ABSTRACT Scaffolding, a core form of teacher interpersonal behaviour, is widely linked to improved classroom interaction and teacher‐student relationships in education research. However, its application in Chinese university music classes remains underexplored. To address this gap, this qualitative study examined 22 Chinese university music teachers' perceptions of scaffolding, focusing on its favourable outcomes and practical challenges. Data were collected through semi‐structured interviews and narrative frames and were analysed using thematic analysis. The findings indicate that scaffolding was perceived to enhance learners' autonomy, collaboration, motivation, disciplinary knowledge acquisition, creativity and classroom supportiveness; teachers also noted challenges related to meeting diverse learner needs, building scaffolding‐specific professional knowledge and adjusting support timing. By highlighting the discipline‐specific features of music learning, this study extends scaffolding research beyond general subject areas and offers targeted implications for university music teacher development.
Li et al. (Mon,) studied this question.