Characteristics, perceptions and challenges of popular music in mainland China’s primary and secondary music education: a systematic review

Abstract

In mainland China, the Ministry of Education’s 2012 national music curriculum standards marked a growing policy emphasis on the inclusion of popular music in primary and secondary education; however, the nature and extent of its classroom implementation remain unclear. As such, we conducted a PRISMA-guided systematic review of 30 educational articles published between 2001 and 2024 (20 Chinese and 10 English) to examine the characteristics, student perceptions and challenges of popular music in Chinese school music education. The review provides an overview of the characteristics, student perceptions and challenges associated with popular music in Chinese music education. Our findings indicate that students strongly prefer popular music and seek greater classroom inclusion, yet their exposure appears to be influenced by regional disparities and teachers’ musical orientations. Additionally, the narrow definition of popular music insufficiently represents diverse genres and instrumental forms, thereby limiting students’ musical exposure. While many studies highlight popular music’s potential to enhance student engagement, persistent scholarly concerns regarding curricular alignment, educational value and teacher preparation continue to constrain its implementation. Overall, the review suggests that more systematic pedagogical frameworks and targeted teacher training are required to support the meaningful integration of popular music in Chinese primary and secondary music education.