This study explores how music performance methodologies, supported by digital and AI-assisted tools, can

transform learning spaces into dynamic, student-centred environments. Conducted in a tertiary music

education setting, the research utilized masterclasses and music workshops enhanced by digital platforms for

reflective documentation and AI-driven performance feedback. Those tools allowed students to track their

progress, analyze their interpretative choices, and engage in peer collaboration beyond the traditional

relevance to language and education innovation by cultivating adaptability, critical communication skills, and

cultural literacy in physical and digital contexts. Ultimately, the study highlights the potential of AI-assisted

performance practices to inspire inclusive, interdisciplinary, and technology-enhanced educational reform,

thereby preparing learners to succeed in a global, connected and digitally advanced world

performance

The integration of artificial intelligence into educational systems, especially in music performance, signifies a

substantial transformation in teaching methodologies, providing new potential to foster improved learning

settings.

making as a way to foster learning, creativity, and the aesthetic experience, emphasizing the process and the

interaction within the musical moment. The current study addresses the gap by investigating how AI-driven

tools can be leveraged to transform music performance methodologies, thereby fostering dynamic, student-

centred learning environments that transcend conventional classroom limitations (Sánchez-Jara et al., 2024).

Specifically, this study explores the application of masterclasses and music workshops augmented by digital

platforms for reflective documentation and AI-driven feedback, enabling students to track their progress,

analyze interpretive choices, and engage in peer collaboration beyond the physical classroom (Sanganeria &

Gala, 2024) (Ma & Wang, 2025). This integration of technology with performative methods significantly

enhances active participation, fosters intercultural dialogue, and encourages deeper reflection compared to

traditional lecture-based approaches, aligning with the growing trend of AI reshaping various facets of music

participation and collaboration, despite the increasing availability of AI tools in most fields, including music.

They are often underutilized in ways that connect meaningfully with embodied learning practices. This

disconnect creates a gap in educational innovation, where there is a lack of integrative frameworks that

combine performance pedagogy with digital and AI technologies to create reflective and future-ready learning

environments. There may not be many educators and students who apply digital platforms and technology in

music teaching and learning; the technology is too complicated to learn and adapt, or the variety of

applications and AI tools with various features is too extensive to choose from. As for the students, the

unaffordable subscription fee is a concern, and many of them are unable to utilize it. Therefore, in this study,

we have identified the digital platforms and AI technologies that are ideal for both educators and students. The

aim is to gain students’ ability to participate and develop critical thinking in music learning by utilizing Ai

The innovation is based on the concept of performative education, a pedagogical framework that

reconseptualizes the classroom as a stage where learning occurs through interaction, improvisation, and

embodied practice. This approach is informed by theories of collaborative and experiential learning, which

emphasize that knowledge is most effectively acquired when learners are actively engaged in meaning-making

rather than positioned as passive recipients (Gaunt & Westerlund, 2013). Performative education designates

students as co-creators, enabling them to develop agency and reflective capacity while interacting with content

in dynamic and communicative practices. Two key methodologies were applied in the implementation of

performative education:

flexible and responsive as a result of this format's encouragement of iterative learning. Another important

factor was peer observation, which helped students strengthen their own interpretive and communication

abilities by enabling them to evaluate performances critically and provide helpful criticism.

The workshops model, which foregrounded collaboration, improvisation, and intercultural music-making.

Through participation in this model, students were encouraged to perceive performance as an exchange of

traditions, perspectives, and identities. Improvisation functioned as a mechanism for creative inquiry, whilst

intercultural exchange cultivated awareness of varied epistemologies and modes of expression.

This study reinvents education as a performative and interactive process by using digital tools that are cost-

allows students to engage in autonomous practice, document performances, and monitor their progress

enhancing learning beyond the classroom.

provides a visual aspect to interpretive decision-making and enhances creative experimentation.

Collectively, these tools create a hybrid “stage” where live performance and digital interaction integrate,

enhancing performance-based learning, more reflective, interactive, and globally interconnected.

The research adopted a practice-led inquiry design in a tertiary music program, involving 11 undergraduate

music performance major students: piano, vocal, bass, guitar, flute, and rebana (a traditional Malay percussion)

over a semester. Two pedagogical formats—masterclasses and workshops—were employed to investigate the

impact of digital tool integration.

Data were collected through reflective journals, instructor observations, and post-session surveys to evaluate

engagement, usability and learning outcomes. The analysis utilised thematic coding to identify the main

themes, including creativity, teamwork, and intercultural awareness, while surveys provided insightful

information on student perceptions of tool accessibility and learning outcomes.

the integration of digital and AI-assisted platforms, hence fostering broader innovations in creativity, language

and intercultural competence.

primary areas:

The concept possesses significant potential for commercialisation and scalability in the educational technology

(EdTech) sector. Integrating these aspects into performative education enables the approach to be applied to

multidisciplinary applications beyond music, encompassing language education, intercultural communication

training, and educator professional development.

intercultural training, and professional development, thus providing a transportable paradigm for extensive