Exploring the potential and challenges of applying multiple intelligences theory in Chinese music education

The purpose of this qualitative descriptive study is to explore the potential and challenges of applying Howard Gardner’s Multiple Intelligences (MI) theory in Chinese school music classrooms. Semi-structured interviews with a scholar, teacher, student, and parent reveal that MI theory can enhance music class participation and aligns with China’s focus on Quality Education. However, challenges such as exam-oriented education, lack of assessment tools, and limited resources in poorer areas need addressing. Participants suggested increasing public awareness, offering professional training, and providing implementation guidance to support the practical use of MI theory in Chinese educational settings. • Integrating MI theory in music education has the potential to enhance engagement. • MI-based teaching may help address diverse learning needs in Chinese classrooms. • Educational reforms create opportunities to explore MI-informed approaches. • Limited resources and assessment tools may hinder MI theory implementation.