Abstract; In an era of globalisation, educators face ongoing challenges in sustaining local cultural heritage within formal curricula. This paper describes the design, implementation, and formative evaluation of a project-based learning (PBL) module on Hunan folk music for undergraduate education in China. The study addresses a gap in many tertiary music programmes, where curricula remain dominated by Western music theory and offer limited practical, culturally situated learning. Using a Design and Development Research (DDR) framework, the study proceeded in three stages: (1) needs analysis, (2) design and development of the PBL module based on expert consensus, and (3) a formative assessment of usability and feasibility. The module integrates PBL pedagogy with Hutchinson and Waters’ Needs Analysis Model and Hofstede’s Cultural Dimensions Theory to support culturally responsive learning. The needs analysis indicated a perceived need for more innovative and student-centred approaches to teaching traditional music. Importantly, this study reports developmental evidence (expert review and classroom observation) and does not include quantitative outcome measures (e.g., pre/post tests) of student learning gains. Classroom observations further suggested that the module was practical to implement and was associated with sustained student engagement and perceived intercultural appreciation. This work offers educators and curriculum developers a documented model for incorporating ethnomusicology into higher-education teaching and for iteratively refining culturally responsive PBL materials; however, the findings should be interpreted as formative rather than as measured effects on learning outcomes.
(UPSI) et al. (Sat,) studied this question.