*Zhu Yuwei and Pramela Krish

Abstract: The integration of digital applications has increasingly influenced teaching and learning practices in higher education, including performance-based music education. This study explores how music lessons are transformed through the use of digital applications by foregrounding tertiary-level learners’ experiences. Adopting a qualitative research design, data were collected through interviews and classroom observations involving 18 tertiary-level music students at a higher education institution in China over a 16-week period. Two music learning applications, Piascore and EarMaster, were integrated into regular learning activities to support practice organisation, feedback, and independent learning. Guided by the Self-Determination Theory and constructivist perspectives, qualitative data were analysed using thematic analysis. The findings indicate that the applications supported more flexible and student-centred learning practices by enhancing learners’ awareness of practice organisation, progress monitoring, and strategy adjustment. Piascore was associated with improved score management and practice structuring, while EarMaster promoted accuracy and immediate feedback during skill-based practice. Learners’ motivation was closely linked to visible progress and increased control over learning routines. However, challenges related to self-discipline, feedback interpretation, and the continued need for teacher guidance were also identified. The study highlights the importance of pedagogically integrating digital applications to support sustainable development in higher music education.

Keywords: Music education, tertiary learners, Piascore, Earmaster, pedagogical support