Abstract:

The influence of the Double Reduction Policy on music education quality and the integration of aesthetic learning necessitated an in-depth examination into music teachers' experiences, views, and adaptations within the shifting educational landscape. This qualitative study's aim was to explore the complex interactions between pedagogy, policy dynamics, cognition, and aesthetic learning in the context of music education. The study sought to investigate how music educators in Zaozhuang City's primary and secondary schools managed policy changes while fostering aesthetic learning experiences against the backdrop of the Double Reduction Policy. A qualitative technique was used in this study, including targeted sampling of 25 music teachers from various schools. To investigate instructors' attitudes, beliefs, and instructional practices, semi-structured interviews were undertaken. Thematic analysis was used to uncover patterns in the obtained data, allowing for a thorough comprehension of the complex interplay between policy, cognition, and education. The study showed the complex interactions between policy requirements, instructors' cognitive environments, and the quest of aesthetic learning experiences. The results demonstrated how teachers were able to adjust their teaching methods while fostering aesthetic dimensions through interactive discussions and project-based homework. The study adds theoretical insights by demonstrating sociocultural dynamics inside educational contexts, where governmental requirements collide with personal values, influencing instructional choices. Practical implications underscore the necessity of individualized professional development in providing techniques for effective music education despite policy constraints. The paper suggests directions for future research, including longitudinal studies tracking the long-term effects of policy changes on music education.

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