AI and Digital Technologies in Sight‐Singing and Aural Training

A Systematic Review of Innovations in Higher Music Education

Bibliographic Data

ID21445692
AuthorsZhao‐ling Chen (0009-0000-2453-1605, School of Music South China Normal University Guangzhou China), He Lin (0009-0003-2872-4801, Sport Art College Guangzhou Sport University Guangzhou China, corresponding author)
Year2026
Volume61
Issue1
Publication date2026-03-01
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Education (JOURNAL)
Journal identifiersISSN: 0141-8211 • E-ISSN: 1465-3435
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ejed.70502
OpenAlexW7128534595
LanguageEN
Citations received2
References cited38

As artificial intelligence (AI) and digital technologies continue to advance, their integration into higher music education reshapes traditional pedagogical approaches, particularly in sight‐singing and aural training, core components of musicianship. This systematic review examines empirical studies that explore the application, effectiveness and pedagogical integration of AI and digital tools to enhance these skills in higher education contexts. Following PRISMA guidelines, the review synthesises findings from diverse methodological approaches, ranging from quasi‐experimental designs to case studies. It highlights both AI‐powered platforms, such as intelligent tutoring systems and adaptive learning environments, and non‐AI digital tools, such as EarMaster and MIDI‐based systems. Results indicate that interactive and adaptive technologies significantly enhance pitch perception, rhythmic accuracy and melodic dictation when integrated within constructivist and blended learning models. However, critical limitations persist, including accessibility disparities, insufficient teacher training and the limited transparency of AI algorithms. The review identifies key gaps in longitudinal research, expressive skill development and cross‐cultural applicability. Findings aim to inform future curriculum design, policy development and innovation in AI‐assisted music pedagogy, supporting more inclusive, adaptive and pedagogically grounded approaches to aural and sight‐singing instruction

Blended Learning · Curriculum · Dictation · Educational technology · Higher education · Information and Communications Technology · Music and artificial intelligence · Technology integration · Transparency (behavior) · Diverse Music Education Insights · Music Technology and Sound Studies · Neuroscience and Music Perception

Tools

Open DOI