02021nas a2200265   4500000000100000000000100001008004100002653001600043653001500059653002100074653002400095653002000119653003500139100001200174700002000186700001000206700001700216700001800233245010500251856005400356300001100410490000700421520130200428022002501730       2024                            d10aATLAS.ti 2310aChallenges10aeducation review10afolk music pedagogy10athematic review10atraditional music preservation1 aMiao Pu1 aAhmad Bin Musib1 aJi Li1 aXiaoyu Jiang1 aWenhong Huang00aA Thematic Analysis of Folk Music Education: Trends, Technology, and Global Perspectives (2013-2023)  uhttps://revistas.ufg.br/musica/article/view/79650  ae796500 v243 aThe background of this study is rooted in the need to understand how folk music, as an integral part of cultural heritage, has adapted to rapid changes in educational paradigms influenced by technological advancement and globalization. Despite the impact of technological advances and global cultural integration on folk music education, few reviews have examined how technology and global perspectives are transforming folk music education and identified emerging pedagogical trends. This article provides a comprehensive review of the trends, technologies, and global perspectives shaping folk music education through a thematic review and analysis of 43 literature publications from 2013 to 2023. This study used ATLAS.ti 23 to assist in thematic analysis, and the analysis resulted in four themes: Cultural Music Diversity, Folk Music Curriculum, Global Perspective Education, and Technology Impact Education. Findings indicate that while folk music education has made significant advances in technology and global perspectives, challenges remain in balancing tradition and innovation. Implications for future pedagogy demonstrate the need for continued research to develop strategies that preserve the essence of folk music traditions while fostering adaptability to new educational contexts.  a1676-3939, 2317-6776