Current and future training of music therapy educators: Implications from an international survey study

Introduction Music therapy educators play a vital role in shaping the future of music therapy practice, yet little is known about their preparation for teaching or their educational training needs. Drawing on educational competencies adopted in other health professions, this study explored training, knowledge, and professional development needs of music therapy educators internationally.Method A purpose-designed 55-question online survey was completed by 61 MT educators across 19 countries between 2020 and 2021. Using a mixed methods approach, the snowball survey recruitment included quantitative ratings and open-ended questions addressing teaching competencies, curriculum development, educational practices and proposed areas requiring additional training.Results Findings indicated that more than one-quarter of participants had received no formal training in teaching. Instead, many relied on informal peer learning and self-directed approaches to develop their teaching practices. Participants reported particularly low levels of knowledge in learning theories, curriculum development, and assessment practices. Despite these gaps, these same areas were not consistently identified as priorities for further training, highlighting potential limitations in educators’ awareness of foundational pedagogical competencies.Discussion To address these gaps, participants’ responses support the development of an international peer-learning network for music therapy educators. Strengthening educator preparation through collaborative professional learning may enhance quality, sustainability, and global growth of music therapy education and practice.