Technology-Enhanced Strategies to Address Learning Needs in Undergraduate Music Theory: A Systematic Review

In response to the increasing emphasis on student-centered learning in higher education, this systematic literature review explores the evolving learning needs of students enrolled in undergraduate music theory courses. Drawing on empirical studies published between 2015 and 2024 from Scopus, Web of Science, Eric, JSTOR, and IEEE databases, the review synthesizes current evidence on how music theory instruction addresses cognitive, affective, and contextual student needs. A total of 15 high-quality peer-reviewed articles were selected based on predefined inclusion criteria and assessed using the Critical Appraisal Skills Programme (CASP). The analysis is organized around four key dimensions: the integration of educational technology, instructional strategies, pedagogical challenges, and assessment practices. Findings highlight a growing trend toward the use of mobile applications, flipped classrooms, and differentiated instruction; all aimed at enhancing learner autonomy, engagement, and conceptual understanding. However, key barriers remain, including limited resources, abstract content, and unequal technological access. The study concludes with evidence-informed recommendations for educators, curriculum designers, and policymakers to promote inclusive, adaptive, and pedagogically coherent models of music theory education.