Peculiarities of Music Education in China and Kyrgyzstan in the Context of Modernisation

Datos Bibliográficos

ID22360709
AutoresQiong Duan (0000-0002-2957-5129, Kyrgyz State National University), Gulnaz Adylbek Kyzy (0009-0001-4555-1426, Kyrgyz National University), Jian Chen (0000-0002-9033-4033, Kyrgyz State National University), Guljamysh Abdymomunova (0009-0008-9116-6247, Kyrgyz National University), Asylgul Jumataeva (0009-0006-2344-0000, Kyrgyz National University), Asylgul Sarinjievna Jumataeva (Kyrgyz National University)
Año2025
Volumen8
Número3
Páginas2070-2098
Fecha de publicación2025-09-30
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaYegah Müzikoloji Dergisi (JOURNAL)
Identificadores de la revistaISSN: 2792-0178 • E-ISSN: 2792-0178
EditorialYegah Musiki Dergisi (PUBLISHER)
DOI10.51576/ymd.1750186
OpenAlexW4413944095
IdiomaEN
Referencias citadas39

This study aims to identify the distinctive features of music education in China and Kyrgyzstan in the context of preserving cultural heritage and shaping national identity. The methodology employed includes comparative analysis, a structural-functional approach, examination of educational programmes, analysis of national educational policy documents, as well as content analysis of digital practices implemented in music departments at Beijing Normal University and Kyrgyz-Turkish Manas University. The findings demonstrate that both countries are actively integrating national musical traditions into the contemporary educational system, combining traditional genres and instruments with European teaching approaches. In China, special emphasis is placed on synthesising ancient traditions with global educational standards, particularly reflected in the “Education Modernization Plan to 2035”. Kyrgyzstan primarily adapts Western European methodologies through cooperation with Turkic-speaking countries, while preserving its own folkloric traditions. Both universities are actively implementing digital technologies, including virtual platforms, mobile applications, and simulation software for developing musical skills. The study found that China possesses a well-developed digital infrastructure (XuetangX, CNMOOC, YuJa, Fingerssmart, Mint Muse, ComposeOn Academy), whereas Kyrgyzstan focuses on the accessibility of distance education (Mektep24, ilimBox) in partnership with international organisations. The research confirms that music education in both countries is oriented towards developing cross-cultural and multicultural competencies, preserving ethno-cultural identity, and enhancing key artistic skills. The results obtained may be used to improve training models for music educators, to develop innovative educational courses, and to modernise teaching strategies in the context of cultural identity preservation and professional competence development

Archaeology · China · Geography · Modernization theory · Political science · Asian Culture and Media Studies · Central Asia Education and Culture · Diverse Musicological Studies