Modern Digital Approaches to Training Music Teachers: Evolution from Classical to Interactive

Olena Aliksiichuk; Tetiana Borysova; Zhanna Kartashova; Olena Priadko; Mariia Kuziv; Svitlana Chaban-Chaika

doi:10.63931/ijchr.v7iSI1.201

Authors

Olena Aliksiichuk Department of Music, Faculty of Pedagogics, Kamianets-Podilskyi Ivan Ohiienko National University, Kamianets-Podilskyi, Ukraine https://orcid.org/0000-0003-2494-8173
Tetiana Borysova Department of Music, Faculty of Pedagogics, Kamianets-Podilskyi Ivan Ohiienko National University, Kamianets-Podilskyi, Ukraine https://orcid.org/0000-0002-5831-4745
Zhanna Kartashova Department of Music, Faculty of Pedagogics, Kamianets-Podilskyi Ivan Ohiienko National University, Kamianets-Podilskyi, Ukraine https://orcid.org/0000-0001-7368-9249
Olena Priadko Department of Music, Faculty of Pedagogics, Kamianets-Podilskyi Ivan Ohiienko National University, Kamianets-Podilskyi, Ukraine https://orcid.org/0000-0003-0728-976X
Mariia Kuziv Department of Music, Faculty of Pedagogics, Kamianets-Podilskyi Ivan Ohiienko National University, Kamianets-Podilskyi, Ukraine https://orcid.org/0000-0001-9969-1937
Svitlana Chaban-Chaika Department of Music, Faculty of Pedagogics, Kamianets-Podilskyi Ivan Ohiienko National University, Kamianets-Podilskyi, Ukraine https://orcid.org/0000-0002-1755-3141

DOI:

https://doi.org/10.63931/ijchr.v7iSI1.201

Keywords:

artificial intelligence, interactive technologies, digital environment, music education, music-theoretical training

Abstract

This article explores the integration of digital technologies in the training of music teachers for general secondary education, emphasizing the synthesis of traditional pedagogical methods and modern interactive tools. It investigates how digitalization transforms music and pedagogical education by contributing to the development of essential competencies among future educators. The primary objective is to assess the pedagogical outcomes resulting from the incorporation of digital technologies into the professional preparation of music teachers for work in secondary education institutions. The research employs a structural-functional approach, utilizing pedagogical observation, content analysis of curricula and educational platforms, and comparative analysis of digital tools' functionalities. The study confirms the effectiveness of implementing adaptive digital learning environments tailored to the evolving educational trajectories of music teachers. It proposes a step-by-step model for integrating specialized software into professional training, enhancing auditory, rhythmic, and musical skills. The article also outlines pedagogical strategies and interventions aimed at improving proficiency with artificial intelligence tools in music education, including modeling, neuroanalysis, and visual approximation. Furthermore, it identifies key didactic elements essential to developing arranging competencies through the use of digital synthesizers, multitrack editing, and mixing programs, tools that significantly enhance the quality of hands-on teacher training. Future research should focus on comparative evaluations of digital platforms, the design of optimal blended learning models, and the refinement of instructional methods for effectively incorporating AI tools into music pedagogy.

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