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Crossing Sensory Boundaries: Cross-Cultural Practices and Technological Empowerment in Global Blind Music Education

Author(s)

Lihua Chai1,*, Yue Fu2

Affiliation(s)

1Department of Special Education, Zhejiang Vocational College of Special Education, Hangzhou, Zhejiang, China 2Information Resource Center, Zhejiang Vocational College of Special Education, Hangzhou, Zhejiang, China *Corresponding Author.

Abstract

In the context of global educational equity and inclusive development, blind music education—an interdisciplinary field at the intersection of special education and arts education—requires systematic research. This study, through cross-national comparative research, educational ethnography, and technological experimentation, reveals the multifaceted development of global blind music education. Firstly, based on case studies from 12 countries across four continents—Europe, America, Asia, and Africa—it is found that developed countries rely on the achievements of neuroscience to create courses integrating auditory and tactile senses, while developing countries adopt a dual model of traditional oral transmission combined with modern technology. Secondly, in terms of technological innovation, tactile feedback devices have improved blind piano learning efficiency by 37%, and AI-based audio description systems have reduced musical score cognitive load by 80%. However, there is a regional disparity in the accessibility of these tools, with coverage in the Northern Hemisphere at 68% versus 23% in the Southern Hemisphere. Finally, the study proposes a "triple synergy" equity advancement model: building an accessible music resource library through open-source communities (technology), establishing UNESCO standards for blind music competency (policy), and cultivating a cross-cultural network of music mentors (culture) to address issues of teacher shortages and fragmented curricula. This research provides empirical evidence to challenge the visually-centric education paradigm and offers practical insights for achieving educational inclusivity within the framework of the 2030 Agenda for Sustainable Development.

Keywords

Blind Music Education; Accessible Technology; Global Educational Equity; Sensory Compensation; Cross-Cultural Research

References

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