Listening plays a pivotal role in the training of Hindustani Classical musicians, influencing their perception of raga, improvisational skills, and stylistic refinement. With the proliferation of digital platforms alongside traditional guru-shishya methods, understanding learners’ listening habits has become essential for modern pedagogy. This study aims to investigate the listening patterns and preferences of learners of Hindustani Classical Music (HCM), comparing their engagement with classical and popular renditions, and assessing the impact on their performance skills and creative development. A quantitative research design was employed. Data were collected from 134 undergraduate, postgraduate, and doctoral students across six universities through a structured questionnaire. Findings indicate that learners are engaged with varied genres but prioritise classical music and the style in which they are getting trained. While popular renditions are common, the Guru’s recordings and classroom demonstrations remain equally or more valued. Regular listening was reported to enhance raga recognition, improvisation, and performance, with both traditional and contemporary practices contributing to artistic growth. The findings are significant for music educators, curriculum developers, and performers. By understanding students’ listening preferences and integrating structured listening assignments—combining live concert exposure with curated digital content— institutions can enhance training outcomes and preserve the depth of traditional pedagogy while embracing modern accessibility. Keywords: Hindustani Classical Music, listening habits, raga perception, music pedagogy, digital platforms, performance skills.
Kumari et al. (Sun,) studied this question.