Indigenous Music Pedagogy and Cultural Identity: A Transformational Model for Sustainable Education in Unity Schools in South-East Nigeria

Abstract

This study investigated the role of indigenous music pedagogy and cultural identity as a transformational model for sustainable educational practices among Unity Schools students in South-East Nigeria. Two research questions guided the study. A descriptive survey design was adopted. The sample comprised 60 Cultural and Creative Arts teachers purposively selected from selected Unity Schools in South-East Nigeria. Data were collected using a 20-item structured questionnaire validated by experts in Music Education and Measurement and Evaluation. The instrument yielded a reliability coefficient of 0.81 using Cronbach's alpha. Mean and standard deviation were used for data analysis. Findings revealed that the integration of indigenous music pedagogy significantly enhances students’ cultural identity through increased self-awareness, cultural pride, and deeper understanding of community values. The study further showed that indigenous music pedagogy functions as a transformational model by promoting participatory learning, community engagement, student motivation, and culturally responsive teaching practices. The study concludes that embedding indigenous music pedagogy within Unity Schools in South-East Nigeria can foster sustainable, culturally relevant, and transformative educational practices. It recommends the integration of indigenous music frameworks into teacher training and curriculum development.