MULTIMODAL PIANO TEACHING IN CHINA NAVIGATING TECHNOLOGICAL TOOLS AND TRADITIONAL VALUES

Abstract

This article investigates the development of multimodal piano teaching in Chinese higher education, focusing on the integration of online, offline, and hybrid pedagogical approaches. It analyzes how technological tools—such as AI-assisted platforms, virtual reality, and intelligent evaluation systems—reshape piano instruction, while also addressing the enduring value of traditional teacher-student interaction and cultural transmission. Drawing on a wide body of literature, including empirical studies from leading Chinese institutions, the research identifies both strengths and limitations in current teaching models. It highlights gaps in longitudinal learner tracking, ethical concerns regarding screen dependency, and regional inequalities in digital access. The role of faculty is also examined, revealing that teacher expertise, innovation capacity, and digital literacy are critical to successful integration. The study concludes that a balanced model, grounded in both technological advancement and traditional pedagogical philosophy, is key to ensuring sustainable, culturally rooted piano education in the digital age.