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 11 / 13 Theoretical and practical implications The significance of TSI in promoting MAL has important implications for music education practice. TSIs that are autonomy-enhancing, supportive, and engaging can influence students’ aesthetic literacy positively, as demonstrated in the key dimensions of Habit and PAS. Music educators, especially in nonmusic-major programs, should therefore prioritize devel- oping teaching strategies that foster open communication, encourage student participation, and provide personalized feed- back. These strategies can create a more engaging classroom atmosphere, which, in turn, can enhance students’ aesthetic learning and engagement with music. Furthermore, the findings highlight the importance of TSI, not just in cognitive develop- ment but also in cultivating students’ attitudes and habitual engagement with music. Educators should consider incorporating activities that emphasize student autonomy and collaboration to stimulate aesthetic and creative development further. As the results suggest, students who perceive strong teacher support are more likely to engage meaningfully with music, thereby reinforcing the importance of pedagogical approaches that prioritize interpersonal dynamics in aesthetic education. The findings of this study have significant implications for music education practice, particularly in the context of nonmusic-major students, with the effect sizes offering clear guidance for prioritizing interventions. The standardized beta

coefficients reveal that TSI exert a substantially stronger influence on MAL (β = 0.522) compared to the PE (β = 0.233). This practical significance indicates that for every standard deviation improvement in TSI quality, we can expect a 0.522 standard deviation increase in MAL outcomes—nearly twice the impact of PE, highlighting TSI as a key leverage point for educators. First, the results highlight the importance of creating supportive classroom climates that nurture students’ aesthetic literacy. Music educators should prioritize fostering positive TSI by adopting teaching approaches that promote open communication, personalized feedback, and a collaborative learning environment. Such approaches can improve student engagement, motivation, and creative expression, which are essential for the development of MAL. In addition, the physical learning environment plays a crucial role in facilitating aesthetic learning. Educators and institutions should consider designing classrooms that are not only flexible and inspiring but also conducive to active participation and creativity. Incorporating adaptable seating arrangements, open spaces for performance-based activities, and stimulating visual elements can enhance students’ immersion in the aesthetic aspects of music education. Teacher training programs should also emphasize the importance of both the social and physical classroom environments in shaping aesthetic learn- ing outcomes. Music educators can benefit from professional development opportunities that equip them with strategies

to create environments that support students’ artistic and aesthetic growth. Training that focuses on developing relational dynamics and student autonomy in music classrooms can be particularly effective in improving student outcomes in MAL. Limitation and future directions Despite its contributions, this study is limited by its focus on nonmusic majors in a higher education setting, potentially limiting its generalizability to other educational contexts. In addition, the use of convenience sampling from a single institution constrains the external validity and generalizability of the findings. The nonrandom, course-mandated sampling context may introduce response biases, as students’ participation under course requirements could affect data accuracy. Future research should explore how classroom climate factors influence MAL across different student populations and music education levels. Additionally, longitudinal studies could provide deeper insights into how sustained changes in the classroom climate affect MAL over time. Furthermore, the study calls for the development of standardized methods for assessing MAL, addressing existing critiques in the literature regarding the lack of robust measurement tools [32]. Future research should integrate interdisciplinary perspectives, including neuroscientific and psychological approaches, to better understand the cognitive and emotional processes underpinning MAL. Conclusion This study provides valuable insights into the relationship between the classroom climate and MAL among nonmusic-

major college students. The findings underscore the significance of both the PE and TSI in fostering students’ aesthetic