Exploring the impact of classroom climate on music aesthetic literacy in nonmusic majors

PLOS One | https://doi.org/10.1371/journal.pone.0333470 October 7, 2025 10 / 13 Discussion This study employs Bandura’s social cognitive theory, specifically the triadic reciprocal causal model, to explore the relationship between the classroom climate and MAL. The findings underscore the dynamic interaction between environ- mental factors (the classroom climate), personal factors (SE and gender), and behavioral outcomes (MAL dimensions). By highlighting the reflect correlational role of SE, the study expands the theoretical applications of Bandura’s model in aes- thetic education, an area often overlooked in the existing literature. Previous research has demonstrated the significance of the classroom climate in academic contexts, yet its role in fostering aesthetic literacy, particularly in nonmusic majors, has remained relatively underexplored [18]. The study advances aesthetic education theories by linking MAL to holistic environmental and interpersonal dynamics. Reimer’s advocacy for aesthetic experiences as a central pillar of music education is supported here, with empirical evidence illustrating how classroom climate facilitates engagement with music’s aesthetic and creative dimensions. This study not only affirms Reimer’s emphasis on integrating aesthetic experiences but also addresses gaps by evaluating specific classroom climate factors—the PE and TSI—as critical drivers of MAL development. Classroom climate, influencing factors, and their combined impact on music aesthetic literacy

The findings reveal a dual yet nuanced role of PE and TSI in shaping MAL. While both factors positively influence all dimensions of MAL—Habit, Attitude, Knowledge, and PAS—TSI emerges as the stronger predictor. This aligns with research suggesting that teacher–student rapport enhances learning experiences and outcomes significantly [29]. Effec- tive TSI, characterized by empathy, constructive feedback, and emotional support, are crucial in aesthetic education, where subjective interpretation and personal engagement are integral [12]. In contrast, PE, including spatial arrangements, acoustics, and technological integration, exerts a foundational but less pronounced effect on MAL. This finding corroborates studies linking well-designed PEs to improved academic outcomes [9]. However, the experiential and interpretive nature of music education suggests that while PE facilitates MAL, its influence is correlated by the quality of TSI, highlighting the interplay between environmental and interpersonal factors. While TSI had a more pronounced effect, the findings also underscore the role of the PE in shaping MAL. The pos- itive correlations between PE and the dimensions of MAL, such as Attitude and Knowledge, highlight how classroom design and spatial arrangements can influence aesthetic learning. Flexible learning spaces that facilitate active partic- ipation and collaborative learning may enhance students’ music literacy, as previously suggested by research on inno-

vative classroom design [30]. The empirical evidence provided by this study expands upon these insights, suggesting that a well-structured PE not only supports academic engagement but also nurtures aesthetic sensitivity and creative practices. This finding emphasizes the need for educational institutions to invest in adaptable, student-centered learning environments that cater to both academic and aesthetic development. Classroom spaces should be designed to inspire creativity and provide opportunities for experiential learning, allowing students to interact with music and its aesthetic components in a dynamic and immersive manner. This recommendation is particularly relevant for those programs targeting nonmusic majors, where fostering an appreciation for the arts requires thoughtful spatial planning. The holistic approach adopted in this study, integrating both the physical and social dimensions of the classroom climate, offers a comprehensive understanding of how environmental factors shape MAL among nonmusic majors. By examining the interplay between PE, TSI, and the dimensions of MAL, this study addresses calls for more targeted empir- ical research on the classroom climate in music education settings [31]. The findings suggest that enriching the classroom climate—both in terms of its physical setup and the quality of teacher–student relationships—can enhance aesthetic learning outcomes significantly.