Editorial

Ang K. Khoo H. L. Odendaal A. (2025). The inhibition of musicality: Perspectives of piano teachers in Malaysia and Singapore. International Journal of Music Education, 43(3), 344–355. https://doi.org/10.1177/02557614241227231

Angel-Alvarado R. Belletich O. Wilhelmi M. R. (2025). Didactic transposition in music education: Exploring didactical suitability in three Navarrese schools. International Journal of Music Education, 43(3), 548–564. https://doi.org/10.1177/02557614231204895

Gee J. P. (2025). Exploring music integration: Early childhood and elementary teacher practices. International Journal of Music Education, 43(3), 416–428. https://doi.org/10.1177/02557614231217793

Green E. R. Mitchell H. F. (2025). Orchestrating gender equality: How Australian female musicians navigate bias and achieve career success. International Journal of Music Education, 43(3), 493–504. https://doi.org/10.1177/02557614231208233

Jiang Y. Dumlavwalla D. (2025). Pre-college piano teaching practice in China and the United States: An international comparative study from the piano teachers’ perspectives. International Journal of Music Education, 43(3), 519–533. https://doi.org/10.1177/02557614231208236

Li S. Sun Y. Li Z. (2025). Teacher expectation effects on vocal and instrumental performance: A focus on student gender. International Journal of Music Education, 43(3), 505–518. https://doi.org/10.1177/02557614231208235

MacGlone U. M. Gravem Johansen G. (2025). Teaching free improvisation: European higher music education teachers’ conceptual tools. International Journal of Music Education, 43(3), 461–474. https://doi.org/10.1177/02557614231212579

Mateos-Moreno D. Bravo-Fuentes P. (2025). The ‘professional digital competence’: Exploring the perspective of primary music teachers in Spain. International Journal of Music Education, 43(3), 403–415. https://doi.org/10.1177/02557614231219705

Mazur-Socha Z. Laguna M. (2025). The Way I Feel, the Way I Play? The role of affect in goal realization in musical practice. International Journal of Music Education, 43(3), 445–460. https://doi.org/10.1177/02557614231212578

Pérez-Eizaguirre M. Vergara-Moragues E. Privado J. (2025). Can the professional study of a musical instrument be associated with the development of cognitive processes? A meta-analytic study. International Journal of Music Education, 43(3), 475–492. https://doi.org/10.1177/02557614231211351

Regus M. Satterfield T. (2025). Where is Mi Gente? Codeswitching (Afro)Latinidad in the music classroom. International Journal of Music Education, 43(3), 429–444. https://doi.org/10.1177/02557614231215807

Sánchez-Marroquí J. Vicente-Nicolás G. (2025). Bibliometric study of scientific production in music education from 2000 to 2022. International Journal of Music Education, 43(3), 372–388. https://doi.org/10.1177/02557614231220654

Tomé-Fernández M. Bravo-Yebra V. (2025). Music teachers’ perceptions of intercultural competence in Spain. International Journal of Music Education, 43(3), 389–402. https://doi.org/10.1177/02557614231220655

Tonner P. Odena O. Dickson J. Jaap A. Pincock D. Potter R. (2025). ‘Wayfarers: Confronting the past through traditional music in schools’. International Journal of Music Education, 43(3), 534–547. https://doi.org/10.1177/02557614231205307

Vidulin S. Žauhar V. Plavšić M. (2025). The effects of cognitive-emotional music listening in ear training on acquired knowledge and liking of the lessons. International Journal of Music Education, 43(3), 565–579. https://doi.org/10.1177/02557614231204442

Xie Y. (2025). Designing music education curriculum in a multicultural environment: Vocal training in China. International Journal of Music Education, 43(3), 356–371. https://doi.org/10.1177/02557614231221144