21st-century skills in vocal pedagogy: a scoping review

Introduction This study examines how 21st-century skills are conceptualized and applied in vocal pedagogy in response to increasing demands for reflective, technology-mediated, and culturally responsive approaches in music education. Methods A scoping review was conducted following Arksey and O’Malley’s framework and the Joanna Briggs Institute methodology. Literature published between 2014 and 2025 was systematically mapped from Scopus and EBSCOhost databases. Using PRISMA-based screening, nine studies met the inclusion criteria. Data were charted and thematically analyzed to identify conceptual definitions, pedagogical approaches, and implementation challenges. Results Findings reveal a shift from tradition-bound, repertoire-driven instruction toward more reflective, student-centered, and digitally supported learning environments. Integration of 21st-century competencies—such as critical thinking, creativity, collaboration, communication, and cultural literacy—occurs through strategies including AI-assisted feedback, microlearning, and cross-cultural pedagogical practices. However, challenges remain, including curriculum rigidity, insufficient teacher preparation, and limited professional development. Discussion The study proposes a conceptual framework positioning cognitive, creative, technological, emotional–social, and cultural dimensions as interdependent foundations of contemporary vocal education. This model underscores the need to cultivate reflective and adaptive learners capable of navigating complex artistic, digital, and intercultural contexts, with implications for curriculum innovation, teacher education, and future research.