Accessibility and Sustainability of Technology-Enhanced Music Curricula: A Quasi-Natural Experiment across Urban and Rural Schools

Abstract

Technology-enhanced music curricula can transform music education by integrating digital tools and resources into teaching and learning. Yet access to these technologies and the long-term sustainability of their implementation differ markedly between urban and rural schools. Drawing on a quasi-natural experiment involving urban and rural middle schools, this study examines two key dimensions: accessibility, defined as device availability, internet connectivity, and teacher training; and sustainability, defined as the durability of curriculum integration and teacher retention. Findings show that urban schools achieved substantially higher scores on both dimensions, which translated into stronger student engagement in music learning. The analysis highlights persistent resource gaps in rural contexts, where teachers often lack digital literacy and institutional support, constraining the adoption of innovative music pedagogy. Sustained impact requires embedding practices such as ongoing professional development and curriculum alignment to ensure that technology-rich music education remains viable over time. The study concludes with recommendations for targeted investment and community-based training to foster equitable and enduring access to technology-enhanced music education across diverse school settings.