Teaching and  
Teacher Education, 139, 104434. https://doi.org/10.1016/j.tate.2023.104434  
21. Merchán Sánchez-Jara, J. F., González Gutiérrez, S., Olmos Migueláñez, S., & García Malheiro, M. A.  
(2023). Plataformas digitales de producción musical (DAW): Innovación educativa desde la formación  
docente  
del  
profesorado  
de  
música.  
Revista  
Electrónica  
de  
LEEME,  
52,  
53.  
https://doi.org/10.7203/LEEME.52.27178  
22. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for  
Teacher Knowledge.  
23. Partti, H., Weber, J., & Rolle, C. (2021). Learning a skill, or learning to learn? Supporting teachers’  
professional development in music education technology. Journal of Music, Technology & Education,  
14(2), 123–139. https://doi.org/10.1386/jmte_00037_1  
24. Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional  
development.  
Teaching  
and  
Teacher  
Education,  
101,  
103305.  
https://doi.org/10.1016/j.tate.2021.103305  
25. Sartori, R., Tacconi, G., & Caputo, B. (2015). Competence-based analysis of needs in VET teachers  
and trainers: An Italian experience. European Journal of Training and Development, 39(1), 22–42.  
https://doi.org/10.1108/EJTD-09-2013-0089  
26. Seegobin, T. (2024). Transforming Education through the implementation of ICT pedagogical  
integration: A case of ICT and Non- ICT schools in South Africa.  
Page 161  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
27. Sheffield, R., Dobozy, E., Gibson, D., Mullaney, J., & Campbell, C. (2015). Teacher education  
students using TPACK in science: A case study. Educational Media International, 52(3), 227–238.  
https://doi.org/10.1080/09523987.2015.1075104  
28. Sirek, D., & Sefton, T. G. (2024). Becoming the music teacher: Stories of generalist teaching and  
teacher education in music. International Journal of Music Education, 42(2), 230–242.  
https://doi.org/10.1177/02557614231163266  
29. Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ Professional  
Digital Competence: An Overview of Conceptualisations in the Literature. Cogent Education, 9(1).  
https://doi.org/10.1080/2331186X.2022.2063224  
30. Song, X., & Xu, D. (2024). More Graduates, Fewer Skills? Vocational Education Expansion and  
Skilled  
Labour  
Shortages  
in  
China.  
The  
China  
Quarterly,  
260,  
970–985.  
https://doi.org/10.1017/S0305741023001856  
31. Universiti Sains Malaysia, Jiuzhou, R., Iyiade Edwards, B., Universiti Sains Malaysia, Jamiat, N., &  
Universiti Sains Malaysia. (2024). Impact of AI Software on Improving Learning Outcomes and  
Attitudes of Music Students in Chinese Vocational Schools. Journal of Technical Education and  
Training, 16(3). https://doi.org/10.30880/jtet.2024.16.03.010  
32. Wan, W. (2022). Digital Technologies in Music Education: The Case of Chinese Students. Revista  
Música Hodie, 22. https://doi.org/10.5216/mh.v22.70752  
33. Wei, J., Karuppiah, M., & Prathik, A. (2022). College music education and teaching based on AI  
techniques.  
Computers  
and  
Electrical  
Engineering,  
100,  
107851.  
https://doi.org/10.1016/j.compeleceng.2022.107851  
34. West, J. J. (2024). Professional Development Among U.S. Music and Non-Music Teachers:  
Comparative Evidence From the 2017–2018 National Teacher and Principal Survey. Journal of  
Research in Music Education, 72(2), 113–138. https://doi.org/10.1177/00224294231180084  
35. Xin, Y., Tang, Y., & Mou, X. (2024). An empirical study on the evaluation and influencing factors of  
digital  
competence  
of  
Chinese  
teachers  
for  
TVET.  
PLOS  
ONE,  
19(9),  
e0310187.  
https://doi.org/10.1371/journal.pone.0310187  
36. Yang, H. (2025). Peculiarities of the Development of Students’ Musical Skills Under the Influence of  
Modern Software. The International Review of Research in Open and Distributed Learning, 26(1),  
118–134. https://doi.org/10.19173/irrodl.v26i1.7977  
37. Yang, R. (2020). Artificial Intelligence-Based Strategies for Improving the Teaching Effect of Art  
Major Courses in Colleges. International Journal of Emerging Technologies in Learning (iJET), 15(22),  
146. https://doi.org/10.3991/ijet.v15i22.18199  
38. Yong, F. (2014). Study on the Teaching Ability of Music Teachers in Colleges and Universities: 2014  
2nd International Conference on Advances in Social Science, Humanities, and Management (ASSHM-  
14), Guangzhou, China. https://doi.org/10.2991/asshm-14.2014.20  
39. Zhang, X., King, A., & Prior, H. (2025). Attitudes before actions: How music teachers’ technological  
acceptance and competence shape technological behaviour in China. Humanities and Social Sciences  
Communications, 12(1), 1222. https://doi.org/10.1057/s41599-025-05582-5  
40. Zhang, Y., Beh Wen Fen, Chao Zhang, & Sheng Pi. (2024). Transforming Music Education Through  
Artificial Intelligence: A Systematic Literature Review on Enhancing Music Teaching and Learning.  
International  
Journal  
of  
Interactive  
Mobile  
Technologies  
(iJIM),  
18(18),  
76–93.  
https://doi.org/10.3991/ijim.v18i18.50545  
41. Zhang, Y., & Hall, H. (2024). USING SEN’S CAPABILITY APPROACH TO UNDERSTAND  
STUDENTS’ VOCATIONAL EDUCATION AND TRAINING EXPERIENCE IN CHINA.  
42. Zhong, J. (2023). Music Information Technology as a Practical Direction for Developing the  
Innovative Abilities of Future Music Educators. Journal of Education and Educational Research, 4(3),  
202–206. https://doi.org/10.54097/jeer.v4i3.11416  
43. Zhong, Z., & Juwaheer, S. (2024). Digital competence development in TVET with a competency-based  
whole-institution  
approach.  
Vocation,  
Technology  
&
Education,  
1(2).  
https://doi.org/10.54844/vte.2024.0591  
Page 162  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Master’s degree, Faculty of Educational Sciences and Technology,  
Zhou Jiayue  
Universiti  
Malaysia.  
Teknologi  
Malaysia,  
Universiti  
Teknologi  
Malaysia,  
E-mail: zhoujiayue@graduate.utm.my  
ORCID:  
PhD, Associate Professor, Faculty of Educational Sciences and  
Technology, Universiti Teknologi Malaysia, Universiti Teknologi  
Malaysia, Malaysia.  
Nornazira Suhairom  
E-mail: p-nazira@utm.my  
Website: https://people.utm.my/nazira  
ORCID:  
PhD, Faculty of Educational Sciences and Technology, Universiti  
Teknologi Malaysia, Universiti Teknologi Malaysia, Malaysia.  
Sharifah Maryam Syed Azman  
E-mail: sharifahmaryam@utm.my  
Website: https://www.utm.my/directory/staff/sharifahmaryam  
ORCID:  
Page 163  
www.rsisinternational.org