Digital Tools in Instrumental and Vocal Pedagogy: A Pre- and Post-Pandemic Analysis at the University Level

Abstract

Prior to the onset of the COVID-19 pandemic, digital tools were progressively integrated into instrumental and vocal education at the university level. During the pandemic, these tools evolved from a supplementary role to an indispensable component of classroom instruction, thereby attracting growing scholarly attention. While existing research acknowledges this shift, there remains a scarcity of systematic comparison and synthesis regarding the impact of digital tools on instrumental and vocal pedagogy in higher education before and after the pandemic. Furthermore, insufficient studies have addressed the associated negative effects. This study combines literature review and questionnaire survey to summarize both the positive and negative influences of digital tools on university-level instrumental and vocal teaching before and after the pandemic, and proposes strategies to mitigate the adverse impacts. Findings indicate that digital tools provide students with increased opportunities for collaboration and enrich classroom teaching. To counter negative effects such as internet instability and reduced learning efficiency, the study recommends the development of specialized teaching software and enhanced classroom discipline. By summarizing the evolving role of digital tools in music education across the pre- and post-pandemic periods and expanding the research on mitigating adverse effects, this study offers valuable directions for the future development of digital tools in university music education.