Journal of Applied Science and Engineering

Published by Tamkang University Press

ESCI jase impact factor scopus logo open access rate of Scopus journal

Fostering Intercultural and Entrepreneurial Skills in Undergraduate Music Education: A New Pedagogical Framework

 2026

 Volume 34

Qi He1, Wei Chen2, and Dan He3

1,3College of Art, Hubei University of Education, Wuhan 430205, Hubei, China

1Hubei Cultural Industry Economy Research Center, Wuhan 430205, Hubei, China

2School of Music, Guangzhou College of Technology and Business, Guangzhou 510850, Guangdong, China

Received: May 30, 2026
Accepted: July 12, 2026
Publication Date: August 12, 2026

上傳圖片

The Input Process Output Educational Workflow of Intercultural–Entrepreneurial Pedagogical Framework

 Copyright The Author(s). This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are cited.

Download Citation:  BibTeX | http://dx.doi.org/10.6180/jase.202611_34.033  

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The study focuses on developing a new methodology that would give students the tools they need to participate in the worldwide, digitalized music market as well as integrating intercultural competency and entrepreneurial abilities into undergraduate music education. It further asks whether a curriculum combining intercultural awareness and entrepreneurial competences truly adheres to its intent of equipping students to take responsibility for their learning by actively engaging in applied art studies. A mixed-method action research approach with 30 undergraduate music students, the framework achieved 75–78% improvement in intercultural competence, 70–74% improvement in entrepreneurial skills, and 15–20% improvement in project performance, demonstrating its effectiveness as an integrated competency-based music education model. It stresses the need for flexible
learning environments centred on students to nurture autonomy and self-development, creativity, and flexibility. The model contends on different sources of motivation while focusing mostly on intrinsic motivation being able to nurture entrepreneurial behaviours-what is being assumed is that others will need some scaffolding to support students of different levels of self-regulation.

Keywords: Intercultural competence, Entrepreneurial skills, Music education, Pedagogical framework, Student autonomy.

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