Comparative Perspectives on AI-Assisted Music Education in China, Ukraine, and Belarus

Abstract

Artificial intelligence (AI) is changing how music is taught all over the world by making individualised teaching plans, giving specific performance feedback, and offering new ways for students to create music. However, due to the constraints of the national curriculum, institutional structure and traditional cultural values of musical artistry, these advanced technologies are also limited in terms of educational value and application. Systematically compare the introduction and development paths of AI-assisted music education in China, Ukraine and Belarus in this paper. According to the latest educational policy system, empirical studies of digital learning, and representative pedagogical projects, this paper examines the deep similarities and notable differences in governance, pedagogical application, technological facilities, and cultural attitudes towards the automation of music education. Based on the above analysis, although all three countries are fully aware of the vast opportunities provided by adaptive practice algorithms and inclusive participation through digital platforms, their structural deficiencies differ significantly. China has deployed a large number of state-supported facilities for the expansion of AI tools, while Ukraine's primary use of digital platforms has been to cope with the serious disruptions in life due to the COVID-19 pandemic and the ongoing war. Belarus is relatively reluctant to introduce digital technology in the main building of the conservatory at the moment. Based on the above comparison, a model for implementing AI-assisted music education with cultural sensitivity has been proposed. The three parts of this system will be: protecting teachers' initiative, boosting students' innate musicality, and aligning the introduction of new media with the local school curriculum and cultural inheritance.