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 12 / 13 engagement and improving learning outcomes. By demonstrating the differential impacts of these factors on MAL, this research highlights the need for music educators to create supportive and inspiring classroom climates. Future research should delve deeper into the nuanced factors that influence the relationship between the classroom climate and MAL, such as students’ cultural backgrounds, individual differences, and peer dynamics. Longitudinal studies will be particularly valuable in understanding the long-term impact of classroom environments on aesthetic literacy. Supporting information S1 Dataset. (XLSX) Author contributions Conceptualization: Liangliang Zhao. Data curation: Liangliang Zhao. Formal analysis: Liangliang Zhao. Funding acquisition: Liangliang Zhao. Investigation: Liangliang Zhao, Bo Han. Methodology: Liangliang Zhao. Resources: Liangliang Zhao. Software: Liangliang Zhao, He Jiang. Supervision: Sri Azra Attan, Ku Faridah Ku Ibrahim. Validation: Liangliang Zhao. Visualization: Liangliang Zhao, He Jiang. Writing – original draft: Liangliang Zhao. Writing – review & editing: He Jiang, Sri Azra Attan, Ku Faridah Ku Ibrahim, Bo Han. References 1. Montgomery AP, Mousavi A, Carbonaro M, Hayward DV, Dunn W. Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education. Brit J Educational Tech. 2017;50(1):114–27. https://doi.org/10.1111/bjet.12590

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