Domain-specific trends in healthy life expectancy among Chinese older adults: Compression, expansion, and dynamic equilibrium.

Music education has increasingly been recognized as an educational domain extending beyond the acquisition of musical knowledge and skills to broader cognitive, emotional, and developmental dimensions (). Contemporary educational research suggests that engagement in musical activities can facilitate active learning processes, strengthen social interaction, and contribute to students' overall educational experiences (). As educational systems continue to emphasize learner-centered practices and holistic development, increasing attention has been directed toward instructional approaches capable of promoting autonomy, engagement, and meaningful knowledge construction within music learning environments (). Despite these developments, traditional approaches to music theory instruction often remain predominantly teacher-centered, relying on lectures and repetitive exercises for knowledge transmission (). Although such methods may facilitate the acquisition of fundamental concepts, they frequently provide limited opportunities for active participation and individualized learning (). Music theory education commonly involves abstract constructs, including harmonic organization and formal analysis, which require continuous interaction between conceptual understanding and practical application (). Consequently, students may experience difficulties in sustaining motivation and connecting theoretical knowledge with authentic learning contexts (). Understanding students' learning needs has therefore become an essential prerequisite for designing effective flipped music learning environments that can accommodate diverse learner characteristics and support meaningful educational experiences. Within this context, the flipped classroom model has emerged as an increasingly influential pedagogical approach because of its potential to transform passive learning environments into more active and participatory experiences (). By relocating foundational knowledge acquisition to pre-class activities and reserving classroom time for discussion, collaborative engagement, and applied learning tasks, flipped learning enables students to participate more actively in higher-order learning processes (). Existing studies indicate that this instructional approach may enhance learner engagement, strengthen classroom participation, and provide greater flexibility in learning experiences ().