Independent learning is essential for music teachers whose professional growth relies on continuous self-directed practice, critical listening, and creative experimentation. The article synthesises psychological, pedagogical, and musicological theories to establish a conceptual basis for cultivating independent learning skills in undergraduate music-teacher education. A qualitative meta-analysis of 127 peer-reviewed publications (1995-2025) was conducted, triangulated with a focus-group study involving twenty-five conservatoire instructors from Central Asia, Europe, and North America. Analysis revealed that the most influential constructs are self-regulated learning, reflective practice, and culturally mediated musicianship; these converge in a six-component model that links motivation, metacognition, and domain-specific knowledge with social and technological affordances. The model positions musical autonomy not as isolated practice but as dialogic engagement with cultural repertoires, digital tools, and professional communities. Implications include curriculum redesign that embeds sequenced reflection, scaffolded repertoire selection, and technology-enhanced feedback loops. The proposed framework provides music-teacher educators with a theoretical map for systematically nurturing lifelong, self-sustaining learners.  

Independent learning, music teacher education, self-regulated learning

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