The impact of new musicology and postmodern theory fusion on cultural diversity awareness in music education

Modern music education is focused on promoting multiculturalism and developing cultural awareness within the field of music. This research aims to analyze the impact of new musicology and postmodern theory on cultural diversity in music teaching, and to examine the moderating effects of intercultural competencies and expertise in music education. The study sample consisted of 450 music education students. The research utilized questionnaires with scales measuring new musicology incorporation, postmodern theory implementation, intercultural competencies, teaching methodologies, acquired music education, and cultural sensitivity. Data analysis involved various statistical methods, including correlations, regression, and mediation/moderation analyses. The results revealed that music teaching is influenced by new musicology and the incorporation of postmodern theory. Levels of cultural diversity awareness are moderated by prior knowledge of music education, while these relationships are also moderated by intercultural sensitivity. The results will be useful for curriculum developers, policymakers, and music educators seeking to enhance cultural diversity representation in music classrooms. Furthermore, a more detailed understanding of the moderating roles of intercultural competency and prior knowledge in the music class will deepen the comprehension of the interactions among variables associated with culturally relevant materials.