Twenty-first century learning skills and music engagement among young children: a systematic review

Abstract

ABSTRACT Previous researchers have thoroughly examined music-based interventions, which involve singing, movement, and musical activities. According to the findings of previous research, music-based intervention is highly beneficial for young children in developing their 21st-century learning skills, which include communication, collaboration, creativity, and critical thinking skills. This review analysed and contrasted previous research on the studies of using music-based intervention in enhancing 21st-century learning skills. The SPIDER and CATT search tools were used to conduct this systematic review, which investigated samplings (S), phenomena of interest (PI), designs (D), evaluations (E), and research methods (R). The themes from the selected studies were also studied to investigate the effects of music-based interventions. Thirty-six studies with participants aged 1 to 12 that were published between 2001 and 2023 were included. This review found that music-based intervention has been discovered as a viable approach for enhancing the developmental skills of 21st-century learners among young children. Researchers and educators are suggested to pay close attention to ensuring the suitability and reliability of their research designs to maximize the effectiveness of music-based interventions.