Gender-inclusive choral education in Chinese primary schools: Teacher preparedness and systemic barriers in Changzhou, Jiangsu

This study was conducted to examine the preparedness of primary school choral teachers in Changzhou, Jiangsu Province; to investigate systemic barriers to inclusive choral instruction; and to propose instructional strategies aligned with gender diversity. A quantitative research design was employed, in which data were collected through a structured questionnaire administered to 105 music teachers across 50 public and private schools in Zhonglou District. The instrument was designed to address demographic characteristics, teaching practices, training experiences, and challenges specific to inclusive choral education. Content validity was established through expert review (Index of Item-Objective Congruence = 0.95), and reliability was confirmed using Cronbach’s alpha. Data were analyzed using SPSS, applying descriptive statistics, Pearson’s correlation, and thematic content analysis. The findings indicated that although many teachers expressed openness to gender-inclusive practices, actual implementation was hindered by insufficient training, limited institutional support, and cultural resistance, particularly in public schools. Private schools were found to exhibit greater flexibility and responsiveness, which were attributed to increased administrative autonomy and less bureaucratic constraint. While inclusive strategies such as repertoire adaptation, the use of gender-neutral language, and mixed-voice arrangements were reported, a clear disconnect was identified between national-level policy recommendations and classroom-level execution. Based on the results, it was suggested that integrated efforts be undertaken to embed gender diversity into pre-service and in-service teacher training, revise national music education standards to reflect inclusive values, and foster supportive school environments through collaborative leadership and policy engagement. These measures are regarded as essential to advancing gender-inclusive choral pedagogy in Chinese primary schools. The study’s contributions are intended to inform educational policymakers, curriculum developers, and teacher educators, and to support the ongoing transformation of music education toward a more equitable, inclusive, and culturally responsive practice.