Abstract This study aimed to explore the opportunities and challenges of implementing music improvisation in various music classroom settings. This study employs a qualitative approach to pedagogical research. Eight (n = 8) expert music educators with extensive experience in research and implementation of music improvisation participated in semistructured interviews that included questions about the inclusion of music improvisation activities in education and their own implementation experience. The dataset was analyzed using thematic content analysis. Five themes emerged: motivation for implementing improvisation, developing improvisational competence, considerations in implementing improvisation, student outcomes of music improvisation, and educators’ perception of improvisation in music classroom settings. The discussion of the results is framed within the context of established theoretical and empirical research, offering broader insights into the improvisation pedagogy and its application in different music classroom settings.
Krevel et al. (2026) studied this question.