Innovations in modern music pedagogy in the context of exploring ethnoculture

Анотація

Azerbaijan is a country with a millennia-old history and an exceptionally rich cultural heritage. At the same time, the global processes of cultural dynamics find their reflection in Azerbaijan. It is precisely this interaction that serves as a strong driving force for innovation within modern humanitarian pedagogy. A student's competence, both professional and humanitarian, cannot be developed outside the framework of current educational and innovative models. Therefore, the priorities of today’s global cultural environment must inevitably be integrated into the pedagogical process through the adoption of pedagogical innovations. Contemporary innovation processes, as seen through the lens of humanitarian pedagogy are equally relevant to music education. In this research, innovation processes are transferred into the contextual field of music pedagogy. The musical culture of Azerbaijan represents an artistic material that is familiar to students. Thus, implementing innovations in the educational process based on accessible and well-known content appears to be the most reasonable approach to addressing innovation in modern music pedagogy. The formation of the concept of innovation in present-day humanitarian science implies the creation of new sociocultural models and specific capabilities, reflecting context and transforming actions. Therefore, innovation in music pedagogy primarily entails intensification, reform, formation and the accumulation of creative and imaginative potential. The effectiveness and efficiency of innovation in music pedagogy depend not only on the development of theoretical principles but also on the regulation of processes occurring within the cultural setting of modern humanitarian education. It is also worth noting that the reflective nature of today’s music pedagogy rules out straightforward solutions. Currently, the wide range of issues surrounding contemporary spirituality calls for innovative pedagogical approaches. One such issue, spiritual adaptation in the modern world stands out for its complexity. Consequently, the aspects of innovative approaches must also be diverse, purposeful and well-justified. In a world shaped by globalization, all facets of culture require new approaches and fresh perspectives. This undoubtedly applies to music pedagogy as well. The academic competence of students is no longer defined solely by their mastery of conventional university-level knowledge. Today, the urgent need is to form universal worldview foundations in learners. This very requirement ensures professional viability. After all, each student is a member of the cultural community an intellectually capable individual who must navigate the modern sociocultural space. Such a student must understand and recognize the characteristics of spiritual culture and how they have evolved throughout history. The spiritual heritage of the Azerbaijani people holds latent meanings that remain largely unexplored in contemporary music pedagogy. In our view, only the development of a strategic, innovative program within the framework of Azerbaijani music pedagogy can truly reveal to students the profound depth and significance of Azerbaijan’s cultural and artistic treasury